WEBVTT 00:00:00.000 --> 00:00:00.733 align:middle line:90% 00:00:00.733 --> 00:00:02.150 align:middle line:84% ERIC TREKELL: So thank you, Scott. 00:00:02.150 --> 00:00:03.000 align:middle line:90% Appreciate that. 00:00:03.000 --> 00:00:08.640 align:middle line:84% Our first presentation is titled Pedagogical Approaches 00:00:08.640 --> 00:00:11.760 align:middle line:84% to Neurodivergent Learners in STEM, presented 00:00:11.760 --> 00:00:13.500 align:middle line:84% by Sara Sanders Gardner and Marisa 00:00:13.500 --> 00:00:14.880 align:middle line:90% Hackett of Bellevue College. 00:00:14.880 --> 00:00:17.970 align:middle line:84% Sara is the Designer and Director of Bellevue's 00:00:17.970 --> 00:00:20.430 align:middle line:84% nationally recognized Neurodiversity Navigators 00:00:20.430 --> 00:00:21.420 align:middle line:90% Program. 00:00:21.420 --> 00:00:24.390 align:middle line:84% And Marisa is the Director of the Disability Resource Center. 00:00:24.390 --> 00:00:26.610 align:middle line:84% So I will turn it over to the two of you. 00:00:26.610 --> 00:00:28.778 align:middle line:90% Thank you. 00:00:28.778 --> 00:00:30.570 align:middle line:84% SARA SANDERS GARDNER: Thanks so much, Eric. 00:00:30.570 --> 00:00:32.759 align:middle line:84% I am going to get right into the deck 00:00:32.759 --> 00:00:37.600 align:middle line:84% because we have a completely packed session for you. 00:00:37.600 --> 00:00:42.202 align:middle line:90% So let's do it. 00:00:42.202 --> 00:00:44.160 align:middle line:84% ERIC TREKELL: Well, I thank you for that, Sara. 00:00:44.160 --> 00:00:46.607 align:middle line:90% 00:00:46.607 --> 00:00:47.940 align:middle line:90% SARA SANDERS GARDNER: All right. 00:00:47.940 --> 00:00:51.180 align:middle line:84% I also want to turn on the chat so I can see it. 00:00:51.180 --> 00:00:51.905 align:middle line:90% One second. 00:00:51.905 --> 00:00:56.580 align:middle line:90% 00:00:56.580 --> 00:00:58.513 align:middle line:90% I cannot see the chat. 00:00:58.513 --> 00:00:59.430 align:middle line:90% Oh, there is the chat. 00:00:59.430 --> 00:00:59.930 align:middle line:90% OK. 00:00:59.930 --> 00:01:01.240 align:middle line:90% Thank you. 00:01:01.240 --> 00:01:01.740 align:middle line:90% All right. 00:01:01.740 --> 00:01:03.750 align:middle line:84% So yes, this is what we are learning, 00:01:03.750 --> 00:01:06.240 align:middle line:84% Pedagogical Approaches for Neurodivergent Learners. 00:01:06.240 --> 00:01:07.710 align:middle line:90% I am Sara Sanders Gardner. 00:01:07.710 --> 00:01:09.600 align:middle line:90% My pronouns are they/them. 00:01:09.600 --> 00:01:10.800 align:middle line:90% Marisa? 00:01:10.800 --> 00:01:12.570 align:middle line:84% MARISA HACKETT: Hi, I'm Marisa Hackett. 00:01:12.570 --> 00:01:13.320 align:middle line:90% She/her. 00:01:13.320 --> 00:01:15.403 align:middle line:84% I'm the Director of the Disability Resource Center 00:01:15.403 --> 00:01:18.120 align:middle line:84% and faculty in our Disabled Students 00:01:18.120 --> 00:01:19.478 align:middle line:90% Navigating STEM Program. 00:01:19.478 --> 00:01:20.520 align:middle line:90% SARA SANDERS GARDNER: OK. 00:01:20.520 --> 00:01:22.600 align:middle line:90% Here we go. 00:01:22.600 --> 00:01:24.750 align:middle line:84% So today we're going to talk about terminology. 00:01:24.750 --> 00:01:26.940 align:middle line:84% Is there a definition for neurodiversity? 00:01:26.940 --> 00:01:28.380 align:middle line:90% Yes, there is. 00:01:28.380 --> 00:01:31.440 align:middle line:84% And we're going to talk about models, pedagogical approaches, 00:01:31.440 --> 00:01:33.220 align:middle line:90% and give you some tools. 00:01:33.220 --> 00:01:34.620 align:middle line:90% So let's get going. 00:01:34.620 --> 00:01:38.280 align:middle line:84% Terminology around neurodiversity. 00:01:38.280 --> 00:01:39.720 align:middle line:84% First thing we want to talk about 00:01:39.720 --> 00:01:41.250 align:middle line:84% is the language that we use when we 00:01:41.250 --> 00:01:44.490 align:middle line:84% talk about disabled people and autistic people. 00:01:44.490 --> 00:01:48.900 align:middle line:84% There are two different main ways to refer. 00:01:48.900 --> 00:01:51.750 align:middle line:84% And used to be people thought that person first 00:01:51.750 --> 00:01:53.230 align:middle line:90% was the only way to go. 00:01:53.230 --> 00:01:57.000 align:middle line:84% But now we know and the American Psychological Association 00:01:57.000 --> 00:01:59.970 align:middle line:84% told us in 2015 that both are good. 00:01:59.970 --> 00:02:02.130 align:middle line:84% So let's look at this real quickly. 00:02:02.130 --> 00:02:04.890 align:middle line:84% Identity first is disabled, autistic. 00:02:04.890 --> 00:02:06.000 align:middle line:90% I am disabled. 00:02:06.000 --> 00:02:07.170 align:middle line:90% I am autistic. 00:02:07.170 --> 00:02:10.050 align:middle line:90% And that describes me. 00:02:10.050 --> 00:02:12.630 align:middle line:84% It includes disability as part of the person 00:02:12.630 --> 00:02:14.580 align:middle line:84% and embraces that disability as one 00:02:14.580 --> 00:02:16.500 align:middle line:84% of the many intersections of identity 00:02:16.500 --> 00:02:17.880 align:middle line:90% that makes up the person. 00:02:17.880 --> 00:02:20.370 align:middle line:84% Many autistic and otherwise disabled people 00:02:20.370 --> 00:02:22.560 align:middle line:90% prefer identity first language. 00:02:22.560 --> 00:02:24.420 align:middle line:84% The blind community, the deaf community 00:02:24.420 --> 00:02:27.090 align:middle line:84% are two large communities that embrace that. 00:02:27.090 --> 00:02:30.150 align:middle line:84% There is also a person first language. 00:02:30.150 --> 00:02:32.220 align:middle line:84% I had to say it's awkward syntax because I was 00:02:32.220 --> 00:02:34.050 align:middle line:90% an English major in college. 00:02:34.050 --> 00:02:36.940 align:middle line:84% It separates the disability from the person. 00:02:36.940 --> 00:02:39.960 align:middle line:84% And this is a reason why some people choose this language. 00:02:39.960 --> 00:02:42.300 align:middle line:84% They don't want that disability to define them. 00:02:42.300 --> 00:02:44.970 align:middle line:84% And they say, my disability doesn't define me. 00:02:44.970 --> 00:02:47.820 align:middle line:84% It shows a desire to be distant from disability. 00:02:47.820 --> 00:02:50.220 align:middle line:84% Many parents and professionals often prefer 00:02:50.220 --> 00:02:54.120 align:middle line:84% person for language, but so do many people with disabilities. 00:02:54.120 --> 00:02:58.620 align:middle line:84% The APA said, as I said in 2015, asked the preference 00:02:58.620 --> 00:03:01.150 align:middle line:84% of the disabled person themselves. 00:03:01.150 --> 00:03:02.730 align:middle line:84% And when you're doing presentations, 00:03:02.730 --> 00:03:04.920 align:middle line:84% writing papers, et cetera, you should 00:03:04.920 --> 00:03:07.660 align:middle line:90% use both interchangeably. 00:03:07.660 --> 00:03:09.960 align:middle line:84% And so there's a couple of symbols here. 00:03:09.960 --> 00:03:14.040 align:middle line:84% The one on the left is the rainbow neurodiversity infinity 00:03:14.040 --> 00:03:17.070 align:middle line:84% symbol, which is meant to represent 00:03:17.070 --> 00:03:20.430 align:middle line:84% the many different types of people, many different neuro 00:03:20.430 --> 00:03:22.740 align:middle line:84% types, many different ways of being in the world that 00:03:22.740 --> 00:03:24.390 align:middle line:90% encompass our community. 00:03:24.390 --> 00:03:27.750 align:middle line:84% And then on the right is probably more known Autism 00:03:27.750 --> 00:03:28.710 align:middle line:90% Speaks puzzle piece. 00:03:28.710 --> 00:03:30.960 align:middle line:84% I put a do not use sign around it, 00:03:30.960 --> 00:03:34.290 align:middle line:84% because many autistic people reject that puzzle piece. 00:03:34.290 --> 00:03:35.880 align:middle line:84% And in fact, research shows that there 00:03:35.880 --> 00:03:38.790 align:middle line:84% is a negative connotation between puzzle pieces 00:03:38.790 --> 00:03:39.840 align:middle line:90% and people. 