Neil Johnston’s Post

The UI’s Academy for Twice-Exceptionality supports neurodivergent students through their college journeys, providing the necessary resources to help them excel. So, what does twice-exceptional mean? It applies to students who are both academically gifted and have a disability, such as autism. For many, college presents new challenges. In 2021, the academy launched as a pilot program. Leveraging Iowa’s research, the academy strives to enhance the college experience for twice-exceptional students. It prioritizes their social, emotional, and academic development. Each of the program’s 13 students meets weekly with Emily Kuhlmann (20MA). She provides personalized support, helping manage class schedules and social challenges. “Universities are not set up for students who are neurodiverse,” Kuhlmann says. “And that’s a big challenge for them.” Kuhlmann also runs a weekly seminar with Randy Lange (89MA, 04PhD). Topics include writing professional emails and understanding what it means to be twice-exceptional. The seminar often connects students to other campus resources. Outside the seminar, Lange emphasizes goal setting. Each student develops three goals: academic, social, and personal. These goals help students understand their strengths and challenges, guiding them toward their dreams. “It’s a great experience to be in the driver’s seat,” Lange says. “You’re in charge of where you’ll be tomorrow.” Want to read about a student’s specific experience in the program? Find more in IOWA MAGAZINE’s Summer 2024 edition: https://lnkd.in/dY7UAbfu

Boston Globe Media has been doing an amazing series digging deep into how Massachusetts' public schools teach reading. It's dismal. And for me, it's personal, because much of what is outlined in this piece is the story of my family. We've lived this. In a well-funded district that could've done so much better. Individual teachers tried so hard, but they weren't equipped with what they needed. And we, as parents, faced an immense learning curve, 100s of hours reviewing documents, sitting in meetings with the school, and researching options for how to get our kid what he needed. And that doesn't count the out-of-pocket expenses and the private school tuition that costs more than a year at Harvard University to get him where he needs to be after a stagnant 4 years of instruction at our neighborhood public school. I'm determined to fundamentally change this experience - starting with kids' biggest advocates: their parents and guardians. We know kids with dyslexia and other language-based learning differences can thrive - we just need to teach them in a way that works for their brains. And to do that we need to equip the adults around those kids with the information and support that will create transformational learning experiences. We can. Let's do better together and see how these amazing kids can fly! #dyslexia #dyslexicthinking #specialeducation #sped

The gift of clear vision to a child with visual impairment can be truly life-changing. For many children, struggling with poor vision can have a significant impact on their academic performance, social interactions, and overall well-being. By providing a child with vision screening and correction, you are not just giving them clearer vision, but also opening up a world of opportunities and possibilities. With the ability to see clearly, a child can fully engage in their education, participate in classroom activities, and excel in their studies. This can boost their confidence, self-esteem, and motivation to learn. Join us in empowering children to thrive. #sftrc #ChildEyeCare #BlindnessPrevention

Rethinking Results Day: Embracing Neurodiversity in Education. As results day approaches, anxiety and anticipation build up among students, parents, and educators. But what does this day mean for neurodiverse students? Neurodiversity encompasses a range of neurological conditions, including Autism Spectrum Condition, ADHD, Dyslexia, and more, each presenting unique challenges and strengths in a traditional academic setting. For neurodiverse students, results day can be more than a measure of academic success; it's a reflection of how well our education systems accommodate diverse learning needs. Traditional exams often do not capture the true abilities of neurodivergent learners, who may excel in areas not easily quantifiable by standardised tests. This discrepancy can lead to misunderstandings about their potential and achievements. What can we do to ensure that results day is as inclusive as it is celebratory? It starts with recognising that neurodiverse students might require different forms of support and preparation. Schools and educational institutions can offer tailored revision sessions, alternative testing formats, and additional feedback mechanisms. Moreover, educators and support staff can benefit from training to better understand neurodiversity, which can transform their approach from one-size-fits-all to one that is genuinely inclusive. Looking ahead, we must advocate for ongoing reforms in how we assess and celebrate academic achievements. This includes integrating technology that aids diverse learners and promoting policies that reflect an understanding of neurodiversity in education. As we celebrate the achievements of all students, let’s use this results day to reflect on and discuss how we can further support neurodiverse students. What changes would you like to see to make results day a more inclusive experience? Join the conversation and share your thoughts. #Neurodiversity #EducationReform #ResultsDay

New research demonstrates that #SchoolRefusal, also known as '#SchoolCant,' affects #neurodivergent students at disproportionate rates. Understand the nine recommendations that could help address this serious issue. 360info | University of Melbourne #Neurodiversity #EveryoneBelongs #BullyingNoWayWeek

