1 of 26

� Foundation of Support�� home school � � � YOU� � ��

2 of 26

The Home Front

Take care of YOU first

Expand your knowledge

Find your peeps . . .

Tap into the power of words . . . Name it to tame it

Life balance: work, play, love

​

​

​

​

​

3 of 26

You first . . . Self-care

Children need to feel the parent is solidly on ‘their’ side no matter what

  • Explore your own anxiety and stress
  • Boundaries of safety have diminished for all of us
    • Understand the stress response
    • Awareness of triggers
    • Find tools to manage: music, apps, nature, yoga, ’your time’
    • Treat yourself: massage, alone time, friends, quiet space

​

​

​

​

​

4 of 26

Knowledge is Power. . .

​

Books (print and audio)

      • Overcoming Dyslexia by Sally Shaywitz
      • Dyslexic Advantage by Brock and Fernette Eide
      • The Dyslexia Empowerment Plan by Ben Foss

Movies

​

​

​

​

​

5 of 26

Knowledge is Power. . .

​

Websites with a variety of information and resources

(podcasts and blogs)

​

​

​

​

6 of 26

�Find Your People . . .

Feeling alone and isolated is common. Actively build a support system.

      • COKID, BVKID FB
      • Dyslexia support - For parents of dyslexic children FB
      • Parents of Students with Dyslexia and LD's in BVSD advocacy page FB
      • Organizations such as IDA, Dyslexia Advantage, Guiding Bright Minds, LD Online, Understood.org

​

​

​

​

​

7 of 26

The Power of Words�

  • An evaluation provides clarity and allows for planning– don’t wait!
  • Naming- is just one part of a large whole
  • Avoid labels that judge
  • Name it and problem solve- do not ’catastrophize’ Powerful research on optimism
  • Resources for talking to children about dyslexia diagnosis:
    • https://dyslexia.yale.edu/resources/parents/what-parents-can-do/talking-with-your-child-about-dyslexia/

​

​

8 of 26

The Power of Words . . . All the Time!

Words have huge impact on behavior consciously & unconsciously

  • Research: Growth/Fixed Mindset– Carol Dweck and The Optimistic Child-Martin Seligman
  • Power of Questions rather than Statements or Directives
  • Effective responses to your child’s mistakes

9 of 26

When the words aren’t there. . . behavior does the speaking

“Beneath every behavior is a feeling. And beneath every feeling is a need. And when we meet that need rather than focus on the behavior, we can begin to deal with the cause not the symptom.”

Ashleigh Warner, Psychologist

​

10 of 26

Life Balance . . . Work vs Play

  • Balance of play and ‘work’
  • Why play and downtime?
  • How stress disrupts learning
  • Neurons that ‘fire’ together ‘wire’ together
  • Play helps develop areas of ‘expertise’ – builds self-esteem and resilience

​

​

11 of 26

School Front

  • Create a connection before school starts
  • Educate educators
  • Communication skills: verbal AND body language
  • Prepare for meetings big or small
  • Stay active and proactive all year

12 of 26

Create a Teacher Child Connection�from the get-go

The power of the ‘one pager’ about your child to enhances the ’personal’ connection:

    • Pull out the most essential pieces of an evaluation
    • Share what might remain unseen
    • Be specific about emotional/social and learning needs
    • Share interests and strengths outside of school
    • Profile what positives your child brings to the class environment

​

13 of 26

Educate the Educators

  • When the teacher/school says ”dyslexia doesn’t exist”
  • Remember it’s all about the % in public school not the term ‘dyslexic’
  • Provide accessible information: websites, one pager on dyslexia
  • Organize a simulation at your school (COKID or BVKID)
  • Stay calm, persist, persist, persist

​

​

14 of 26

Fostering Relationships--We’re All Human!

  • Assume positive intent- teachers care and are overworked
  • Power of our words- phrase for positive action, not negative judgment (I’m curious why . . ., I’m wondering about . . . What do you think about . . .)
  • Find ways to support: volunteer, leave cards, treats, flowers, smile.
  • Stay soft on the outside, steely on the inside and persist

​

​

​

15 of 26

Set the Stage for Meetings

  • Eye contact and active listening throughout
  • Prepare for your asks/demands: accommodations, interventions, etc.
  • Know the rules/regs/law https://www.wrightslaw.com/ , Dyslexia Advocate! By Kelli Sandman-Hurley
  • Show appreciation and support for the teacher or team

​

16 of 26

Do Your Homework Before Meetings

  • For big meetings (child study, IEP, Annual Reviews, etc.,) review all paperwork ahead of time. Note your own questions and comments.
  • Organize your ‘evidence’: spelling tests, writing samples, student comments, length of time for homework, etc.
  • Bring an advocate or another adult

​

17 of 26

Be Proactive-- Monitor Throughout the Year

  • Drop by
  • Check in on progress 3 times each semester
  • Ask for specifics (Ex: Wilson-- what skills are being worked on, what has been learned)
  • Track goals in the IEP
  • State your plans for progress checks, goal tracking

18 of 26

And Lastly . . .

The child who has encouragement and support throughout their school years is the child most likely to experience the best possible outcome

Reflect now on what you hope to remember later

Work, play, love!

19 of 26

20 of 26

Resources��Stress and the Relaxation Response��Power of Language��Active Listening��Body Language��The One Pager

21 of 26

Stress and Relaxation Response

Understanding Stress

​

​

22 of 26

Power of Language

​

  • Opening Minds: Using the Power of Language to Change Lives by Peter Johnston
  • Mindset by Carol Dweck (fixed and growth mindset)
  • Words Can Change Your Brain by Newberg and Waldman
  • The Optimistic Child Martin Seligman (problem-solving=resilience)

​

23 of 26

Active Listening

Communication Skills to help get what you want

  • Active listening tools
  • 1. Neutral and nonjudgmental
  • 2. Patient (periods of silence are not "filled")
  • 3. Verbal and nonverbal feedback to show signs of listening (e.g., smiling, eye contact, leaning in, mirroring)
  • 4. Asking questions
  • 5. Reflecting back what is said
  • 6. Asking for clarification,
  • 7. Summarizing.

​

24 of 26

Body Language (may speak louder than your words!)

Communication – use the power of body language (anywhere, anytime)

​

Amy cuddy- Fake It Till You Make It!

General Info

  • https://www.psychologytoday.com/us/basics/body-language

​

25 of 26

The One-Pager

An example of one style here: https://mymightyvoice.com/one-pager/

Some suggestions:

  • Pull out specifics– if there are accommodations, list specifically as those are often overlooked.
  • If there are unseen triggers such as too much noise, auditory input overload, etc., point them out.
  • Include a few facts on special interests, abilities
  • State what positive things your child brings such as kind, good community member, desire to do well

​

26 of 26

�Hillside School is presenting:��Dyslexia and Learning�Wednesday November 17 at 12:30 ��Contact me at:�kathy@hillsidelearning.org�Hillside School�hillsidelearning.org