00:03:39.840 --> 00:03:42.540 align:middle line:84% And so the community at large has asked people 00:03:42.540 --> 00:03:45.960 align:middle line:90% not to use that puzzle piece. 00:03:45.960 --> 00:03:48.120 align:middle line:84% So other things that we should avoid 00:03:48.120 --> 00:03:51.370 align:middle line:84% are euphemisms around disability language. 00:03:51.370 --> 00:03:56.220 align:middle line:84% So as you know, a euphemism is a mild or indirect expression 00:03:56.220 --> 00:03:58.950 align:middle line:84% that is substituted for something 00:03:58.950 --> 00:04:02.040 align:middle line:84% that people think is too blunt or harsh or embarrassing. 00:04:02.040 --> 00:04:05.760 align:middle line:84% So people do this with the word disability quite a bit. 00:04:05.760 --> 00:04:07.800 align:middle line:90% Thank you, Martha and Natalya. 00:04:07.800 --> 00:04:10.980 align:middle line:84% They say on the spectrum instead of on the autism spectrum 00:04:10.980 --> 00:04:13.500 align:middle line:84% so they can avoid that word autism. 00:04:13.500 --> 00:04:15.870 align:middle line:84% They say challenged, or differently 00:04:15.870 --> 00:04:20.399 align:middle line:84% abled, or people of all abilities, or special needs, 00:04:20.399 --> 00:04:24.480 align:middle line:84% or disAbility with a capital A, or they make up 00:04:24.480 --> 00:04:27.010 align:middle line:84% words like diffability, and many, 00:04:27.010 --> 00:04:28.800 align:middle line:90% many, many other iterations. 00:04:28.800 --> 00:04:34.410 align:middle line:84% Again, disabled people get to say how they identify. 00:04:34.410 --> 00:04:37.610 align:middle line:84% So if a disabled person is using these terms, that's fine. 00:04:37.610 --> 00:04:40.290 align:middle line:84% No need to correct the person with the disability. 00:04:40.290 --> 00:04:42.680 align:middle line:84% However, non-disabled people should 00:04:42.680 --> 00:04:45.980 align:middle line:84% steer clear of these words because they land on us 00:04:45.980 --> 00:04:48.900 align:middle line:90% as microaggressions. 00:04:48.900 --> 00:04:52.020 align:middle line:84% So always defer to the preferences in language 00:04:52.020 --> 00:04:53.790 align:middle line:84% use of the person with the disability 00:04:53.790 --> 00:04:55.020 align:middle line:90% and how they identify. 00:04:55.020 --> 00:04:57.960 align:middle line:84% Disabled people own their identity. 00:04:57.960 --> 00:04:59.820 align:middle line:90% And this is very important. 00:04:59.820 --> 00:05:01.660 align:middle line:84% If you are not a member of the community, 00:05:01.660 --> 00:05:05.250 align:middle line:84% you do not get to put labels on that community. 00:05:05.250 --> 00:05:09.540 align:middle line:84% So speaking of that, let's talk about what is neurodiversity. 00:05:09.540 --> 00:05:13.980 align:middle line:84% This term was created by the autism community. 00:05:13.980 --> 00:05:16.710 align:middle line:84% And it is defined by the autism community. 00:05:16.710 --> 00:05:18.870 align:middle line:84% And many other people have tried to define it, 00:05:18.870 --> 00:05:22.860 align:middle line:84% but there is one definition that was created by the person who 00:05:22.860 --> 00:05:24.090 align:middle line:90% created the word. 00:05:24.090 --> 00:05:25.860 align:middle line:90% Her name is Judy Singer. 00:05:25.860 --> 00:05:28.020 align:middle line:84% She is an Australian anthropologist 00:05:28.020 --> 00:05:29.520 align:middle line:90% who was born in Hungary. 00:05:29.520 --> 00:05:31.380 align:middle line:84% I've put a link, when you have the deck you 00:05:31.380 --> 00:05:32.790 align:middle line:90% can go to the links. 00:05:32.790 --> 00:05:38.280 align:middle line:84% At this blog Judy describes exactly what she means by it. 00:05:38.280 --> 00:05:42.180 align:middle line:84% I can only give you a very, very brief information right now. 00:05:42.180 --> 00:05:45.175 align:middle line:84% So it came from the idea of biodiversity. 00:05:45.175 --> 00:05:46.800 align:middle line:84% And that's why I have this picture here 00:05:46.800 --> 00:05:51.210 align:middle line:84% that shows all these different creatures and plants. 00:05:51.210 --> 00:05:53.460 align:middle line:84% Biodiversity refers to every living 00:05:53.460 --> 00:05:55.710 align:middle line:84% thing plants, bacteria, animals, humans. 00:05:55.710 --> 00:05:57.930 align:middle line:84% And sometimes it's in a particular reason or bio 00:05:57.930 --> 00:06:01.660 align:middle line:84% ecosystem, but sometimes it just refers to all living creatures. 00:06:01.660 --> 00:06:05.460 align:middle line:84% The term neurodiversity comes from that term biodiversity 00:06:05.460 --> 00:06:09.600 align:middle line:84% and is an expression comes from intersectionality 00:06:09.600 --> 00:06:13.170 align:middle line:84% as well as one of the many variabilities 00:06:13.170 --> 00:06:14.580 align:middle line:90% that describe people. 00:06:14.580 --> 00:06:18.180 align:middle line:84% It's the virtually infinite neurocognitive variability 00:06:18.180 --> 00:06:20.200 align:middle line:90% within Earth's human population. 00:06:20.200 --> 00:06:22.440 align:middle line:84% So when you use the term neurodiverse, 00:06:22.440 --> 00:06:25.060 align:middle line:90% you are referring to all people. 00:06:25.060 --> 00:06:26.820 align:middle line:84% You are not referring to disabled people, 00:06:26.820 --> 00:06:28.710 align:middle line:90% you're referring to all people. 00:06:28.710 --> 00:06:34.260 align:middle line:84% This is a very important part of the neurodiversity movement, 00:06:34.260 --> 00:06:37.260 align:middle line:84% that everyone has a different way of thinking. 00:06:37.260 --> 00:06:41.620 align:middle line:84% There is not one way and one wrong way or one different way. 00:06:41.620 --> 00:06:44.960 align:middle line:90% Everyone is neurodiverse. 00:06:44.960 --> 00:06:48.920 align:middle line:84% The term neurodivergent was also coined from the autism 00:06:48.920 --> 00:06:52.880 align:middle line:84% community by a multiply neurodivergent person living 00:06:52.880 --> 00:06:53.990 align:middle line:90% in the United States. 00:06:53.990 --> 00:06:56.900 align:middle line:84% Their name their name is Kassiane Asasumasu. 00:06:56.900 --> 00:06:59.180 align:middle line:84% And this is to signify an individual 00:06:59.180 --> 00:07:01.850 align:middle line:84% whose brain functions in ways that diverge significantly 00:07:01.850 --> 00:07:04.130 align:middle line:84% from dominant societal standards. 00:07:04.130 --> 00:07:05.510 align:middle line:90% Very different words. 00:07:05.510 --> 00:07:07.910 align:middle line:84% Neurodiversity is a social movement. 00:07:07.910 --> 00:07:10.640 align:middle line:84% Neurodivergent refers to a person. 00:07:10.640 --> 00:07:13.970 align:middle line:84% And then along with that term came the term neurotypical. 00:07:13.970 --> 00:07:15.860 align:middle line:90% So these are the definitions. 00:07:15.860 --> 00:07:19.290 align:middle line:84% This is where you can learn more about them. 00:07:19.290 --> 00:07:21.225 align:middle line:84% As Sheryl mentioned, there are many things 00:07:21.225 --> 00:07:23.100 align:middle line:84% that fall under this neurodivergent umbrella. 00:07:23.100 --> 00:07:24.330 align:middle line:84% I'm not going to go through them again, 00:07:24.330 --> 00:07:26.290 align:middle line:84% because I got to get through my time here. 00:07:26.290 --> 00:07:29.880 align:middle line:84% So here's a quote from Judy Singer. 00:07:29.880 --> 00:07:33.570 align:middle line:84% "Neurodiversity is a property of the human population of Earth. 00:07:33.570 --> 00:07:35.550 align:middle line:84% While neurodiversity itself is just 00:07:35.550 --> 00:07:38.670 align:middle line:84% an indisputable fact about the planet, 00:07:38.670 --> 00:07:41.550 align:middle line:84% the neurodiversity movement is something else again. 00:07:41.550 --> 00:07:45.990 align:middle line:84% It's built on the idea that just as conserving biodiversity is 00:07:45.990 --> 00:07:49.170 align:middle line:84% necessary for a sustainable, flourishing planet, 00:07:49.170 --> 00:07:53.250 align:middle line:84% so respecting neurodiversity is necessary for a sustainable, 00:07:53.250 --> 00:07:55.080 align:middle line:90% flourishing, human society." 