Supporting Students with Learning Disabilities

No one warned me that college success depends more on navigating endless choices than on intelligence. When I was a first-generation college student with undiagnosed ADHD and dyslexia, I didn't know why college felt so disorienting. I had done well enough in high school. But suddenly, the structure I'd learned to navigate was gone. In its place was choice. Agency. Independence. While that sounds empowering, it felt like being dropped into a maze blindfolded. This image attempts to captures that shift. In high school, the hallway is narrow but defined. One path. Fixed directions. In college, everything opens up. The possibilities multiply. There's no obvious route forward. Some students thrive in that expansive space. Others feel overwhelmed by it. No one prepared us for this fundamental shift. No one explained that college success requires more than just intelligence and effort. Now, as an academic and coach, I work with students navigating this same invisible maze. Many are neurodivergent. Some are first-generation. All are learning how to self-regulate, prioritize, and plan in an environment that assumes they already know how. They don't lack capability. They lack context. The good news? Many skills related to managing executive function are learnable. With support, reflection, and specific executive function strategies, students can navigate this maze with growing confidence. College isn't just about choosing a major. College isn't about choosing which party to go to. It's about learning how to choose effectively, and sometimes, when not to choose at all. Have you watched students struggle with this transition? What strategies have you seen work? How can we better prepare students for this invisible challenge that so many face alone? #HigherEd #ExecutiveFunction #ADHD #FirstGenStudents #CollegeTransition #Dyslexia

Story time: Last month I spoke at The Coca-Cola Company Career Month event, hosted by their Disability Inclusion Network. We had over 300 people in person and virtual. During the Q&A, someone asked a thoughtful question that deserved more than a quick reply. So instead of rushing to cover the silence, I said: “That’s a great question, let me take a moment to organize my thoughts.” I paused for 5 seconds, then answered. Afterwards, one attendee shared this feedback: “I loved the way she vocalized when she needed to take a minute to organize her thoughts!” You may be thinking "what's the big deal?" Here's why this matters: 🔑 Processing speeds vary. Some people need more time than others to process information. It could be because of ADHD, a learning disability, a brain injury, Long COVID, social anxiety or a new parent who didn't sleep last night. 🔑 Processing time is not related to intelligence. Needing a moment to organize thoughts doesn't mean someone isn't capable. Many times it leads to more thoughtful responses. 🔑 Forcing a quick answer can cause stress and anxiety. Then, the more anxious someone feels, the slower they may process information. Here's simple things YOU can say to make someone feel safe: - "Take your time." - "If you need more time, feel free to email me after the meeting." - "Thank you for that thoughtful response." - "Great question. Let me gather my thoughts.” (model it) A couple more actions to try for your next meeting: - Send agendas and materials in advance. Let people review topics early so they can prepare - Build in time for questions. - Give thinking time. For example: “Let’s pause for two minutes to gather our thoughts before we discuss." - Avoid putting people on the spot or give them the option to respond later. Try "Joe, I’d love your input on this. Would you like to speak now or email me afterward?" It’s OK to pause. It's OK to need time to gather your thoughts. Rushing, rushing, rushing is not the way to be effective at work. I think we can all afford to take a moment to pause, breathe, be patient, and make time for everyone to participate. 😊 What are your thoughts on this? Thank you Coca-Cola for this opportunity to discuss neurodiversity and my career journey! #neurodiversity #CognitiveAccessibility #Neuroinclusion [Image Description: Photo 1: Group photo of Margaux with Coca-Cola team members in front of the event stage Alisa Fiser, Shayla Frinks, MBA, SPHR, Magdalena Lopez, Katharyne Gabriel, Margaux Joffe, Kevin M. Smith, Esther Ruiz Isart, Stephen Mulvenna (from left to right). Photo 2: Margaux and Katharyne seated on a stage speaking in a fireside chat. Behind them a large pink screen with their headshots, Katharyne Gabriel, Sr VP people and Culture NAOU, Margaux Joffe Founder, Minds of All Kinds. The Coca-Cola Company Thrive logo. Margaux is wearing a white suit with a navy blue shirt and green heels. Katharyne is wearing a bright pink blazer, jeans and a Fanta T-shirt. ]