In 2023, together with Annoëlle van Hooff, I conducted research into the needs of students with dyslexia, ADHD and ASD in the digital learning environment (DLO) of higher education. We previously published our research report. But no one who falls within our target group, and in my opinion far beyond that, will take the time or will even be able to read our project plan. That is why we started in September to produce and make 4 videos in which we can show our research results to everyone, including the target group of the research, in an inclusive way! Our first video is the general video, in which we present our results and describe the motivation and process of our research. The other three videos are videos in which a few of the students who participated in our research talk about what they encounter in higher education. https://lnkd.in/eTNPDhh3 and what would help them in a digital learning environment. We deliberately chose this format to give ADHD, ASD and dyslexia a face. ADHD: https://lnkd.in/ebSsmMXX ASD: https://lnkd.in/e2iXUPTq Dyslexia: https://lnkd.in/enrr6E6h I am super proud of the result we have achieved and the videos have become powerful, beautiful and sweet exactly as we wanted them. The videos are available with both Dutch and English subtitles to give the international audience access to our results. This was Phase 1 of our larger study, we will continue from here with the ultimate goal of making education more accessible and inclusive. If you have any questions or feedback, please feel free to ask! For more info you can also go to you project page: for NL: https://lnkd.in/ehtAE6_ and others:  https://lnkd.in/ev5Qcng7 Lectoraat Co-Design HU & Lectoraat Organisaties in Digitale Transitie - Hogeschool Utrecht #HU #dyslexie #adhd #add #ass #autisme #hogeronderwijs #inclusie #digitaleinclusie #dyslexia #asd

For all those educating and supporting the growth of Neurodivergent and Gifted children, I highly recommend this 4 day online summit. #giftededucation #neurodiversity #education #professionaldevelopment

Time we talked again--after a wonderful Thanksgiving Day! Lets consider what would truly make this world different and SO MUCH BETTER, better for all. Years ago when I founded & started my work 1996 at Future Visions Youth Development, Inc FVYD there were 12-15% of students who did not read well or proficiently at their grade levels. Those same persons now in their 50's still can not read books or Contracts-- so they have no trouble signing the line in that computer signature pad you offer them. I have a real problem with that- so I get it printed, read, edited and then sign. SAVE OUR KIDS TODAY--call the schools and ask for this FVYD program work That 15-17% # in-schools who cannot read is now 40% . What they can not do is read a full page of print (without huge anxiousness) so they avoid it at all costs or a book or a CONTRACT- They just sign that pad (above) & we hold them accountable to it. Call....Schools need this FVYD program in as an essential program. SAVE OUR AT-RISK KIDS Now instead today what they do call students-- is different things by bullies and ADD,Dyslexic and more are Autistic. What changed in our world--Plastics, Dyes, Genetics or Worrying ? Who knows So lets get the ANSWERS by the process of eliminations while we RECOVER our KIDS. Our FVYD program is a successful program! It works well &-must be in all schools as an Essential Program--to support our TEACHERS and CALM OUR STUDENTS-then they can teach -when kids do read by our FVYD 15 min. work in 3rd grade - Adult & in all American Public Schools today Once in the Schools--- FVYD did get into schools for a short while 1999,2015, 2019-21-& I spoke of it success for 5-7 years with the legislature ( to deaf ears who saw all the positive testimonies- (the public did not). FVYD often spoke to a 3 minute bell. ( In 2012-- State DOE, (2) Commissioners, State Superintendent Assoc., & School Board members prior 2012--approved it! IT WILL CUT DRAMATICALLY SCHOOL COST??????? PARENTS THIS IS SUCCESSFUL WORK that WILL SAVE OUR KIDS AT RISK- 40% of Students (& for many of your children/youth even better than NARCAN can) --BECAUSE our kids will be INSTEAD FINALLY ENJOY SCHOOL & THEIR PEERS there in schools as EQUALS. I worked in youth crisis and suicide so I speak of this with knowledge 70% of Kids on those units do not read. They were all seeking Peer Equality.....think about that with drugs and alcohol all wanted peers equality.

For #WhatAreYouReadingWednesday I wanted to share this resource that I’ve recommended to quite a few people over the past months. This book provides concrete ideas for ways to support autistic students on campuses. And though it’s written with a college lens – these are practices that should ideally begin early in to effectively prepare students for this transition. I won’t spoil the whole book, but it’s a great resource for educators, families, or autistic students looking for better ways to access resources and have post-graduate success. Here are some of my big takeaways for educators: -         Provide systems related to notetaking, group projects, and integrating UDL. (As I’ve said – clear communication and expectations is just good teaching for everyone!) -         Advocating – this is the most important life lesson for all students and we can help support it through role playing scenarios, gradual release models and considering the student’s communication and organization style. -         Support – having a strong support system is particularly important for autistic or other neurodivergent students – this means incorporating check ins and building awareness across the campus for inclusive practices. There’s much more in the book but these are some key points I wanted to share! It also includes some great templates for developing structures to support students. Happy reading! 😊 #BookChat #WhatToRead #education #Inclusion #PostGrad #LongTermPlanning #SpecialEducation #Neurodiversity #Autism

We call for papers aimed at understanding the value of context, relatedness and ‘true’ choice on self-determination and self-development and the long-term effects on functioning in society. We especially welcome articles that center student voice within informal, non-formal, and self-directed educational approaches that operate outside the mainstream educational system, like unschooling/homeschooling or democratic schools. #callforpapers #selfdevelopment #selfdetermination #education #sdt #sde #studentvoice #qualitativeresearch #quantitativeresearch #researcharticle #democraticschools #unschooling https://lnkd.in/enrwFV-C