Category: 2e Twice Exceptional learners

My child isn’t taking ownership

Please CLICK above to share. Parents of students who struggle with executive function have a difficult time trying to decipher how to empower their child to take ownership. They try to help, but is the help actually holding your child back? When does a parent need to detach and let go in a healthy way? How do parents set healthy boundaries? When is a parent enabling and doing too much? This video explores HOW to transfer ownership from a parent so a child can take more ownership of her own life in the best ways possible.
Love my work and want to give? Click here! To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you — Seth
Reading the transcript? Great! We’re currently uploading hundreds of transcripts so you can read them asap, but they are NOT all edited yet. This is a big process. If you notice anything wrong and want to help us, feel free to click this Google Form to share it. Thanks so much for pitching in! – Seth

Video transcript:

 

2e Twice Exceptional Learners Podcast with Stephanie Pitts & Rachel Kapp

*Please CLICK above to share Hey everybody, here’s a great new educational therapy podcast with Rachel Kapp and Stephanie Pitts where we dive into 2e learners. Here we chat about the different kinds of twice exceptionalities, executive functioning and the importance of relationships. We highlight the goal of securely attached, independent and successful adults who use their gifts and affinities to thrive. We further chat about emotional and physical regulation. Check it out and listen on their website here.
To support my work, please CLICK below to share and please click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth

Dear teachers, an open convo with Debbie Reber and Seth

Please CLICK above to share. SHARE THIS WITH TEACHERS WHO MIGHT BENEFIT! Here’s a new vlog with Debbie Reber of the TILT Parenting Podcast. This is not my typical vlog. Parents, this one is for teachers, BUT you will get a lot out of it. This was based on a parent question Debbie Reber and I get all the time, “HOW do we get teachers on board who don’t get it? Schools just don’t get neurodiverse kids!” Teachers, we recorded this just for you to shed light on the situation, and we went in-depth for well over an hour. We hope you like it and share it. Debbie Reber is an AMAZING podcaster that brings so much to parents of neurodiverse children. She’s my favorite podcaster and you should definitely check out here site/podcast/subscribe! CLICK HERE to find this convo on Debbie’s site CLICK HERE to chime in on the Google form survey
To support my work, please CLICK below to share and please click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth

Is your child a “Grey Zone Kid”?

Please *click* above to share. Thanks, Seth Some students are in the “grey” zone and the school won’t provide the needed support because of this. This often happens with 2e or twice-exceptional students. Here’s a perfect example: “Hi Seth, I heard about you on the Tilt Parenting Podcast. My son is in 6th grade and having so much trouble with organization. He has ADHD and high anxiety and is highly sensitive to boot! But the school will not grant him a 504 because he is “too smart”. But his grades are slipping from a A’s to B’s and C’s because he has many missing and late assignment, etc. Looking forward to perusing your stuff! Thanks in advance!!” Please *click* below to share. Thanks, Seth

Debbie Reber from the TILT podcast shares her wisdom

Please CLICK above to share. Today I’m excited to have my favorite podcaster, Debbie Reber of the TILT podcast, on a quick video sharing some of the wisdom she’s learned from interviewing countless people who have dedicated their lives to helping differently wired kids. I have a ton of respect for how Debbie contributes to the world of education. If you’re not subscribed to her updates, you can sign up here on her site. She is one of the very few that I follow consistently because she simply does a phenomenal job creating massively valuable episodes. Thanks for all you do for families Debbie! Our conversation was cut short from technical issues, but Debbie and I decided it turned out perfectly! ps – I’ve been to the World Domination Summit many times and it’s a big part of my journey into developing my life’s work helping kids who struggle with EF.
Love my work and want to give? Click here! To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you — Seth
Reading the transcript? Great! We’re currently uploading hundreds of transcripts so you can read them asap, but they are NOT all edited yet. This is a big process. If you notice anything wrong and want to help us, feel free to click this Google Form to share it. Thanks so much for pitching in! – Seth

Video transcript:

That’s cool. Hey, what’s up everybody to come and Debbie Reber from TilT podcast here. He could play Hello louder. We’re here in Portland, Oregon. We are both at the world domination Summit, which is a fantastic Conference of creative. injectors Austin Peay and we fortunately get the meat for the first time ever cuz we’ve known each other online and we’ve done a lot of podcast from stuff together and it’s awesome to meet that be so I had a question for Debbie that I wanted to post where the block today and that we had the opportunity to interview. So many people about differently wired kid, and I think it’s really amazing when somebody gets to have so much experience in Sword of exploring 1 questions on my my question to Debbie is what is one of the most important things you could ever tell parents or differently wired kids to help them help their kids for their kids. What do they need to know? What have you learned from all these people? Oh my gosh, you can totally overwhelming question cuz I thought I had I thought I had an answer now. Okay. So here’s what I would say through the conversations. I have at least something that sticks with me and it always comes back to respecting who that child is respecting their timeline respecting them as them being exactly who they’re supposed to be in this world respecting them as an autonomous being and that article is to guide them and help them become their bed though. It’s not to have them behave better. It’s not too. I mean that would be great but it’s not about controlling their Journey or having this look the way we wanted to look at about respecting who they are accepting who they are and I think but that Pete that word respect is the thing for me that is been a guiding principle and and all the people that I interview, you know, whatever the tips are. It really does. Come down to two that work and I think it’s such an important value and it can really shift everything in our relationship for their child when we approach the relationship through that lens.

What is NEURODIVERSITY?

Please CLICK above to share. What is Neurodiversity? (below are quick notes that go with the video above)
  • WHY it’s such an important term, shine, quality of life
  • Neurodiverse, Neurotypical, neuroatypical, neurologically diverse brains, thinking, learning, experiences, values
  • Invisible is a problem, causes shame, misunderstanding, Iceberg theory, layers of the onion, more to it
  • It’s not bad, it’s just different
  • Standardization, Sameness: Same age, grade levels, same chapter, same homework, “cover” material, follow the curriculum.
  • Asynchrony
  • Different strengths, interests, gifts, talents, passions
  • Different challenges, processing
  • People LEARN DIFFERENTLY.
What to do about it? Teach as if people learn differently. Differentiate. Accommodate. Care. Listen. Creatively differentiated learning experiences. Choice, ownership, and buy-in. No shame. Ultimately, goal Build on strengths, ef, attachment-value diverse unique human, SHINE.
Love my work and want to give? Click here! To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you — Seth
Reading the transcript? Great! We’re currently uploading hundreds of transcripts so you can read them asap, but they are NOT all edited yet. This is a big process. If you notice anything wrong and want to help us, feel free to click this Google Form to share it. Thanks so much for pitching in! – Seth

Video transcript:

Hey, what’s up are teachers and maybe some students out there today. I’m going to tell you about what is neurodiversity and why does it even matter? Why should we even care about this term is very important in my line of work. So I’ll be explaining that to you again again for the first time. My name is Seth Perler. That was so throw it out, I’m really glad that you’re here. I work with a lot of students who think differently they learn differently. They don’t fit in the box and I like people who don’t fit in the Box. I enjoy being around people who don’t who break the mold and who are complicated who are interesting and I’m going to teach you about no diversity, but I don’t want you to feel like you’re going to walk away from this video having a formal definition. That’s not how I roll what I want to give you and this video is I want you to walk away from this video with a Vibe with a feeling with a sense of what nerd versity is a strong sense of what it is. So why is it even important? To understand the term neurodiversity. The reason it’s important is because we’re in the business of quote educating students who want to educate people. Why do we want to educate people because we want them to have a great life one that I have a great life now and we want them to have the tools to be able to build a great future want them to have a high quality of life. We don’t want them to have an average life for a mediocre life. We certainly don’t want them to have a bad life or a stressful around happy life. We want to give people a great life and education is where we give people tools doesn’t always work. Of course not why doesn’t it always work? Well because we can’t always or we don’t always I meet everyone’s needs adequately. So the reason it’s important to understand our diversity is because when we don’t ask is because we want you to shine and have a great life and when we don’t understand their diversity when we miss understand human beings when we interpret things incorrectly then we address problems and correctly. Address needs and correctly when that happens. We can’t give people what they need than that diminishes their quality of life it limit their like it gives them less choices less opportunities. It it lowers our quality of life in the future in that is not what we are in the business of doing so that’s why it’s important. Now before I get further and I want to mention that it’s really important for us parents teachers and students anybody. It’s important for us to be aware of the intentions behind the words we used so we want to make sure that we’re being politically correct in a way, but we also don’t want to overdo it. So we got it. We have to use words to describe things. But there are some words in this whole number 2 verse this world of understanding this concept that can be misconstrued or taken the wrong way. So I’m just be sensitive to how we label people, you know label server purpose, but they’re not everything by any means so people can take labels way too far and think that a labeled They can read too much into it and then again misunderstand the student, which is not what we want to do. So neurodiversity. Basically this refers to neurologically diverse Brains Brains are very different. We are extraordinarily complex beings and we want to put terms within education. We want to put things into simple terms and think that we can quantify things in measure everything and oh my God, it’s so it’s so dangerous the way that we measure kids with grades and scores in in in the way. We perceive things sometimes so neurodiversity refers to neurologically diverse brain different brain that people think differently your experience of thinking feels different than somebody else’s experience of thinking learning differently we have different experiences that we’re coming from. We have different values. So nerd versity refers to that. We have different ways of interpreting processing feeling sense thinking learning. Now one of the problems with no diversity is that it’s invisible. Often we can’t we can’t see what’s going on inside somebody and I talked a lot about iceberg Theory where we see the tip of the iceberg. A lot of times. We might see falling and anger sadness. We see things on the outside, but what’s underneath the iceberg and when my work working with these students that’s what really matters finding out. What what’s the route of the stuff? What’s really going on behind the scenes? So with nerd of our students often times, they aren’t even noticed in the reverse. So and I’ll talk more about that as I go on but one of the problems that happens because it’s invisible is that when the student is winner diverse student is struggling in school that we want to Simply labeling. Yeah, you’re just lazy you just don’t try hard enough. You just need to work harder. You just need to be more disciplined. You just need it for yourself up by your bootstraps. You need to be more motivated need to be more regrets. You need to try. Hard do your past you have so much potential and we say all these messages and we are our intentions are good when we are sharing these messages or these these these sentiments but but often times the student starts to internalize this and they start to feel it safe to take it inside in and they start to feel shame and shame is a very corrosive thing really affects these kids very deeply in it as you probably know you adults like we can carry the stuff for years. I I doubt that there is an ad about watching this right now that doesn’t have some part of their life where they worry too much about what other people think of them. We are raised to fit in the Box to conform to do what you’re told and then were shamed if we don’t so Anyhow, I wanted to mention that nerd versity has you know, I’m sure if you’re watching my stuff and you follow my blog and stuff, you know, that no diversity doesn’t mean anybody bad. It’s just different bad is a shaming think just different if anybody’s dropping the ball at us adults not meeting the needs of nerd verse kids. So I want to talk about another similar term neurotypical and neuro a typical. So neurotypical is a term that came out of the ASD Community from somebody. I don’t know who was I should look this up in but I’m somebody apparently somebody with autism came up with the term neurotypical so we have no adverse. We have narrative. Goalie the neural atypical neurotypical would be sort of normal people now, there’s no such thing as a normal person but a neurotypical person that word. That’s why I talked about wear24 would refer to Buddy, who’s more typical neurologically now what we do in education is we tend to take this weekend to take this thing called education and we tend to want to standardize it. We want to say that they were the standards. We want to look at the sameness. We want to look at people being neurotypical. We we teach to the middle of the bell curve. Not the outlier the kids. I work with are the outliers. No diverse kids are outliers. We group people in our schools by that. We want them to be the same age the same grade level. We want to teach them the same chapter give them all the same homework. We want to cover the same material. We want to follow the creek elem. We approach education with this idea of standardization and sameness and that everybody should be at certain grade levels and blah blah and that is not wouldn’t our diversity is about so I wanted to mention standardization and how that influences so much of what we do subconsciously in our in our in our education world. Now the idea here is that if students that student should work hard and do the cricket lemon do what they’re told and cover the material and if that would happen then everything will be okay. They just apply themselves that they need you and they’ll be happy. But everybody is different everybody learns differently. Okay. So there’s another related Concepts. I want to mention in the stock today. And that is the concept of a synchrony and they think he is the same thing with basically states that kids do not develop synchronously. You can’t take a thousand third graders and they all be at the third grade level you have kids who are that age who are some are way ahead of other kids in certain skill areas and summer way below in other skill areas and you might have a third grader. Let’s stick with that one. Who is it is capable of 6 or 7th grade math who is reading at a high school level whose handwriting. Is that a kindergarten level who’s maturity and some situations like with peers that are not their age may be with older peers or without. Their maturity is off-the-charts taking a really deep intelligent conversations, but their maturity when it comes to not getting what they want with certain things. Really infantile asynchrony says that it’s not this line and you have all these domains and all these areas that you can measure and everybody is this supposed to be at the same place and if they’re not at the same place the worst thing to do is say it’s the fault of the student again in my opinion. It’s the fault of how we approach serving them about give kids