00:07:55.080 --> 00:08:00.678 align:middle line:84% So we need all people, not just some people. 00:08:00.678 --> 00:08:04.022 align:middle line:84% So then Marisa's going to take it away. 00:08:04.022 --> 00:08:05.230 align:middle line:90% MARISA HACKETT: Thanks, Sara. 00:08:05.230 --> 00:08:07.813 align:middle line:84% I'm going to talk a little bit about the models of disability, 00:08:07.813 --> 00:08:12.430 align:middle line:84% which came from disabled communities in the 1980s 00:08:12.430 --> 00:08:16.510 align:middle line:84% originally and have been used in disability studies programs 00:08:16.510 --> 00:08:17.680 align:middle line:90% for a long time. 00:08:17.680 --> 00:08:19.840 align:middle line:84% To start out with the moral model, 00:08:19.840 --> 00:08:23.295 align:middle line:84% and I'm going to start quote "the problem" of disability. 00:08:23.295 --> 00:08:24.920 align:middle line:84% I'm not saying disability is a problem. 00:08:24.920 --> 00:08:26.770 align:middle line:90% It's not, disability is rad. 00:08:26.770 --> 00:08:29.350 align:middle line:84% But there is this idea in society 00:08:29.350 --> 00:08:33.320 align:middle line:84% that disability has a social problem associated with it. 00:08:33.320 --> 00:08:35.890 align:middle line:84% So the problem associated with disability 00:08:35.890 --> 00:08:38.409 align:middle line:84% when you're coming from the moral model of disability 00:08:38.409 --> 00:08:40.870 align:middle line:84% is this idea that there is a moral failing 00:08:40.870 --> 00:08:43.419 align:middle line:84% in your bloodline, from your ancestors, 00:08:43.419 --> 00:08:49.000 align:middle line:84% from your family line, from your parent, somewhere in there. 00:08:49.000 --> 00:08:52.360 align:middle line:84% And this is typically considered an older model, 00:08:52.360 --> 00:08:54.100 align:middle line:84% but it actually does show up currently. 00:08:54.100 --> 00:08:56.890 align:middle line:84% So any time someone is trying to pray away 00:08:56.890 --> 00:09:02.080 align:middle line:84% a disability, that is them enacting the moral model. 00:09:02.080 --> 00:09:09.640 align:middle line:84% But kind of thinking around when people said that autism 00:09:09.640 --> 00:09:12.190 align:middle line:84% was caused by quote "refrigerator mothers" 00:09:12.190 --> 00:09:15.190 align:middle line:84% or the mother being too cold to the child, that 00:09:15.190 --> 00:09:16.450 align:middle line:90% was the moral model. 00:09:16.450 --> 00:09:18.970 align:middle line:84% Thankfully, that is pretty much kind 00:09:18.970 --> 00:09:21.850 align:middle line:90% of tapered out at this point. 00:09:21.850 --> 00:09:24.250 align:middle line:84% And then things like telling chronically ill people, 00:09:24.250 --> 00:09:25.330 align:middle line:90% "have you tried yoga?" 00:09:25.330 --> 00:09:26.913 align:middle line:84% Is also the moral model, where there's 00:09:26.913 --> 00:09:32.220 align:middle line:84% some sort of moral failing with the disabled person. 00:09:32.220 --> 00:09:35.280 align:middle line:84% The medical model is our kind of typically 00:09:35.280 --> 00:09:38.670 align:middle line:84% most commonly used model in current US society, 00:09:38.670 --> 00:09:40.530 align:middle line:84% where the problem with the disability 00:09:40.530 --> 00:09:43.830 align:middle line:84% is centered on the individual person with the idea 00:09:43.830 --> 00:09:46.620 align:middle line:84% that the medical industrial complex or the medical system 00:09:46.620 --> 00:09:49.440 align:middle line:90% is what can fix the disability. 00:09:49.440 --> 00:09:53.580 align:middle line:84% And that individual person needs to be fixed by medicine 00:09:53.580 --> 00:09:59.460 align:middle line:90% or some other medical thing. 00:09:59.460 --> 00:10:02.877 align:middle line:84% So the societal solution is to fix a person 00:10:02.877 --> 00:10:03.960 align:middle line:90% through the medical model. 00:10:03.960 --> 00:10:07.590 align:middle line:84% So still focuses on this idea of fixing disability 00:10:07.590 --> 00:10:10.530 align:middle line:84% and doesn't focus on disability as a normal part 00:10:10.530 --> 00:10:14.150 align:middle line:90% of our human diversity. 00:10:14.150 --> 00:10:17.240 align:middle line:84% And this also, the medical model also reinforces 00:10:17.240 --> 00:10:21.530 align:middle line:84% cultural constraints around what is a typical or right way 00:10:21.530 --> 00:10:22.820 align:middle line:90% of being in the world. 00:10:22.820 --> 00:10:25.790 align:middle line:84% The right way to move your body, the right way to think, 00:10:25.790 --> 00:10:28.400 align:middle line:84% the right way to be in general, the right way 00:10:28.400 --> 00:10:30.740 align:middle line:90% to have feelings or emotions. 00:10:30.740 --> 00:10:33.060 align:middle line:84% So then this brings us to the social model. 00:10:33.060 --> 00:10:37.040 align:middle line:84% The social model focuses from not on the individual 00:10:37.040 --> 00:10:41.930 align:middle line:84% but on society and focuses the societal problem 00:10:41.930 --> 00:10:47.180 align:middle line:84% of disability on how we can fix our built 00:10:47.180 --> 00:10:50.780 align:middle line:84% environment, our culture, our ways of teaching and learning 00:10:50.780 --> 00:10:54.260 align:middle line:84% to change the environment rather than change 00:10:54.260 --> 00:10:56.130 align:middle line:90% the individual person. 00:10:56.130 --> 00:11:01.100 align:middle line:84% So in the social model we would say instead of a deaf person 00:11:01.100 --> 00:11:03.320 align:middle line:84% can't go to the movies because they are deaf, 00:11:03.320 --> 00:11:05.480 align:middle line:84% we would say provide closed captions. 00:11:05.480 --> 00:11:11.630 align:middle line:84% This is where we enter into accessibility, accommodations, 00:11:11.630 --> 00:11:15.170 align:middle line:84% and universal design to fix society rather than trying 00:11:15.170 --> 00:11:15.935 align:middle line:90% to fix the person. 00:11:15.935 --> 00:11:19.230 align:middle line:90% 00:11:19.230 --> 00:11:22.320 align:middle line:84% And we're going to play just a couple of minutes 00:11:22.320 --> 00:11:24.030 align:middle line:90% of this video. 00:11:24.030 --> 00:11:26.882 align:middle line:84% Do we have the sound turned on for the video, Sara? 00:11:26.882 --> 00:11:42.780 align:middle line:90% 00:11:42.780 --> 00:11:45.060 align:middle line:84% I'm just going to look at the chat real quick 00:11:45.060 --> 00:11:47.190 align:middle line:84% while Sara's sharing the video, because there's 00:11:47.190 --> 00:11:49.230 align:middle line:84% some cool things happening in the chat too. 00:11:49.230 --> 00:11:51.210 align:middle line:84% Neurotypical isn't a bad word, but it 00:11:51.210 --> 00:11:53.723 align:middle line:84% makes neurotypical people feel uncomfortable to confront 00:11:53.723 --> 00:11:54.390 align:middle line:90% their privilege. 00:11:54.390 --> 00:11:55.830 align:middle line:90% Totally. 00:11:55.830 --> 00:12:00.150 align:middle line:84% And then Jade said sort of the same way cis people 00:12:00.150 --> 00:12:03.540 align:middle line:84% get grumpy when we say cisgender in conversations about gender. 00:12:03.540 --> 00:12:05.830 align:middle line:90% Yep, totally. 00:12:05.830 --> 00:12:08.350 align:middle line:84% Cisgender is not a bad word neither is neurotypical, 00:12:08.350 --> 00:12:10.840 align:middle line:84% it just means fit into the norm that society 00:12:10.840 --> 00:12:11.890 align:middle line:90% wants you to fit into. 00:12:11.890 --> 00:12:20.305 align:middle line:90% 00:12:20.305 --> 00:12:22.290 align:middle line:90% OK. 00:12:22.290 --> 00:12:24.740 align:middle line:84% STACEY MILBERN: So if you and I go to a building 00:12:24.740 --> 00:12:27.110 align:middle line:84% and there's no ramp, typically people 00:12:27.110 --> 00:12:29.570 align:middle line:84% think the problem is that we use wheelchairs. 00:12:29.570 --> 00:12:34.170 align:middle line:84% Where a social model of disability would say, 00:12:34.170 --> 00:12:36.960 align:middle line:84% the problem is that the building's not accessible. 