MYTHMONDAY - Let`s kick off Neurodiversity Celebration Week with a MYTH! If you look at the eligibility form for a student to qualify for an IEP with Autism Spectrum Disorder (ASD), it states, "The child exhibits precocious or advanced skill development, while other skills may develop at or below typical developmental rates." Autistic students often demonstrate an incredible profile of strengths that can be truly remarkable to witness and should be celebrated! Many show precocious or advanced skill development in specific areas that can far exceed typical developmental expectations!

These areas of exceptional ability—sometimes called "islands of competence" or "splinter skills"—are not just minor talents but can represent profound cognitive strengths that might include:
👉 Exceptional pattern recognition that allows them to see connections others miss
👉 Remarkable memory capabilities, particularly for facts, details, or information in their areas of interest
👉 Advanced mathematical or computational thinking that can emerge at surprisingly early ages
👉 Heightened attention to detail and precision that leads to excellence in quality-focused tasks
👉 Deep, specialized knowledge in areas of passionate interest
👉 Innovative thinking that stems from unique neurological processing

This profile is particularly special because these advanced skills often develop alongside other skills that may progress at typical or below-typical rates. This uneven development pattern isn`t a deficiency but reflects the beautiful neurological diversity that makes each autistic student unique.

For educators and parents, recognizing and nurturing these islands of exceptional ability can be transformative—not just for future employment prospects but also for building confidence, self-advocacy skills, and a positive autistic identity centered on strengths rather than challenges.

#neurodiversitycelebration #autismforthewin #amazingtalents #kids1stadvocacy #celebrateautismstrengths

Neurodiversity represents the beautiful spectrum of human cognitive variation. When we celebrate different minds, we acknowledge that neurological differences like autism, ADHD, dyslexia, and others aren`t deficits but natural variations that contribute to human diversity.

Each neurodivergent person brings unique perspectives that enhance our collective experience. Alan Turing`s innovative thinking, Leonardo da Vinci`s artistic vision, and Emily Dickinson`s creative brilliance—all potentially shaped by their neurodivergent minds—have transformed our world.

Celebrating different minds means:
➡️ Creating spaces where all thinking styles are valued
➡️ Designing systems that accommodate diverse cognitive approaches
➡️ Recognizing that innovation often emerges from unconventional thinking
➡️ Understanding that there`s no single "right" way for a human mind to work

In workplaces, schools, and communities, embracing cognitive diversity leads to richer solutions and more inclusive environments. The strengths that come with different neurotypes – hyperfocus, pattern recognition, creative problem-solving, and unique perspectives – represent valuable cognitive assets.

By celebrating different minds this week, we are moving beyond mere tolerance toward genuine appreciation of the full spectrum of human cognition and the remarkable contributions that emerge when all minds are welcomed and valued. Let`s continue to celebrate them every week!

#neurodiversitycelebration #creativeproblemsolving #celebratedifferentminds #kids1stadvocacy

TEACHME TUESDAY: Phoneme awareness is identifying, isolating, and manipulating individual sounds (phonemes) in spoken words. It is a critical foundational skill for reading development, as students learning to read must become aware of the most minor segmented parts of spoken words that are represented by graphemes (letters and combinations of letters) in written words.

Phoneme awareness is a subset of phonological awareness that focuses explicitly on the most minor units of sound in language. This cognitive skill creates the foundation for understanding the alphabetic principle—the concept that written letters represent spoken sounds. Without strong phoneme awareness, students often struggle with reading because they can`t understand how print represents the spoken words they already know.