who are all over the place if you have one kid and they may be in all of it right now. Do you have neurotypical kids who are relative generally speaking at grade level in certain areas sure. It’s that’s the definition of typical. But again, this video is about the number to verse narrow a typical a synchronous gets I want to mention a synchrony. I also wanted to mention that what we’re really doing here when we’re working with an human being or trying to educate them so that they can have a great future as we want to help them build the things that are going to help him. Have a great future we want to Open develop their strengths and their interest in their gifts and their talents in their passions and people have different strengths interest gifts talents and passions. But that’s what our kids are going to be able to build a career on is the things that they’re interested in that they care about that or purpose both of them better meaningful to them that incorporate their strengths for their talents were their gifts and stuff like that. And that too is diverse Isner diverse. I wanted to mention processing one of the things that happens with with people were processing information and there you have to take into account how somebody processes when you’re looking at their diversity because a lot of the students that I work with your extraordinary intelligent have processing issues and when somebody has a processing issue they can look if they could be shamed with the same thing. You’re being lazy. You’re not motivated. You’re not trying hard enough. They can look like they’re not trying and by Ben sometimes when they get older Frustrated attack with dying because they’ve tried so hard and all they’ve done is been shamed for it, but they can look like they’re not trying but they can be trying really hard because they’re struggling to process information. They can really be shamed them. I wanted to mention that and let’s see. Oh, yeah. I wanted to talk about Tui so to eat and hurt and it’s who we students are by definition. No reverse or neuro a typical or asynchronous to a to e student is gifted and talented in Samaria. So if you were to standardize people they would be gifted or the average in those domains and certain domains, but they also have learning challenges are learning disabilities. They might have sensory issues. They might have ADHD autism Asperger’s dyslexia dyscalculia. The rats traumatic brain injury trauma and may have any number of things that are affecting there are at their learning in their processing. So now. Tui it is kind of misleading because that assume that there are two exceptionalities, but there can be multiple of sex exceptionalities. In fact, you usually there are yea and sometimes things are undiagnosed are on notice or so, we have to take that into consideration to and then there’s a term called comorbidities which also kind of bored by comorbidities would mean that they’re more diagnoses going on at the same time. So anyhow, the point of all of this so far with this mirror diversity is people learn differently and people need to be taught differently. We cannot throw a standardized cookie cutter a curriculum at everybody and trailer. Teachers and play follow this cookie-cutter curriculum do it the way we tell you to do it and everybody will do just fine and look great on the test and all will be well that is not reality people learn differently. They think differently they feel differently. They processed differently. They need different things in our job. Is that all this to do our best to give them what they need to come do it perfectly know, but we can do a much better job than we’re doing right now. So what do we do about it? Well, what we’re going to do about it as we are going to teach people as if they learn differently so we can use any number of teaching method to do what’s called differentiation differentiation is in order to education term that implies that we teach or approach a teaching people differently. We make accommodations for people make modifications for people we care about the kids. We are teaching we listen to them. We ask them what they need. We usually don’t do that, but we can do that we can do Call creatively differentiated curriculum or creatively differentiated learning experiences and I like that term because it implies that we are creatively differentiating learning experiences for students so that they have some choice they are they have a lot of choice. They have input they have ownership they have buying in their learning and we don’t shame them. You know, what we can do that is not shame them look at what’s underneath the tip of the iceberg and I think part of the problem and part of the reason that we don’t train teachers to do this then and there are definitely teachers who do that sin a lot of the teachers that really differentiate well do it because either they’re gifted teachers or they’ve worked really hard and developing and honing that skill of differentiation and they’ve been empowered by their Administration which doesn’t often happen to creatively designed things that are going Me a highly engaging and meaningful. The thing is is that teaching like that is not cheap. It is not easy. You can’t cram 35 kids in a room and expect the teacher to have the resources in the time to be able to meet all the needs of a group of kid that is extraordinary leaner diverse and we have a model of Education that is designed to increase Revenue. We don’t see this cuz it’s behind the scenes but like Pearson, which is one of the standardized testing companies that is a 9 billion dollar your company and their revenue model. They’re at their model for profit is very simple. They’re selling test very low overhead very high profit. They do not want the story changed money influences politics and policy and and there’s textbook companies. They textbook. Is make a lot of money there these things called consumables. What is a consumable basically is a book that has to be thrown away at the end of the year. So you have to buy new ones are very expensive for school districts buying electronics for school districts, you know who sells very well you can put everything online and and that’ll just be great while that obviously caused a lot of problems because the place where the kids are supposed to focus has absolutely filled with distractions and they don’t have the executive function to to ignore the distractions. So they’re there the point is is that changing the way that we teach the stuff is really hard because they’re people profit from education even though we don’t see it. We don’t think I owe the text accompanying the curriculum manufacturer the tech companies even the food companies like Sysco like these are people who are let’s take the food company to it like that that are selling extremely low. Quality food extremely cheap food for as much profit as they possibly can. You know, it’s they want to keep profit. This is not about what do kids need can we really meet their needs no were still cutting funding it everywhere. We can and blah blah blah. That’s why there’s so many so many protests this year, you know teachers are trying to to live a good life to serve kids to have the resources. They need to have the time they need to have what they need to be able to serve these kids and heading out. so finally trappa neurodiversity forgetting everything I said, let’s go back to the beginning. What are we doing here? You’re trying to educate human beings to build on their strength. We’re trying to help them have strong enough executive function so that they can execute on the goals that are meaningful and purposeful to them. We are trying to create healthy and secure attachment with parents and teachers and the more the more dysfunctional of school is obviously the more dysfunction in Dysfunctional tell a friend you’re going to have with with the adults in these kids lives, but the better a school does at having mentally healthy teachers and the better we is families take care of our own mental health in the more we can have healthy and secure attached relationships relationships are everything is alternately with want to teach our kids how to have fantastic relationships. We want to Value their diversity of the CDs unique human being. So what we’re trying to do is we’re trying to give them the executive function building on this strength developing their skills honoring that there are Unique individual and we want them to shine. We want them to have a great life now and have gay set them up to be able to have a great future. So again what I was trying to do here with give you a Vibe a sense. I wouldn’t know our diversity is I hope that I did that in this video. Again, my name is Seth with stuff perler.com. Really appreciate you if you have not subscribed to my blog you can subscribe there. I send out stuff every week never free course for parents and feel like myself. Please share with somebody today and leave a comment. If you’re on YouTube, you can leave a comment below and I hope that you go Shine Your Light today and have a fantastic day. I’ll see you soon.