00:12:36.960 --> 00:12:39.540 align:middle line:84% And it doesn't seem like a radical concept, 00:12:39.540 --> 00:12:42.000 align:middle line:84% but it changes the fundamental way 00:12:42.000 --> 00:12:44.430 align:middle line:84% we think about disability and the work 00:12:44.430 --> 00:12:47.280 align:middle line:84% that we need to do to include people with disabilities. 00:12:47.280 --> 00:12:50.580 align:middle line:84% PATTY BERNE: People often don't understand ability 00:12:50.580 --> 00:12:55.650 align:middle line:84% to be within this kind of context and access 00:12:55.650 --> 00:13:00.930 align:middle line:84% to adaptive devices and where we are located economically. 00:13:00.930 --> 00:13:06.430 align:middle line:84% When I have my access needs met, I'm functionally not disabled, 00:13:06.430 --> 00:13:06.930 align:middle line:90% you know? 00:13:06.930 --> 00:13:11.610 align:middle line:84% But when places have stairs and everything 00:13:11.610 --> 00:13:15.720 align:middle line:84% is built for people that stand so I can't see anything. 00:13:15.720 --> 00:13:17.970 align:middle line:84% It's a really dark environment, so I 00:13:17.970 --> 00:13:21.640 align:middle line:84% can't see anything because as you get older, 00:13:21.640 --> 00:13:24.010 align:middle line:90% your vision changes. 00:13:24.010 --> 00:13:25.980 align:middle line:84% So now I need a lot of light to see things. 00:13:25.980 --> 00:13:28.720 align:middle line:84% In an environment like that, of course, I'm disabled. 00:13:28.720 --> 00:13:31.230 align:middle line:84% STACEY MILBERN: I really like separating out impairment 00:13:31.230 --> 00:13:32.950 align:middle line:90% from disability. 00:13:32.950 --> 00:13:36.960 align:middle line:84% So impairment as, you know, like physical or neurological 00:13:36.960 --> 00:13:39.420 align:middle line:90% manifestation, like what's real. 00:13:39.420 --> 00:13:41.550 align:middle line:90% I have a physical impairment. 00:13:41.550 --> 00:13:45.780 align:middle line:84% And then disability is like what society creates as barriers 00:13:45.780 --> 00:13:47.860 align:middle line:90% because of the impairment. 00:13:47.860 --> 00:13:49.320 align:middle line:84% So like as you're saying, if we're 00:13:49.320 --> 00:13:52.600 align:middle line:84% in a place where my access needs are getting met, 00:13:52.600 --> 00:13:56.460 align:middle line:84% then my impairment isn't so significant. 00:13:56.460 --> 00:14:00.600 align:middle line:84% But when it's not because society doesn't want to, 00:14:00.600 --> 00:14:02.290 align:middle line:90% then that's a problem. 00:14:02.290 --> 00:14:04.170 align:middle line:84% So I think it's important to really think 00:14:04.170 --> 00:14:08.730 align:middle line:84% about disability and the context of what is disabling, 00:14:08.730 --> 00:14:09.810 align:middle line:90% like the environment. 00:14:09.810 --> 00:14:12.660 align:middle line:84% The last building I worked in it was really cool 00:14:12.660 --> 00:14:15.540 align:middle line:84% because it was universally designed, 00:14:15.540 --> 00:14:17.970 align:middle line:84% so all the doors had push buttons 00:14:17.970 --> 00:14:20.550 align:middle line:84% or they would like magically open as you walk up. 00:14:20.550 --> 00:14:23.850 align:middle line:84% Or everything is like automatically at my height. 00:14:23.850 --> 00:14:26.760 align:middle line:84% And in that place, I didn't need a lot of accommodations. 00:14:26.760 --> 00:14:29.520 align:middle line:84% But then in an environment where it's not universally 00:14:29.520 --> 00:14:33.510 align:middle line:84% accessible, where people with disabilities and parents 00:14:33.510 --> 00:14:35.250 align:middle line:84% and all types of folks weren't thought 00:14:35.250 --> 00:14:38.688 align:middle line:84% of in the design process, that's when there's problems. 00:14:38.688 --> 00:14:40.230 align:middle line:84% PATTY BERNE: I'm not saying like it's 00:14:40.230 --> 00:14:41.563 align:middle line:90% easy to live with an impairment. 00:14:41.563 --> 00:14:45.300 align:middle line:84% It's not easy to live, you know, when you have four kids. 00:14:45.300 --> 00:14:49.155 align:middle line:84% It's not easy to live when it's like 20 degrees outside. 00:14:49.155 --> 00:14:52.710 align:middle line:84% For those of us in the Bay Area 55 is freezing. 00:14:52.710 --> 00:14:55.650 align:middle line:84% But I mean, there are times when it's just not 00:14:55.650 --> 00:14:57.570 align:middle line:90% convenient to have a body. 00:14:57.570 --> 00:15:00.750 align:middle line:84% But that's not what oppresses us. 00:15:00.750 --> 00:15:05.850 align:middle line:84% What oppresses us is living in a system which disregards us, is 00:15:05.850 --> 00:15:07.890 align:middle line:84% violent toward us, and essentially 00:15:07.890 --> 00:15:12.630 align:middle line:84% wants to subjugate our bodies or kill us. 00:15:12.630 --> 00:15:14.940 align:middle line:90% That's oppressive. 00:15:14.940 --> 00:15:18.810 align:middle line:84% My body doesn't oppress me, my body is fine. 00:15:18.810 --> 00:15:21.650 align:middle line:84% MARISA HACKETT: We can pause there, Sara. 00:15:21.650 --> 00:15:23.480 align:middle line:90% Thanks. 00:15:23.480 --> 00:15:26.030 align:middle line:84% OK, so that was Stacey Milbern Park, 00:15:26.030 --> 00:15:29.360 align:middle line:84% who was an amazing disability justice activist out of the Bay 00:15:29.360 --> 00:15:33.080 align:middle line:84% Area who unfortunately passed away a couple of years ago. 00:15:33.080 --> 00:15:37.290 align:middle line:84% And then Patty Berne, who I'm going to talk about now. 00:15:37.290 --> 00:15:44.630 align:middle line:84% So Patty Berne with other disabled queer and trans people 00:15:44.630 --> 00:15:50.390 align:middle line:84% of color created the disability justice movement and model 00:15:50.390 --> 00:15:52.830 align:middle line:84% with these 10 principles of disability justice. 00:15:52.830 --> 00:15:55.940 align:middle line:84% So since the models were created in the '80s 00:15:55.940 --> 00:15:57.590 align:middle line:84% and are still really important, it's 00:15:57.590 --> 00:16:02.270 align:middle line:84% also important to kind of fast forward up to where we are now 00:16:02.270 --> 00:16:06.620 align:middle line:84% and think about moving beyond the social model 00:16:06.620 --> 00:16:08.390 align:middle line:90% and into disability justice. 00:16:08.390 --> 00:16:10.580 align:middle line:84% The social model laid a really good groundwork 00:16:10.580 --> 00:16:12.770 align:middle line:90% for disability justice. 00:16:12.770 --> 00:16:16.220 align:middle line:84% The 10 principles of disability justice are intersectionality, 00:16:16.220 --> 00:16:18.650 align:middle line:84% leadership of those most impacted, 00:16:18.650 --> 00:16:21.860 align:middle line:84% anti-capitalist politic, commitment to cross movement 00:16:21.860 --> 00:16:25.940 align:middle line:84% organizing, recognizing wholeness, sustainability, 00:16:25.940 --> 00:16:28.640 align:middle line:90% commitment to cross disability-- 00:16:28.640 --> 00:16:32.900 align:middle line:84% sorry-- the solidarity, interdependence, 00:16:32.900 --> 00:16:36.620 align:middle line:84% collective access, and collective liberation. 00:16:36.620 --> 00:16:39.590 align:middle line:84% I'm going to talk a little bit more about intersectionality, 00:16:39.590 --> 00:16:42.860 align:middle line:84% but I encourage you all to check out the website 00:16:42.860 --> 00:16:46.010 align:middle line:84% that talks about the principles of disability justice 00:16:46.010 --> 00:16:48.230 align:middle line:90% more in depth. 00:16:48.230 --> 00:16:51.950 align:middle line:84% Patty is an amazing activist and super important to learn from. 00:16:51.950 --> 00:16:54.650 align:middle line:90% 00:16:54.650 --> 00:16:59.520 align:middle line:84% So this is a quote from Patty Berne. 00:16:59.520 --> 00:17:02.430 align:middle line:84% "The first, a primary principle of disability justice 00:17:02.430 --> 00:17:03.630 align:middle line:90% is intersectionality. 