Signs Parents Can Look For -
Parents can monitor their child`s phoneme awareness development by observing these behaviors:

➡️ Recognition of rhyming words: The child notices when words rhyme or can generate rhymes (e.g., "What rhymes with cat?")
➡️ Sound play: Enjoyment in playing with language sounds, creating silly words, or changing beginning sounds
➡️ Sound isolation: Ability to identify the first, middle, or last sound in a word (e.g., "What sound does `dog` start with?")
➡️ Sound blending: When hearing sounds separately (/m/ /a/ /t/), the child can blend them to recognize the word "mat"
➡️ Sound segmentation: Ability to break words into individual sounds (e.g., "Tell me all the sounds you hear in `sit`")
➡️ Sound manipulation: Capability to change sounds in words (e.g., "Say `cat` without the /c/ sound" or "Change the /b/ in `bat` to /h/`")
➡️ Letter-sound connections: Beginning to connect specific letters with their sounds
➡️ Difficulty with similar-sounding words: Confusion between words that sound similar may indicate developing awareness
➡️ Reading challenges: Struggles to sound out new words even after repeated exposure
➡️ Spelling patterns: In writing attempts, representation of sounds in spelling, even if incorrect (e.g., writing "KAT" for "cat" shows developing phoneme awareness)

#earlyscreener #getsupport #readinginterventions #decoding

MYTHMONDAY - This statement is a myth. The Individuals with Disabilities Education Act (IDEA) established a federal commitment to fund 40 percent of the average per-pupil expenditure for special education. However, the federal government has consistently fallen short of this target, typically providing only approximately 15 percent of these costs. This "IDEA funding shortfall" places a heavy financial burden on state and local school districts, which must make up the difference.

This shortfall creates significant tension between parents and school districts. Districts are legally obligated to provide appropriate special education services regardless of cost, yet they lack adequate federal funding to do so. Parents advocating for their children`s legal rights often find themselves at odds with district financial constraints. The resulting strain leads to contentious IEP meetings, increased legal disputes, delayed services, and inadequate resources.

Ultimately, students with disabilities suffer the consequences, particularly in lower-income districts with fewer resources to bridge the funding gap. Many students receive minimal rather than optimal services or face extended waits for necessary evaluations and interventions. Addressing the IDEA funding shortfall would help alleviate these tensions and ensure more students with disabilities receive the quality education they`re legally entitled to..

#fullyfundIDEA #fundingshortfall #paytheFORTY #kids1stadvocacy #schoolsstillobligated

FEATUREFRIDAY - Need a dose of pure joy heading into the weekend? The students at West Side Elementary in Healdsburg, California, have created something magical that you HAVE to experience! I recently discovered their "Peptoc Hotline," and it honestly made my entire week. When you`re feeling down or overwhelmed or just need a smile, call the number below, and no matter which number you select from the options, you will hear adorable, heartfelt encouragement from elementary school kids.

👉 Call 707-873-7862

I was skeptical at first, but after calling, I couldn`t stop smiling! Then I called it again to hear the responses from the other options. What a creative and remarkable idea. It takes less than a minute, it`s completely free, and I PROMISE it will lift your spirits.

Are you having a rough day? Call now and then comment below with your reaction! Let`s spread this joy far and wide—these remarkable students deserve to know their kindness is making a difference.

#peptoc #roughdaynoway #callnow #kids1stadvocacy

THOUGHTSONTHURSDAY - Does this sound familiar? A mother reached out to her son`s teacher, requesting movement breaks that would allow him to focus better, only to be dismissed as being overprotective. Two weeks later, when an occupational therapist recommended the exact same accommodation, it was suddenly treated as brilliant professional insight and implemented immediately. How about this one? A father attended his daughter`s IEP meeting and asked the team for more frequent progress monitoring and reporting only to be told they were limited by the times the school sends out report cards. One month later, when a special education advocate recommended the reports come out quarterly due to the student`s needs, the school team agreed the additional data would be beneficial to stay on top of goals, and the IEP was amended accordingly.

This is known as "The Parent Effect" and happens when a parent`s knowledge about their child is discounted simply because they`re the parent. Their expertise is often devalued in professional settings, despite parents typically having the most comprehensive understanding of their child`s needs, patterns, and effective supports. This is why parents are the most important members at the IEP table! The identical suggestion gains legitimacy when it comes from someone with professional credentials or expertise, even though the content remains unchanged.

#thoughtsonthursday #parentsknowbest #theparenteffect #kids1stadvocacy