KAIZEN & Kids with Debbie Steinberg Kuntz

If you like my work, Please *CLICK* above to share. Thanks! -Seth Here I discuss Kaizen, the Japanese art of improvement and how it relates to kids with Licensed Marriage and Family Therapist Debbie Steinberg Kuntz. As professionals, we both realize the power of tiny steps in helping kids. We discuss how parents and teachers can apply this concept and dive into how we use it professionally. Also, Debbie runs the Free Bright & Quirky Child Online Summit starting TOMORROW January 28, 2019. Note: Early bird discount ends today, Sunday, for those who want to purchase the conference. See link for details. The 30 speakers include Dr. Ross Greene, Dr. Temple Grandin, Dr. Dan Siegel, Dr. Ned Hallowell, Dr. Laura Kastner, and I will be speaking on day 5.
  • Day 1: Understand your bright & quirky child
  • Day 2: Manage emotional intensity, meltdowns & behavior
  • Day 3: Navigate school and learning challenges
  • Day 4: Manage social challenges and build community
  • Day 5: Increase focus, motivation and executive function
  • Day 6: Calm stress, anxiety and perfectionism
  • Day 7: Parent complex bright & quirky kids
Click here to sign up: https://hub.brightandquirky.com/~access/a1c7314f/
If you like my work, Please *CLICK* above to share. Thanks! -Seth

How early parents should look for 2e?

Please CLICK above to share. Hey all – I’m a bit sick here, but here’s the topic from another email I received:
Hi Seth! I’ll keep my two questions short…. 1. My child is 7 and in first grade. What is a good age to determine that a child is 2e? 2. Why do you recommend a neuropsych instead of a clinical psychologist for evaluations? I tried to make an appointment with a neuropsych based off your video, but they said they only see children with brain injuries. Thank you so much! -Mom in AZ PS. Thank you for all you do!