00:17:03.630 --> 00:17:06.089 align:middle line:84% We know that each person has multiple community 00:17:06.089 --> 00:17:07.980 align:middle line:84% identifications, and that each identity 00:17:07.980 --> 00:17:10.109 align:middle line:84% can be a site of privilege or oppression. 00:17:10.109 --> 00:17:12.119 align:middle line:84% The fulcrums of oppression shift depending 00:17:12.119 --> 00:17:13.920 align:middle line:84% upon the characteristics of any given 00:17:13.920 --> 00:17:16.650 align:middle line:84% institutional or interpersonal interaction. 00:17:16.650 --> 00:17:18.359 align:middle line:84% The very understanding of disability 00:17:18.359 --> 00:17:21.430 align:middle line:84% experience itself being shaped by race, gender, class, 00:17:21.430 --> 00:17:23.730 align:middle line:84% gender expression, historical moment, relationship 00:17:23.730 --> 00:17:27.282 align:middle line:90% to colonization, and more." 00:17:27.282 --> 00:17:28.990 align:middle line:84% We're going to get this video, but if you 00:17:28.990 --> 00:17:32.410 align:middle line:84% have a chance to take a look at it, it's great. 00:17:32.410 --> 00:17:34.040 align:middle line:90% But it's best in its entirety. 00:17:34.040 --> 00:17:37.360 align:middle line:84% So we're going to move forward in our short amount of time. 00:17:37.360 --> 00:17:41.530 align:middle line:90% 00:17:41.530 --> 00:17:43.790 align:middle line:84% So basically like with intersectionality, 00:17:43.790 --> 00:17:46.290 align:middle line:84% we want to be thinking about the role of power and privilege 00:17:46.290 --> 00:17:49.890 align:middle line:84% in any individual person's intersections of identities 00:17:49.890 --> 00:17:51.630 align:middle line:84% and especially in our own when we 00:17:51.630 --> 00:17:56.700 align:middle line:84% are working with neurodivergent and disabled folks. 00:17:56.700 --> 00:17:59.760 align:middle line:84% Societal markers and lived realities determine access 00:17:59.760 --> 00:18:00.810 align:middle line:90% to resources. 00:18:00.810 --> 00:18:04.292 align:middle line:84% People who are perceived to be in privileged groups 00:18:04.292 --> 00:18:06.000 align:middle line:84% are rewarded for their group memberships, 00:18:06.000 --> 00:18:08.160 align:middle line:84% while others are disenfranchised and subject 00:18:08.160 --> 00:18:11.190 align:middle line:90% to regulation and violence. 00:18:11.190 --> 00:18:13.270 align:middle line:84% And then that role of intersectionality. 00:18:13.270 --> 00:18:17.340 align:middle line:84% So someone may be perceived as having one specific identity 00:18:17.340 --> 00:18:20.040 align:middle line:84% because that's the most visible identity that they have. 00:18:20.040 --> 00:18:23.220 align:middle line:84% And there may be additional identities that you are not 00:18:23.220 --> 00:18:26.370 align:middle line:84% perceiving or identifying just by looking at 00:18:26.370 --> 00:18:27.960 align:middle line:84% or a first interaction with someone. 00:18:27.960 --> 00:18:29.310 align:middle line:84% You can go the next slide, Sara, because I 00:18:29.310 --> 00:18:30.435 align:middle line:90% think I'm talking about it. 00:18:30.435 --> 00:18:31.530 align:middle line:90% [LAUGHTER] 00:18:31.530 --> 00:18:32.510 align:middle line:90% Yeah. 00:18:32.510 --> 00:18:33.680 align:middle line:90% That works. 00:18:33.680 --> 00:18:36.630 align:middle line:84% So just something to think about when we're thinking about what 00:18:36.630 --> 00:18:39.870 align:middle line:84% we see when we're interacting with students 00:18:39.870 --> 00:18:42.390 align:middle line:84% and how to get to what else might 00:18:42.390 --> 00:18:44.700 align:middle line:84% be going on for that student, what other impressions 00:18:44.700 --> 00:18:49.380 align:middle line:84% they might be experiencing that we're not readily 00:18:49.380 --> 00:18:54.480 align:middle line:84% aware of in a first interaction or in our first perception 00:18:54.480 --> 00:18:55.110 align:middle line:90% of someone. 00:18:55.110 --> 00:18:58.110 align:middle line:84% So thinking about the student holistically. 00:18:58.110 --> 00:19:00.790 align:middle line:84% Age, disability, religion, ethnicity, social class, 00:19:00.790 --> 00:19:03.790 align:middle line:84% sexual orientation, Indigenous backgrounds, national origin, 00:19:03.790 --> 00:19:04.290 align:middle line:90% gender. 00:19:04.290 --> 00:19:06.460 align:middle line:84% There are other identities as well. 00:19:06.460 --> 00:19:09.870 align:middle line:84% So just to be thinking about both how your identities play 00:19:09.870 --> 00:19:12.360 align:middle line:84% into what you're doing as well as what's 00:19:12.360 --> 00:19:14.220 align:middle line:84% going on for a student when you're thinking 00:19:14.220 --> 00:19:16.720 align:middle line:90% about their identities. 00:19:16.720 --> 00:19:19.360 align:middle line:84% SARA SANDERS GARDNER: And we have these three pictures here. 00:19:19.360 --> 00:19:26.480 align:middle line:84% A transgender student, a student of color with a graduation 00:19:26.480 --> 00:19:28.130 align:middle line:90% gown and their colorful-- 00:19:28.130 --> 00:19:30.851 align:middle line:90% 00:19:30.851 --> 00:19:32.720 align:middle line:84% I don't know what that's called, scarf on, 00:19:32.720 --> 00:19:34.610 align:middle line:84% and then a female presenting student. 00:19:34.610 --> 00:19:36.020 align:middle line:90% And they're all very different. 00:19:36.020 --> 00:19:38.177 align:middle line:84% And people may have certain thoughts about them 00:19:38.177 --> 00:19:40.010 align:middle line:84% when they see them and think they know them, 00:19:40.010 --> 00:19:43.200 align:middle line:90% but they don't necessarily. 00:19:43.200 --> 00:19:43.800 align:middle line:90% OK. 00:19:43.800 --> 00:19:46.030 align:middle line:84% We're going to move on to Pedagogical Approaches. 00:19:46.030 --> 00:19:48.510 align:middle line:84% And we're going to look back at biodiversity. 00:19:48.510 --> 00:19:49.920 align:middle line:84% "When a flower doesn't bloom, you 00:19:49.920 --> 00:19:52.980 align:middle line:84% fix the environment in which it grows not the flower." 00:19:52.980 --> 00:19:57.192 align:middle line:84% This is a quote by Alexander den Heijer. 00:19:57.192 --> 00:19:59.400 align:middle line:84% Don't know how to pronounce his last name, apologies, 00:19:59.400 --> 00:20:00.750 align:middle line:90% Alexander. 00:20:00.750 --> 00:20:04.920 align:middle line:84% But we want to think about that biodiversity approach 00:20:04.920 --> 00:20:07.920 align:middle line:84% in regards to neurodiversity, which 00:20:07.920 --> 00:20:10.230 align:middle line:84% is all the students in your classes, 00:20:10.230 --> 00:20:13.510 align:middle line:84% not only the neurodivergent ones. 00:20:13.510 --> 00:20:14.740 align:middle line:90% So let's take a look. 00:20:14.740 --> 00:20:17.460 align:middle line:84% The first thing I want to talk about is cultural expectations. 00:20:17.460 --> 00:20:20.730 align:middle line:84% And I'm going to use Edward T. Hall's cultural iceberg 00:20:20.730 --> 00:20:22.530 align:middle line:90% as a model to start with. 00:20:22.530 --> 00:20:29.910 align:middle line:84% So this is to help us understand that not everyone is 00:20:29.910 --> 00:20:33.480 align:middle line:84% communicating and behaving and understanding communication 00:20:33.480 --> 00:20:35.200 align:middle line:90% and behavior the same way. 00:20:35.200 --> 00:20:39.030 align:middle line:84% So Edward T. Hall was a cultural anthropologist 00:20:39.030 --> 00:20:41.390 align:middle line:84% who specialized in nonverbal communication. 00:20:41.390 --> 00:20:43.140 align:middle line:84% And he said when we think about a culture, 00:20:43.140 --> 00:20:45.510 align:middle line:84% we usually think about the surface culture. 00:20:45.510 --> 00:20:48.450 align:middle line:84% Food, music, literature, language. 00:20:48.450 --> 00:20:50.490 align:middle line:84% But what really makes up a culture 00:20:50.490 --> 00:20:53.730 align:middle line:84% are these deep culture areas that a person 00:20:53.730 --> 00:20:56.700 align:middle line:84% has to live in the culture and learn 00:20:56.700 --> 00:20:58.930 align:middle line:90% through nonverbal observation. 