De-escalation strategies are vital in creating a safe, supportive, and productive learning environment where students feel valued and understood. When educators proactively use techniques like active listening, validating emotions, and offering choices, they help diffuse tension and prevent conflicts from escalating into disruptive or harmful situations. These approaches not only foster trust but also empower students to develop emotional regulation skills, which are essential for their long-term success. By implementing de-escalation strategies, teachers can shift interactions from reactive discipline to meaningful guidance, reinforcing a culture of respect and collaboration. For example, using a calm tone, maintaining non-threatening body language, and providing structured support can help students navigate challenges without feeling overwhelmed. When students experience patience and empathy from educators, they are more likely to engage positively, take ownership of their actions, and build resilience. Ultimately, de-escalation is not just about managing behavior it’s about cultivating an environment where every learner feels safe, heard, and capable of growth. When educators embrace these strategies, they transform classrooms into spaces of empowerment, fostering emotional intelligence and strengthening relationships that support lifelong learning.

A blend is usually best. My approach to designing class sessions centers on designing for the learning, not the learner. Though this may be an unpopular instructional philosophy, I find it yields strong, lasting gains. Of course, learners must have adequate prior knowledge, which you can ensure through thoughtful placement and pre-training. This approach combines direct instruction with emotional, cognitive, and reinforcement strategies to maximize learning and retention. Each phase—from preparation to reinforcement—uses proven methods that reduce anxiety, build confidence, and sustain motivation while grounding knowledge in ways that lead to deeper understanding and real-world application. Direct instruction methods (such as Rosenshine and Gagné) offer a structured framework to capture attention, clarify objectives, and reduce initial anxiety. Emotional engagement—connecting material on a personal level—makes learning memorable and supports long-term retention. Reinforcement strategies like spaced repetition, interleaving, and retrieval practice transform new information into long-term memory. These methods help learners revisit and reinforce what they know, making retention easier and confidence stronger, with automaticity as the ultimate goal. Grounding learning in multiple contexts enhances recall and transfer. Teaching concepts across varied situations allows learners to apply knowledge beyond the classroom. Using multimedia principles also reduces cognitive load, supporting efficient encoding and schema-building for faster recall. Active engagement remains critical to meaningful learning. Learners need to “do” something significant with the information provided. Starting with concrete tasks and moving to abstract concepts strengthens understanding. Progressing from simple questions to complex, experience-rooted problems allows learners to apply their knowledge creatively. Reflection provides crucial insights. Requiring reflection in multiple forms—whether writing, discussion, or visual work—deepens understanding and broadens perspectives. Feedback, feedforward, and feedback cycles offer constructive guidance, equipping learners for future challenges and connecting immediate understanding with long-term growth. As learners build skills, gradually reduce guidance to foster independence. When ready, they practice in more unpredictable or “chaotic” scenarios, which strengthens their ability to apply knowledge under pressure. Controlled chaos builds resilience and adaptability—then we can apply more discovery-based methods. Apply: ✅Direct instruction ✅Emotional engagement ✅Reinforcement strategies ✅Multiple contexts ✅Multimedia learning principles ✅Active, meaningful tasks ✅Reflection in varied forms ✅Concrete-to-abstract ✅Questions-to-Problems ✅Feedback cycles ✅Decreasing guidance ✅Practice in chaos ✅Discovery-based methods (advanced learners) Hope this is helpful :) #instructionaldesign #teachingandlearning