Love my work and want to give? Click here! To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth
Reading the transcript? Great! We’re currently uploading hundreds of transcripts so you can read them asap, but they are NOT all edited yet. This is a big process. If you notice anything wrong and want to help us, feel free to click this Google Form to share it. Thanks so much for pitching in! – Seth

Video transcript:

What’s going on with me stuff with Seth perler.com executive function coach of Boulder, Colorado. I have a struggling students navigate thing called education. Coming to you for my couch today cuz I’m sick. I don’t feel so good. But I want to get her a Blog out blog out to you going to do to today. The first one here is about to eat kids and in particular space on this email. I sent that recognize you have so many people to help and don’t want to steal your time. So he made two questions short one. My child is 7 in in first grade. What’s a good age to determine that a child is to E2? Why do you recommend a neuropsych instead of clinical psychologist for evaluations? Number one? What is a good age to determine if your child has two? Here’s what I would recommend to your parents. Be on the lookout for if your child has to eat or whatever your child is as early as humanly possible read up on things learn educate yourself read my Tui video article which is exhaustive and the PDF that comes with it, which has a mass of checklist is not the end-all be-all and I don’t really like the Box things then but I give you all these metrics to look at and just consider and read through the article watch the video thoroughly read it many times as much as you can on Touhy about gifting it’s about different types of disabilities. So you want to find out as early as you can that here’s my concern. There are two easy kids where it’s relatively black and white. You know, they’ve got a learning challenge disability. It’s very clearly identifiable for whatever reason is that type of thing. You know, they’re gifted in some area or multiple areas and it’s just very clear black and white easier to see what the needs of the kids like that is like what concerns me is what I get a lot of in my practice which is kids that I say that they’re in the gray Zone. Cancer in the gray zone are there are two types of them and it’s it’s a dangerous place to be because when they’re in the gray Zone, they’re misunderstood and they’re not seen clearly when they’re misunderstood. They’re not Sinclair their needs are often. Not met not only are there needs often. That map of their often Shame by well intention at all. So you got all these out that are going to be in your kid’s life. We got their teachers who got their parents got counselors. You got admin you got support staff you got tutors whenever they’re all these islands that are going to be in their life. We have the kids in the grey Zone what’s going to happen is that you’re going to run into a lot of those people who will not get your kid and you’re going to be having conversations with people in your life. Where you going? Yeah. This teacher just doesn’t get my kid. They just don’t get it. I just can’t wait for the school year to be over what you know, what? Why are they so rigid with my kids, you know, we try to commit whatever you’re going to have those type of conversation. So this is what the grades on it. So it looks like this weekend. their gifts overshadow their deficits and their Challenger is and their disabilities. So they’ve got these gifts and a example of a place where I see this lot. Sorry. I’m so sick. My head is not fun when clearly place right see this lot. Is a kid who has very high permeability. So you have a young kid, they might have incredible deep conversation. You know it gif these our conversations that other kids and their greater not having with adults like they’re really high level in terms of their ability to articulate something so they and then they have a disability but if the disabilities overshadowed by this this the type of kid where at also say, I know the kids right? I know they can do it. I’ve seen him do before but just not trying hard enough. They’re just not working. They’re just not motivated. They’re just not being displayed. They’re being willful. They’re just choosing they just won’t do it. It’s not that they can’t hurt us. So this so if there’s a disability that’s interfering with things and the adults are saying yeah, but I know that they’re capable because I see it in this area. That’s one of the type of gray cats. The others have a great cat is where you have the disabilities overshadow the guess. So this is a kid with a disability is so in your face. So this and you see it all the time. It’s very easy to identify a really interfere is a lot but they have these gifts that aren’t being noticed that aren’t being developed that these kids are not seen for those things and they’re focusing all on the disability. So those are the kids that I worry about it these kids in the gray zone now all kids. a complicated then you got your gift the kids that are complicated. You got your kids with the stories that are complicated. Then you got your two weekends and they’re super super super complicated. I don’t want you to leave this video thinking we can just figure something out and get them on the right track and get everything fixed. These red shoes are going to be dealing with for years and I think that’s sometimes hard for parents and teachers to understand. And it’s okay. Life, you know where complicated people. so But in order to deal with these complications you can’t pretend it’s simple. And we can approaches if it’s if it’s as simple and we can just do some tasks and do some scores and do some interventions and follow the IEP and 504 and everything will be okay and in reality. Daddy is you got this kid? You want to have a good future. They’re going to need certain skills and knowledge. Have a good future. There’s no way around it. Are we developing that are we personalize customize Taylor differentiate great educational experiences that are relevant to that human being to develop their strength help them with her challenges, like give them everything that they need. How are we going to meet her in the way that we’re going to do that is by being clear. You’re asking my question. When’s a good time to determine if the to eat? The earlier the sooner you’re clear on this and that the staffs are clear the better we’re going to be able to meet their needs. Question number two. Why do I recommend a neuropsych set of a clinical psychologist? How to make an appointment the nervous type based off your video but they said they only see children’s brain injuries. Thank you so much not all in the receipts likes only see kids with brain injuries. I don’t know how big of an area is population-wise you live in I know you’re in Arizona. Thank you for a raise from Arizona by the way, but I don’t know if you’re in Phoenix or if you’re in a small area like Prescott or something like that, but they’re in a neuropsych that do sew the weather like there a sex as they cast a very wide net of testing. They do several different ass is huge battery. They do it over the course of a couple days. It really get to know your child. So now let me that they’re going to be better than a clinical psychologist not necessarily. What I would say is you want someone where there’s relationship if you have a clinical psychologist who does valuations you trust who you got who’s fun? You have a great relationship with and you can walk away from that person with answers to your questions. That’s what matters. You could go to the best nurse. I can the world at least on paper. And walk away with your husband doesn’t help you anything. You just pay $3,000 to be like what the heck did we just do what? It’s a stack of papers mean? How does this help us? Whoever you go to I want you to walk away. With answers not all the answers back with some clarity. You should be walking away going. Wow. This is open their eyes to some things with much better picture. So a psychologist can certainly do that. So I don’t underestimate anybody keep doing research on your own but I would call three or four or five of them call a couple psychologist in couple no sex and ask them the question I said that video which is when I leave here. Am I going to have answers my questions and I’m going to walk out with my head spinning in the stack of papers and not being able to interpret the sign papers. How are you going to support me to understand the value of this testing? So that my thing was that so I don’t care who does it you just want answers. So I got to get my name is Tuff Stuff products, If you haven’t signed up for my website, go ahead and subscribe a lot of great stuff for helping complicated kids and subscribe on YouTube and give it a thumbs up leave a comment do whatever you can to support me and get these ideas out to more family so that we can start work is I hopefully will not be sick much longer and I hope you are doing well take