00:20:58.930 --> 00:21:01.020 align:middle line:84% These are not didactically taught to people, 00:21:01.020 --> 00:21:03.240 align:middle line:84% nor really can they be because they're all 00:21:03.240 --> 00:21:07.570 align:middle line:84% flexible within that culture and in other cultures. 00:21:07.570 --> 00:21:12.680 align:middle line:84% So things like communication styles and rules. 00:21:12.680 --> 00:21:15.650 align:middle line:84% Facial expressions, eye contact, conversational patterns, 00:21:15.650 --> 00:21:18.290 align:middle line:84% handling and displaying emotions, tone of voice, 00:21:18.290 --> 00:21:20.780 align:middle line:84% notions of courtesy and manners, concepts 00:21:20.780 --> 00:21:23.510 align:middle line:84% of self, time, and fairness, attitudes 00:21:23.510 --> 00:21:26.300 align:middle line:84% towards work and authority, approaches to religion, 00:21:26.300 --> 00:21:29.220 align:middle line:84% decision making, problem solving. 00:21:29.220 --> 00:21:32.120 align:middle line:84% There are potential conflicts in all of these areas, 00:21:32.120 --> 00:21:33.650 align:middle line:90% certainly between cultures. 00:21:33.650 --> 00:21:38.600 align:middle line:84% We all learned that back in Star Trek, the original generation. 00:21:38.600 --> 00:21:44.800 align:middle line:84% But there are also potential for conflicts between people 00:21:44.800 --> 00:21:46.900 align:middle line:84% with nonverbal learning disabilities, which 00:21:46.900 --> 00:21:50.890 align:middle line:84% includes all autistic people and many other people. 00:21:50.890 --> 00:21:54.010 align:middle line:84% When I first saw this slide, this concept, 00:21:54.010 --> 00:21:56.350 align:middle line:84% I was very excited because these are the areas where 00:21:56.350 --> 00:21:58.750 align:middle line:90% we get in trouble all the time. 00:21:58.750 --> 00:22:01.480 align:middle line:84% But so do lots of other people, because people 00:22:01.480 --> 00:22:02.920 align:middle line:90% grow up differently. 00:22:02.920 --> 00:22:05.410 align:middle line:84% People absorb these concepts differently 00:22:05.410 --> 00:22:07.970 align:middle line:84% and they have different ideas around them. 00:22:07.970 --> 00:22:09.350 align:middle line:90% So if you think about-- 00:22:09.350 --> 00:22:12.200 align:middle line:90% 00:22:12.200 --> 00:22:14.330 align:middle line:84% well, I guess, I'm going to share an example first 00:22:14.330 --> 00:22:15.580 align:middle line:90% and then I'll talk about that. 00:22:15.580 --> 00:22:18.410 align:middle line:84% So here's an example from my life. 00:22:18.410 --> 00:22:21.620 align:middle line:84% In one house on the neighborhood kids 00:22:21.620 --> 00:22:23.900 align:middle line:84% were allowed to jump on the sofa and swear. 00:22:23.900 --> 00:22:25.612 align:middle line:84% And in another house a couple doors down, 00:22:25.612 --> 00:22:27.320 align:middle line:84% you were not allowed to do that or you're 00:22:27.320 --> 00:22:29.010 align:middle line:90% getting a lot of trouble. 00:22:29.010 --> 00:22:31.107 align:middle line:84% So there were lots of different things 00:22:31.107 --> 00:22:32.690 align:middle line:84% where I would get in a lot of trouble. 00:22:32.690 --> 00:22:34.910 align:middle line:84% And so my parents decided I needed 00:22:34.910 --> 00:22:36.210 align:middle line:90% to learn some social skills. 00:22:36.210 --> 00:22:38.880 align:middle line:84% So they got someone to start teaching me social skills. 00:22:38.880 --> 00:22:40.550 align:middle line:84% What do you think, put it in the chat, 00:22:40.550 --> 00:22:41.810 align:middle line:90% unmute yourself, shout it out. 00:22:41.810 --> 00:22:44.102 align:middle line:84% What do you think they taught me in social skills class 00:22:44.102 --> 00:22:47.205 align:middle line:84% about jumping on the sofa and swearing? 00:22:47.205 --> 00:22:47.705 align:middle line:90% Anybody. 00:22:47.705 --> 00:22:48.450 align:middle line:90% STUDENT 1: Never OK. 00:22:48.450 --> 00:22:49.070 align:middle line:90% STUDENT 2: No. 00:22:49.070 --> 00:22:49.730 align:middle line:84% SARA SANDERS GARDNER: Never do it. 00:22:49.730 --> 00:22:52.190 align:middle line:84% Never jump on the sofa and swear, exactly. 00:22:52.190 --> 00:22:54.230 align:middle line:84% So see this nice little person sitting 00:22:54.230 --> 00:22:57.550 align:middle line:90% on the sofa all nice and calm? 00:22:57.550 --> 00:23:00.780 align:middle line:84% What did the other kids think about me after that? 00:23:00.780 --> 00:23:01.920 align:middle line:90% I got some names. 00:23:01.920 --> 00:23:02.580 align:middle line:90% Stuck up. 00:23:02.580 --> 00:23:03.450 align:middle line:90% Goody two shoes. 00:23:03.450 --> 00:23:04.893 align:middle line:90% Teacher's pet. 00:23:04.893 --> 00:23:06.810 align:middle line:84% Don't play with Sara, Sara is going to tell us 00:23:06.810 --> 00:23:08.760 align:middle line:90% the "right way" to do things. 00:23:08.760 --> 00:23:10.260 align:middle line:90% Right, exactly. 00:23:10.260 --> 00:23:14.677 align:middle line:84% So ever met an awkward autistic kid? 00:23:14.677 --> 00:23:16.260 align:middle line:84% They didn't get awkward by themselves, 00:23:16.260 --> 00:23:19.510 align:middle line:84% they got awkward by learning social skills. 00:23:19.510 --> 00:23:22.830 align:middle line:90% So there is a better way. 00:23:22.830 --> 00:23:28.320 align:middle line:84% We need to understand that cultural rules are flexible. 00:23:28.320 --> 00:23:31.050 align:middle line:84% And what someone with a nonverbal learning disability 00:23:31.050 --> 00:23:34.410 align:middle line:90% cannot do is see how these flex. 00:23:34.410 --> 00:23:35.670 align:middle line:90% We can't follow that. 00:23:35.670 --> 00:23:36.900 align:middle line:90% We don't see it. 00:23:36.900 --> 00:23:38.190 align:middle line:90% We don't notice it. 00:23:38.190 --> 00:23:40.740 align:middle line:90% We will never be able to see it. 00:23:40.740 --> 00:23:44.040 align:middle line:84% What we need to learn is self-advocacy. 00:23:44.040 --> 00:23:46.350 align:middle line:84% Someone needed to tell me, oh Sara, 00:23:46.350 --> 00:23:51.140 align:middle line:84% you just don't know when it's OK to do it and when it isn't. 00:23:51.140 --> 00:23:52.980 align:middle line:84% The other kids can see it, you can't. 00:23:52.980 --> 00:23:53.630 align:middle line:90% That's OK. 00:23:53.630 --> 00:23:55.010 align:middle line:90% That's just how you are. 00:23:55.010 --> 00:23:56.960 align:middle line:90% Ask the other kids. 00:23:56.960 --> 00:23:59.802 align:middle line:84% Is this a house where we can jump on the sofa and swear? 00:23:59.802 --> 00:24:01.760 align:middle line:84% Or will you tell me when the parents are coming 00:24:01.760 --> 00:24:03.810 align:middle line:90% so I don't get in trouble? 00:24:03.810 --> 00:24:05.640 align:middle line:90% That would have been fine. 00:24:05.640 --> 00:24:09.360 align:middle line:84% I could have had friends, but no. 00:24:09.360 --> 00:24:12.330 align:middle line:84% Anyway, that is a danger of social skills classes. 00:24:12.330 --> 00:24:13.410 align:middle line:90% These rules are flexible. 00:24:13.410 --> 00:24:15.450 align:middle line:84% If you think about it, these rules 00:24:15.450 --> 00:24:17.100 align:middle line:84% are flexible in your friend groups. 00:24:17.100 --> 00:24:18.540 align:middle line:84% They're flexible in family groups. 00:24:18.540 --> 00:24:19.950 align:middle line:90% They're flexible and work teams. 00:24:19.950 --> 00:24:23.310 align:middle line:84% They're flexible in corporations or institutions. 00:24:23.310 --> 00:24:25.570 align:middle line:84% They're flexible in cities and states and countries. 00:24:25.570 --> 00:24:27.270 align:middle line:90% They're flexible everywhere. 00:24:27.270 --> 00:24:31.280 align:middle line:84% A typical person can flex with them. 00:24:31.280 --> 00:24:36.740 align:middle line:84% A person with neurodivergence often cannot. 00:24:36.740 --> 00:24:40.880 align:middle line:84% So you have some tools as faculty, as staff, 00:24:40.880 --> 00:24:43.940 align:middle line:84% as people who interact with neurodivergent people. 