Golf Carts, Grahams, and Gentle Progress

Late Monday Thoughts

Honestly, I'm never sure if I let the day get away from me. Whether anyone will hear me. I'm learning to adapt.

Golf Carts, Grahams, and Gentle Progress

One of those weeks where napping was necessary.

I'm Back

Reopening the podcast. I've been away for a while.

Understanding Autism and ADHD in the 1970s

If I’d had an IEP, it might’ve said… Student Profile The student demonstrates strong insight, creativity, and depth of thought. She benefits from structure, predictability, and clear expectations. Learning differences affect attention regulation, sensory processing, and task initiation, particularly under time pressure or in overstimulating environments. Learning & Processing The student processes information best when instructions are broken into clear, sequential steps. Additional processing time supports accuracy and confidence. Understanding improves when expectations are explicit rather than implied. Support: Provide written and verbal directions; allow pauses before response. Attention & Executive Function The student’s attention is interest-driven and may fluctuate during long or unstructured tasks. Task initiation may require external cues or a defined starting point. Organization improves with visual planners, checklists, or routine formats. Support: Permit use of planners, written task lists, and flexible pacing. Sensory & Environmental Needs The student may be sensitive to visual, auditory, or spatial demands, which can increase cognitive fatigue. A calm, predictable environment supports focus and emotional regulation. Support: Allow seating that feels physically and visually safe; reduce unnecessary sensory input when possible. Assessment & Performance The student demonstrates knowledge more consistently when time pressure is reduced. Performance may not reflect understanding when stress or overstimulation is present. Support: Provide extended time; allow alternative demonstration of learning when appropriate. Emotional & Self-Regulation The student benefits from predictable routines and reassurance around expectations. Gentle feedback and clear structure support confidence and persistence. Support: Frame corrections neutrally; emphasize effort and process over speed. Strengths Deep reflective thinking Strong verbal and written expression when supported Insight, empathy, and humor Ability to build effective self-support systems Educational Goal To provide an environment in which the student can access learning without unnecessary cognitive or emotional barriers, allowing her strengths to emerge consistently.

Still Standing, Still Showing Up

The episode for when ordinary is okay