Is College Even Right?

Here’s a fantastic email about college prep that I respond to in this week’s vlog:

Hello Seth, I subscribed to your Ed Blog this past spring. Thank you for your passion and adding your voice to an audience of parents AND educators!  I’m a Denver parent of a 16 year old 2E boy who is classically twice exceptional.  I was able to recognize this as my oldest child is gifted and I’d been through the ‘training’ earlier.  I fought for an IEP in middle school and have been my son’s tenacious champion since he was evaluated by a colleague of yours. 

At this stage in my daughters high school career, we were in the thick of college/test prep and planning.  She is attending a highly selective college and doing well and happy. 

My son is in his junior year of high school and attending ½ day at a Technical College studying cyber security, and ½ at his high school going through the motions in his core classes.  I’m not convinced that even his alternative high school program leaders are good counselors for his future.  Can you offer some thoughts for counseling his post high school, gap year/practical work path? 

Thank you for what ever you can suggest and for the time to read my request! Kim”

New TILT Podcast – Resistance

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Debbie Reber, TILT Podcast
Debbie Reber, TILT Podcast
Hi all, Here are 2 AMAZING new podcasts with Debbie Reber from TiLT Parenting Podcast:
Episode #123 – Here’s a NEW episode of Debbie’s podcast with Debbie’s son Asher, where we decided to do a unique episode FOR KIDS. Here I have a conversation with Asher about how students can work with resistance. Yes, you heard right, we did this FOR KIDS. I’m excited about it because it was really fun to do this ep with Asher! Episode #124 -You will absolutely want to listen to these as you begin the semester. This is an awesome ep all about RESISTANCE, but this ep is for PARENTS. Debbie and I dove deep for a full 90 minutes discussing all about how to help your child with one of the most challenging problems of all, resistance. THINGS YOU’LL LEARN:
  • Why our kids resist in the first place
  • The connection between executive functioning and resistance
  • The relationship between non-preferred activities and preferred outcomes
  • Ways in which resistance can sometimes be beneficial, including signaling a need for self-care
  • The way that resistance typically shows up in our kids, and why their “inner critic” might show up
  • Seth’s top tips for dealing with resistance
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