Special Education Teachers, General Education Teachers and CST Members please hear me out: We are responsible for preparing students for life AFTER school! One of my students has been assigned a scribe for years. He has Dysgraphia — and also struggles with articulation, which makes speech-to-text tools inaccessible. How is a scribe preparing him for life after school? Here’s what’s even more troubling: 🔺 No Assistive Technology Evaluation has ever been conducted. 🔺 No structured writing intervention is in place. 🔺 The student is entirely dependent on someone else to record his ideas. 𝑯𝒊𝒔 𝒅𝒊𝒔𝒕𝒓𝒊𝒄𝒕 𝒊𝒔 𝒇𝒂𝒊𝒍𝒊𝒏𝒈 𝒉𝒊𝒎. A scribe can be a temporary support, but when used indefinitely — without a plan to build skills or explore appropriate tools — it becomes a barrier to independence. This reminds me of the recent landmark case where a student with Dyslexia graduated top of his class not being able to read. He was provided accommodations WITHOUT remedial instruction. Students with Dysgraphia need: ✅ Comprehensive AT evaluations (required by IDEA when appropriate) ✅ Tools that match their profile — like keyboarding instruction, word prediction, or symbol-supported writing ✅ Explicit, structured instruction in written expression ✅ A clear plan for reducing adult dependence over time Using a scribe as the only strategy — year after year — sends a damaging message: You can’t do this yourself. But with the right tools and instruction, he can. 𝑳𝒆𝒕’𝒔 𝒔𝒕𝒐𝒑 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒆𝒂𝒔𝒚 𝒂𝒏𝒅 𝒔𝒕𝒂𝒓𝒕 𝒅𝒐𝒊𝒏𝒈 𝒘𝒉𝒂𝒕’𝒔 𝒓𝒊𝒈𝒉𝒕.

1. Refocus the Energy Then (2016): Redirect a student’s attention by engaging them in a task. Now: Invite the student into purpose. Example: Instead of: “Stop tapping the desk!” Try: “Can you help pass out the journals?” Or: “Let’s see who can get their materials out and ready the fastest—you lead.” Why it works: Children don’t always need a correction. Sometimes, they need a mission. 2. Give Students a Break Then: Offer short mental or physical breaks to reset focus. Now: Normalize breaks as brain regulation. Example: “You’ve been working hard—take two minutes at the calm table.” Or for younger kids: “Let’s visit the breathing corner.” Pro tip: Let breaks be chosen—not assigned as punishment. Empowerment changes everything. 3. Use Non-Verbal Cues Then: Use eye contact, gestures, or signals. Now: Make cues a shared language. Example: Tap the desk twice = Eyes on me. Hand on heart = Remember our classroom promise. Current child need: Visual learners, neurodivergent students, and anxious learners benefit from predictable, non-verbal systems. 4. Address the Disruption Quickly and Quietly Then: Handle problems without embarrassing the student. Now: Preserve dignity as a sacred practice. Example: Walk over. Whisper: “Can we talk for a second after the activity?” Avoid: Correcting in front of peers or making it a “teachable moment” at the student’s expense. Today’s child: They are emotionally aware. They remember how you made them feel. 5. Offer Kinesthetic Movement Options Then: Allow students to move or stretch to release energy. Now: Build movement into daily structure. Example: “Would you like to stand and work today?” “We’re going to learn this vocabulary while clapping it out!” Brain breaks every 20–30 minutes. Why it works: Movement builds memory. Motion strengthens focus. Stillness isn't always engagement. 6. Give Anonymous Reminders Then: Remind the class without calling out specific students. Now: Use inclusive language that invites reflection. Example: “I notice some folks need a reminder about voice levels.” “Let’s all check ourselves—are we focused or distracted?” New suggestion: Use self-assessment cues: thumbs-up, sideways, or down behind the back to check in. Keeps ownership with the student. ✨ Final Thoughts This generation is different. They’re more sensitive, more aware, more expressive. Disruption isn’t always defiance. Sometimes it’s a cry for connection, a need for movement, a test of trust. As leaders, we don’t just teach reading. We set the conditions where children can think, feel, and thrive. This summer, reflect deeply. What are you willing to change so children don’t have to be changed to survive your classroom? #LavertLines™ #TeachTheBrain #DisciplineWithDignity