00:24:43.940 --> 00:24:50.980 align:middle line:84% First of all, if someone is communicating or behaving 00:24:50.980 --> 00:24:53.830 align:middle line:84% in a way that is different from your cultural expectations 00:24:53.830 --> 00:24:57.510 align:middle line:84% in any of these areas, your first tool is 00:24:57.510 --> 00:25:00.150 align:middle line:84% most respectful interpretation or as my students, 00:25:00.150 --> 00:25:02.050 align:middle line:90% say think the best of them. 00:25:02.050 --> 00:25:06.810 align:middle line:84% So think, why would a reasonable, kind person 00:25:06.810 --> 00:25:10.620 align:middle line:84% be doing or saying this rather than, oh, that's so rude. 00:25:10.620 --> 00:25:14.980 align:middle line:84% Then, use a tool called manage your stories. 00:25:14.980 --> 00:25:20.450 align:middle line:84% So if you still are telling yourself 00:25:20.450 --> 00:25:25.520 align:middle line:84% a story about why the person is doing it, ask a question. 00:25:25.520 --> 00:25:26.540 align:middle line:90% Are you angry with me? 00:25:26.540 --> 00:25:28.700 align:middle line:84% It seems like maybe you're angry. 00:25:28.700 --> 00:25:31.700 align:middle line:84% Could you say what you said again? 00:25:31.700 --> 00:25:34.230 align:middle line:90% I'm not sure I understood it. 00:25:34.230 --> 00:25:36.420 align:middle line:84% That, by the way, works really well 00:25:36.420 --> 00:25:39.270 align:middle line:84% if someone is purposely being mean to you. 00:25:39.270 --> 00:25:42.150 align:middle line:90% Just say, could you repeat that? 00:25:42.150 --> 00:25:43.770 align:middle line:90% Right? 00:25:43.770 --> 00:25:46.110 align:middle line:84% Repeat and re-word your own statements. 00:25:46.110 --> 00:25:49.190 align:middle line:90% 00:25:49.190 --> 00:25:53.080 align:middle line:84% So say, I'm not sure what I said came across clearly. 00:25:53.080 --> 00:25:55.800 align:middle line:90% Let me try to say it again. 00:25:55.800 --> 00:25:59.213 align:middle line:90% Also, own your boundaries. 00:25:59.213 --> 00:26:01.380 align:middle line:84% If someone's standing too close to you, for example, 00:26:01.380 --> 00:26:03.480 align:middle line:84% you don't need to teach them about personal space. 00:26:03.480 --> 00:26:05.340 align:middle line:84% Simply say, I need a little more space. 00:26:05.340 --> 00:26:07.085 align:middle line:90% I'm going to move over here. 00:26:07.085 --> 00:26:08.460 align:middle line:84% You also don't need to teach them 00:26:08.460 --> 00:26:09.750 align:middle line:90% how to handle their emotions. 00:26:09.750 --> 00:26:13.440 align:middle line:84% If you're triggered by someone ramping up or getting loud, 00:26:13.440 --> 00:26:16.040 align:middle line:84% you can simply say, I'm going to go get a drink of water. 00:26:16.040 --> 00:26:17.290 align:middle line:90% I'll be back in a few minutes. 00:26:17.290 --> 00:26:20.410 align:middle line:84% You don't need to add when you've calmed down. 00:26:20.410 --> 00:26:20.910 align:middle line:90% Right? 00:26:20.910 --> 00:26:23.190 align:middle line:84% You just need to take care of your own self. 00:26:23.190 --> 00:26:27.190 align:middle line:84% And then also teach self-advocacy. 00:26:27.190 --> 00:26:29.790 align:middle line:84% So this is everything and included 00:26:29.790 --> 00:26:31.620 align:middle line:90% in nonverbal communication. 00:26:31.620 --> 00:26:33.870 align:middle line:84% Facial expressions, body language, eye 00:26:33.870 --> 00:26:37.860 align:middle line:84% gaze, appearance, how we use our sense of humor. 00:26:37.860 --> 00:26:39.810 align:middle line:84% The important thing to note with these things 00:26:39.810 --> 00:26:44.220 align:middle line:84% is research has shown not only do we not understand you, 00:26:44.220 --> 00:26:47.040 align:middle line:84% you don't understand us in these situations. 00:26:47.040 --> 00:26:50.060 align:middle line:84% You may think we're angry when we're not. 00:26:50.060 --> 00:26:52.100 align:middle line:84% You may not understand our sense of humor. 00:26:52.100 --> 00:26:54.340 align:middle line:84% You may not understand if a student is slumping down 00:26:54.340 --> 00:26:57.700 align:middle line:84% like this, it may be because they have low body tone not 00:26:57.700 --> 00:26:59.200 align:middle line:90% because they're not interested. 00:26:59.200 --> 00:27:02.830 align:middle line:84% This also includes unspoken, implied, or hidden meaning 00:27:02.830 --> 00:27:04.330 align:middle line:90% within spoken communication. 00:27:04.330 --> 00:27:07.150 align:middle line:84% So needing to read between the lines, 00:27:07.150 --> 00:27:11.260 align:middle line:84% not saying what you mean because you want to be kind. 00:27:11.260 --> 00:27:13.610 align:middle line:84% Brené Brown says, "Clear is kind. 00:27:13.610 --> 00:27:16.730 align:middle line:90% Unclear is unkind." 00:27:16.730 --> 00:27:18.915 align:middle line:84% You don't have to change all of your communication 00:27:18.915 --> 00:27:19.790 align:middle line:90% if you don't want to. 00:27:19.790 --> 00:27:21.620 align:middle line:84% But if someone isn't understanding 00:27:21.620 --> 00:27:24.680 align:middle line:84% what you're saying, add some more direct communication 00:27:24.680 --> 00:27:26.270 align:middle line:90% to it. 00:27:26.270 --> 00:27:30.590 align:middle line:84% This varies between cultures and within cultures. 00:27:30.590 --> 00:27:35.750 align:middle line:84% But up to 85% of our communication can be nonverbal. 00:27:35.750 --> 00:27:39.918 align:middle line:90% And here we are, back to Marisa. 00:27:39.918 --> 00:27:40.710 align:middle line:90% MARISA HACKETT: OK. 00:27:40.710 --> 00:27:42.900 align:middle line:84% So I'm going to briefly talk about universal design, 00:27:42.900 --> 00:27:44.920 align:middle line:84% but I think we've got a presentation coming up 00:27:44.920 --> 00:27:46.503 align:middle line:84% that's going to go much more in depth. 00:27:46.503 --> 00:27:48.900 align:middle line:84% So generally universal design is the idea 00:27:48.900 --> 00:27:55.300 align:middle line:84% that we want to set things up for everybody in mind. 00:27:55.300 --> 00:27:58.800 align:middle line:84% So when we're talking about physical space 00:27:58.800 --> 00:28:02.260 align:middle line:90% that's ramps, et cetera. 00:28:02.260 --> 00:28:04.342 align:middle line:84% But when we're talking about learning space, 00:28:04.342 --> 00:28:05.550 align:middle line:90% you can go to the next slide. 00:28:05.550 --> 00:28:11.068 align:middle line:90% 00:28:11.068 --> 00:28:12.860 align:middle line:84% SARA SANDERS GARDNER: Go ahead and describe 00:28:12.860 --> 00:28:14.270 align:middle line:90% the picture for a second. 00:28:14.270 --> 00:28:15.312 align:middle line:90% MARISA HACKETT: Oh, yeah. 00:28:15.312 --> 00:28:19.550 align:middle line:84% The, picture that we have up is a brick 00:28:19.550 --> 00:28:23.240 align:middle line:84% building with a ramped walkway heading up 00:28:23.240 --> 00:28:24.890 align:middle line:90% to it with some folks walking. 00:28:24.890 --> 00:28:29.180 align:middle line:84% And one person pushing a wheeled suitcase 00:28:29.180 --> 00:28:35.810 align:middle line:84% and another person pushing a wheeled barrel of sorts. 00:28:35.810 --> 00:28:40.340 align:middle line:84% But it's a space where anyone could propel up depending 00:28:40.340 --> 00:28:45.620 align:middle line:90% on what mode they're using. 00:28:45.620 --> 00:28:46.120 align:middle line:90% OK. 00:28:46.120 --> 00:28:49.900 align:middle line:84% So when we're talking about universal design 00:28:49.900 --> 00:28:53.890 align:middle line:84% for learning the general premise is 00:28:53.890 --> 00:28:57.460 align:middle line:84% that we want to be engaging students in multiple ways, 00:28:57.460 --> 00:28:59.505 align:middle line:84% presenting information in multiple ways, 00:28:59.505 --> 00:29:04.330 align:middle line:84% so including visual, written, pictures, and auditory. 00:29:04.330 --> 00:29:08.650 align:middle line:84% And then multiple ways of expression or assessment 00:29:08.650 --> 00:29:09.730 align:middle line:90% for everything. 