Least Restrictive Learning

Language Arts can feel so overwhelming to create, but no curriculum has ever worked in Langauge Arts for us (you can watch the review on All About Reading from a couple weeks ago).

This is a video all about how I create Language Arts and what I make sure is included and plans for Language Arts for grade 5. But the information will apply to most grades from upper elementary and up.

Build Your Own Language Arts Curriculum! Twice Exceptional or gifted kids? Want to throw all the existing curricula against the wall? I made this video just for YOU. In this video I break down all t...

Are you doing anything to avoid "summer slide"?

Kids Forget Everything Over Summer? Try This! Feel like you're starting over at the beginning of every school year? Does it take a month just to get caught back up to where you were at the end of the yea...

I made a video with great visuals where I narrate my blog post I wrote on the parts of the IEP - including a few sections that are less well known.

Watch the video: https://youtu.be/qYT0MYxLMQ0

To read the article: https://leastrestrictivelearning.com/parts-of-the-iep/

Parts of the IEP Prefer listening to articles instead of reading them? In this video I read the blog article about the different part of the IEP. Use this video to help you p...

https://www.youtube.com/watch?v=OdkW57CPMLs

Drawing Conclusions: Shipwrecked - For Homeschool or Classroom Board games are great for learning! I walk you through how to use the game and read a few cards so you can see the level of the questions. Purchase: (some li...

New YouTube video! This game has been an absolute hit this year and the educational content is on point!

Race Across The USA Gameschooling Review Thanks for joining us today! For more information on this game, check out the article I wrote. I included information on different learning types and appropr...

We have moved from "Autism Awareness Month" to "Autism Acceptance Month," but let's keep the goal in mind - including autistic people and voices in every conversation, every place, and every classroom.

This is vital to understand as we navigate the world of teaching childing with varying abilities.

Children can be gifted and developmentally disabled. Neither of these cancels out the other, and both parts have needs.

This is even seen within academic subjects. For example, my son is gifted in math. However, he is grade level in geometry and 3 years ahead in algebraic reasoning. This doesn't mean that he shouldn't continue working in algebraic reasoning or stop his growth to catch up in geometry. We work on both of these.

Just because he can't tie his shoes doesn't mean he can't learn chemistry in 3rd grade (he did).

Just because he needs support with buttons doesn't mean he can't start learning about quantic mechanics in 4th grade (he did).

Just because some skills lag doesn't mean other skills can't be on target or advanced.

Too often, linear thinkers believe that all people must have a foundation of certain skills in order to "advance" to learn new skills.

This linear perspective has a basis of presumed incompetence. That if a person can't master one skill, then there's no possible way that the person can master another skill that is perceived to be more difficult.

Autistic people specifically are known for "splinter skills." This means we might struggle with some skills and excel with some skills. And it isn't predictable.

This is why we see viral memes about autistic people who can't tie their shoes, but are successful attorneys.

This is also why autistic people who struggle with executive functioning are really great at their jobs but get written up or fired from their jobs because they're often late. Those soft skills may not be there, but their actual job skills are exceptional.

When a linear thinker is trying to teach skills to an autistic person, they have a notion that autistic skills are fragile. That if we can't master a skill, the cups can no longer be stacked. That if we lose a skill, a cup in the cup stacking pyramid is removed, and our entire skill set will collapse. This. Isn't. Our. Reality.

We cannot presume that a person who needs support with certain skills can't master skills that are far more advanced. That's linear (and colonial) thinking.

Because there are autistic accountants who can't hold a social conversation.

Because there are autistic teachers who can't feel when they need to eat, drink, or use the restroom.

Because there are autistic people working far too hard for subminimum wage, who would be making a living wage if people believed in them and empowered them to move past the soft skills and move onto the things they're passionate about.

Because there are autistic people who have absolutely no income, are unhoused, have food insecurity, and they are disqualified from support because they struggle with executive functioning.

Skills are not cup stacking.

Image: turquoise background with red cups stacked in a pyramid. Black text reads: skills are not cup stacking

-bolism on Tumblr

Why are transitions between activities often so hard for neurodivergent people?

Erin Human (EisforErin) created 'The Tendril Theory' based on lived experience:

'I came up with “Tendril Theory” when someone in a support group asked for a good way to explain executive function, specifically the challenge of being interrupted or having to switch tasks suddenly, to a neurotypical person.

I think the reason this resonates with so many people is that a lot of different kinds of brains work in a similar way – not only for people, but also people with , and neurotypical introverts. So if this doesn’t describe you, it probably describes someone you know.'
Seen on I CAN Network Ltd

Its a shift in mindset that we need