The moment a student says "This is too hard!" most teachers rush to rescue. But here's what years in the classroom taught me: The magic happens in the struggle—if we scaffold it right. I watched a 7th grader spend 20 minutes on a single algebra problem. She erased her work three times, groaned twice, and almost gave up once. Then she solved it. The smile that spread across her face? That's what real learning looks like. According to ASCD research, productive struggle builds perseverance, problem-solving skills, and self-efficacy—but only when students work within their Zone of Proximal Development (ZPD): that sweet spot between "too easy" and "impossible." Here's my scaffolding formula: • Start with a challenge just 10% beyond their comfort zone • Offer hints, not answers ("What pattern do you notice?") • Use peer collaboration before teacher intervention • Celebrate the struggle, not just the solution • Gradually fade support as confidence builds What changes when we embrace productive struggle: • Students stop asking "Is this right?" and start asking "Does this make sense?" • Mistakes become data points, not defeats • The quiet kids suddenly have something to prove • Math anxiety drops as struggle becomes normalized The hardest part? Resisting the urge to save them too soon. I've learned to count to 20 before offering help. To ask "What have you tried?" before showing the way. To celebrate effort phrases like "I'm figuring it out" over "I don't get it." Because students don't need us to remove every obstacle. They need us to teach them how to climb. What's your go-to strategy for scaffolding struggle in your classroom? #Education #Teaching #ProductiveStruggle #Scaffolding #MathEducation #PedagogyThatWorks #TeacherLife #LearningScience

ADHD homework struggles in kids ≠ lack of intelligence. It’s about slowing down to retrieve what they already know. Now, building grit—that's the real homework. Parents can unintentionally become crutches, jumping in too quickly and hindering their child's problem-solving efforts. ADHD brains often store info just fine, but retrieving it under pressure? That’s the real challenge. ⏳ Their brain stalls. 😖 Their confidence dips. 💭 “Wait… why isn’t this coming to me?” So they reach for you—not because they don’t know, but because they don’t trust their brain to show up. Of course, managing ADHD also means supporting focus with breaks, movement, and other strategies. But this is about the moment when they’re ready to give up—and how to help them push through. Here’s the key: 🛑 Jumping in too fast stops them from trying to retrieve. 🧲 Waiting just long enough and offering a nudge—not the answer—helps them pull it from their mind. They need practice retrieving—even if it’s messy. That’s how the brain builds better pathways. That’s how grit grows—moment by moment, answer by answer. 🎯 When they ask for help, try saying: 🔹 “Take a second—I think it’s in there. What would you try first?” 🔹 “Guess out loud, even if it feels wrong.” 🔹 “Let’s say the steps out together. You start.” 🔹 “Think about what comes next—I’m here if you want to talk it through.” 🔁 Or say: “I know you know this. I’ll wait.” 🧗♂️ “Take the first step—I’ve got your back.” These aren’t just prompts—they’re training wheels for independence. Grit grows through a little wobble. ✨ They don’t need saving—just the right balance of space and pressure to access what’s already theirs. The hardest part of parenting ADHD kids is knowing when to lean in—and when to wait. 🧠💪 You’re not just helping with homework. You’re building a brain that can retrieve, trust, persist, and develop grit for life’s challenges. 💡What works for you? Share your experiences with supporting ADHD learners! #ADHDSupport #BuildingGrit #ParentingTips #Neurodiversity #HomeworkHelp #BrainDevelopment 🔥𝐏𝐚𝐫𝐞𝐧𝐭𝐬, 𝐃𝐨𝐧’𝐭 𝐬𝐭𝐞𝐚𝐥 𝐭𝐡𝐞 𝐬𝐭𝐫𝐮𝐠𝐠𝐥𝐞. 𝐓𝐡𝐚𝐭’𝐬 𝐰𝐡𝐞𝐫𝐞 𝐠𝐫𝐢𝐭 𝐢𝐬 𝐛𝐨𝐫𝐧.🔥

Picture it. You are sitting in a large stadium with several people chatting and laughing. It’s your favorite band, and you are excited to dance and move around. Your friend taps your shoulder, saying, "Look at the clown over there." Wait, what did they say? Is there a clown over there? You turn and exclaim in disbelief, “WHAT clown over there?”  Your friend laughs, “I said look at the crowd over there!” Does this sound like something you or someone you love has experienced? It could be 🅰🆄🅳🅸🆃🅾🆁🆈 🅿🆁🅾🅲🅴🆂🆂🅸🅽🅶 🅳🅸🆂🅾🆁🅳🅴🆁. People with APD often don't hear you correctly or miss parts of conversations. APD means your brain doesn't "hear" sounds in the usual ways. You may also struggle with: Know where a sound came from Listening to music or someone talking Follow conversations and respond quickly Difficulty following complex verbal instructions Mishearing or misinterpreting spoken languages Difficulty understanding speech in noisy environments Remembering multi-step directions given only in a verbal format Understanding what someone said, especially if they are in another room Following conversations in a loud place or if more than one person is talking Problems with phonemic awareness (identifying individual sounds within words) People with 𝔸𝕦𝕕𝕚𝕥𝕠𝕣𝕪 ℙ𝕣𝕠𝕔𝕖𝕤𝕤𝕚𝕟𝕘 𝔻𝕚𝕤𝕠𝕣𝕕𝕖𝕣 face daily challenges with learning what communication tricks and techniques work best for them. Have you ever had a day when you are so tired from talking? The last thing you want to do is talk more. With APD, there is Auditory Fatigue, and they get tired from listening. The last thing they want to do is listen more. 𝗜𝗠𝗣𝗢𝗥𝗧𝗔𝗡𝗧 𝗧𝗔𝗞𝗘𝗔𝗪𝗔𝗬𝗦:  People with APD are not intentionally not listening or ignoring you.  They don’t process speech as fast and need you to be PATIENT with them. Get eye contact before speaking to ensure they know you’re talking to them.  APD individuals need time to process and often ask for clarification. They may need time to process before responding; give wait time. Know they do care, they are not ignoring you, and they are as frustrated as you! #themoreyouknow #norisnotes #bridgingthegap #levelup #specialeducationadvocate Video by Patrick Williams from Pixabay

As a baby, our son Akhil always loved cause and effect toys, and through early intervention, we introduced him to many developmental games for holistic learning. Now, he enjoys shredding papers. 🌟 Building Skills, One Shred at a Time 🌟 At our center, we're dedicated to transforming everyday activities into valuable learning experiences for kids with autism. One such activity we've integrated into our occupational therapy sessions is document shredding—a task that is engaging, fun, and therapeutic, offering numerous benefits! 🗂️ Why shredding? Here's how it helps: - Fine Motor Skills & Hand-Eye Coordination: Shredding involves precise hand movements, crucial for developing dexterity and improving coordination. - Sensory Integration: Handling paper and the shredder's sound provide sensory experiences aiding sensory processing, which is often challenging for individuals with autism. - Routine & Predictability: Shredding offers a structured task that can be part of a routine, reducing anxiety and providing comfort. - Focus & Attention: Concentration during shredding improves focus and the ability to follow multi-step processes—vital skills for learning and daily living. - Calming & Stress Relief: The repetitive motion and sound offer a soothing effect, managing stress and providing an outlet for energy. - Task Completion & Independence: Shredding tasks boost confidence, promote independence, and build life skills in a supportive environment. At Akhil Autism Foundation - The Sensory Pathway center, we're proud to include such activities in our therapy sessions, making learning fun and meaningful for our kids. Each shred is a step toward mastering a skill, independence, and confidence. 💪 #AutismAwareness #OccupationalTherapy #LifeSkills #SensoryIntegration #Independence #AutismTherapy #BuildingConfidence #SpecialNeedsTherapy