00:29:09.730 --> 00:29:14.770 align:middle line:84% And we've got a wheel that says engage, express, and present 00:29:14.770 --> 00:29:17.290 align:middle line:84% information as the three main areas 00:29:17.290 --> 00:29:22.630 align:middle line:84% that you want to focus on providing multiple options for. 00:29:22.630 --> 00:29:27.900 align:middle line:90% 00:29:27.900 --> 00:29:28.500 align:middle line:90% OK. 00:29:28.500 --> 00:29:31.740 align:middle line:84% And now another tool that you can use 00:29:31.740 --> 00:29:36.000 align:middle line:84% is TILT, transparency in learning and teaching. 00:29:36.000 --> 00:29:39.510 align:middle line:84% And I am super excited about this as a brand new faculty, 00:29:39.510 --> 00:29:42.900 align:middle line:84% because I have struggled with how do I make assignments 00:29:42.900 --> 00:29:46.150 align:middle line:90% really clear for students? 00:29:46.150 --> 00:29:48.820 align:middle line:84% And this is a really great way to do that. 00:29:48.820 --> 00:29:51.930 align:middle line:84% There are some great examples you can easily look them up. 00:29:51.930 --> 00:29:54.570 align:middle line:84% But the general premise is providing 00:29:54.570 --> 00:29:57.960 align:middle line:84% transparent information to students on the purpose, task, 00:29:57.960 --> 00:30:01.770 align:middle line:84% and criteria in an assignment or activity. 00:30:01.770 --> 00:30:07.640 align:middle line:84% And there are transparent assignment templates online 00:30:07.640 --> 00:30:08.720 align:middle line:90% that have-- 00:30:08.720 --> 00:30:11.540 align:middle line:84% you want to say the assignment name and the due date. 00:30:11.540 --> 00:30:14.060 align:middle line:84% The purpose, so what skills or knowledge 00:30:14.060 --> 00:30:15.830 align:middle line:84% is the student expected to get out 00:30:15.830 --> 00:30:17.780 align:middle line:90% of this assignment or activity. 00:30:17.780 --> 00:30:21.420 align:middle line:84% The tasks, so defining what specifically they're doing. 00:30:21.420 --> 00:30:23.570 align:middle line:84% And then the criteria for success. 00:30:23.570 --> 00:30:25.160 align:middle line:84% What does a well-done assignment look 00:30:25.160 --> 00:30:27.020 align:middle line:84% like with a specific grading rubric? 00:30:27.020 --> 00:30:30.500 align:middle line:84% So that the students know how to get full points if they want 00:30:30.500 --> 00:30:32.970 align:middle line:84% that and they can also choose to not get full points 00:30:32.970 --> 00:30:36.742 align:middle line:90% if they want to hit a C. 00:30:36.742 --> 00:30:37.700 align:middle line:90% That is really helpful. 00:30:37.700 --> 00:30:40.520 align:middle line:84% And it looks like Natalya has a comment on it too 00:30:40.520 --> 00:30:42.570 align:middle line:84% and people are putting links in the chat. 00:30:42.570 --> 00:30:45.350 align:middle line:90% Excellent. 00:30:45.350 --> 00:30:45.850 align:middle line:90% OK. 00:30:45.850 --> 00:30:50.650 align:middle line:84% And then another great tool to use is build structure. 00:30:50.650 --> 00:30:53.680 align:middle line:84% So making sure that you're providing structure 00:30:53.680 --> 00:30:55.180 align:middle line:84% so that students understand what's 00:30:55.180 --> 00:30:58.300 align:middle line:84% going to happen, when it's going to happen, 00:30:58.300 --> 00:31:01.810 align:middle line:84% what the expectations for them are. 00:31:01.810 --> 00:31:03.970 align:middle line:84% It supports students in the understanding 00:31:03.970 --> 00:31:08.170 align:middle line:84% of why it's important to work through assignments regularly. 00:31:08.170 --> 00:31:11.890 align:middle line:84% So the understanding of how things build on each other, 00:31:11.890 --> 00:31:15.010 align:middle line:84% why you're doing one assignment before another, 00:31:15.010 --> 00:31:17.842 align:middle line:84% the amount of time and energy that they're putting into that, 00:31:17.842 --> 00:31:20.050 align:middle line:84% the amount of time and energy you're putting into it, 00:31:20.050 --> 00:31:21.940 align:middle line:84% and then the classmates time and the energy. 00:31:21.940 --> 00:31:24.790 align:middle line:84% So everything is just very clearly laid out. 00:31:24.790 --> 00:31:28.060 align:middle line:84% But then it's also important to provide flexibility. 00:31:28.060 --> 00:31:31.430 align:middle line:84% So allowing for late work without penalty. 00:31:31.430 --> 00:31:34.480 align:middle line:84% So providing guidelines for when things should be turned in 00:31:34.480 --> 00:31:37.660 align:middle line:84% to be scaffolded and built upon each other, 00:31:37.660 --> 00:31:41.080 align:middle line:84% but allowing exceptions for that because there are always 00:31:41.080 --> 00:31:43.480 align:middle line:84% situations that students are going to run into, 00:31:43.480 --> 00:31:45.490 align:middle line:84% especially neurodivergent students, 00:31:45.490 --> 00:31:47.680 align:middle line:84% where they may need more time to work on something. 00:31:47.680 --> 00:31:49.993 align:middle line:90% Something may come up life wise. 00:31:49.993 --> 00:31:51.910 align:middle line:84% There may be something in another class that's 00:31:51.910 --> 00:31:53.260 align:middle line:90% more urgent to do. 00:31:53.260 --> 00:31:55.390 align:middle line:84% And believing students when they have 00:31:55.390 --> 00:31:58.780 align:middle line:84% some sort of situation where they need flexibility, right? 00:31:58.780 --> 00:32:01.870 align:middle line:84% So instead of assuming everyone's giving 00:32:01.870 --> 00:32:05.200 align:middle line:84% the dog ate my homework reason, understanding 00:32:05.200 --> 00:32:08.883 align:middle line:84% that students have a large amount of things going on 00:32:08.883 --> 00:32:10.300 align:middle line:84% in their lives and we don't always 00:32:10.300 --> 00:32:11.110 align:middle line:90% know what those things are. 00:32:11.110 --> 00:32:12.790 align:middle line:84% So believing what they're telling us. 00:32:12.790 --> 00:32:14.418 align:middle line:90% 00:32:14.418 --> 00:32:15.960 align:middle line:84% SARA SANDERS GARDNER: And I just want 00:32:15.960 --> 00:32:18.990 align:middle line:84% to add a little bit to this page. 00:32:18.990 --> 00:32:22.020 align:middle line:84% And that is that many faculty have moved away 00:32:22.020 --> 00:32:24.420 align:middle line:84% from traditional grading structures 00:32:24.420 --> 00:32:28.080 align:middle line:84% and move to giving one point for every assignment 00:32:28.080 --> 00:32:31.680 align:middle line:84% or just a complete for the assignment. 00:32:31.680 --> 00:32:34.770 align:middle line:84% And also allowing students to choose their grade 00:32:34.770 --> 00:32:37.110 align:middle line:84% at the beginning of the quarter, which indicates 00:32:37.110 --> 00:32:39.510 align:middle line:84% how many of the assignments from each category 00:32:39.510 --> 00:32:41.730 align:middle line:84% they're going to complete or to what level 00:32:41.730 --> 00:32:43.150 align:middle line:90% they're going to complete them. 00:32:43.150 --> 00:32:46.140 align:middle line:84% So these are all different ways to allow that flexibility 00:32:46.140 --> 00:32:46.680 align:middle line:90% as well. 00:32:46.680 --> 00:32:52.072 align:middle line:90% 00:32:52.072 --> 00:32:53.780 align:middle line:84% MARISA HACKETT: And then other practices. 00:32:53.780 --> 00:32:57.430 align:middle line:84% So making sure that you're using the student's name and pronoun 00:32:57.430 --> 00:33:00.880 align:middle line:84% and checking to make sure you're using the student's name 00:33:00.880 --> 00:33:02.470 align:middle line:84% that they actually go by, not just 00:33:02.470 --> 00:33:04.852 align:middle line:84% going by a roster that might be outdated. 00:33:04.852 --> 00:33:06.310 align:middle line:84% So there's lots of ways to do this. 00:33:06.310 --> 00:33:08.980 align:middle line:84% Checking a Zoom name if you're on Zoom, 00:33:08.980 --> 00:33:14.380 align:middle line:84% asking students to tell you if they have a preferred name 00:33:14.380 --> 00:33:19.240 align:middle line:84% at the beginning of the quarter, asking students their pronouns, 00:33:19.240 --> 00:33:20.090 align:middle line:90% super important. 00:33:20.090 --> 00:33:26.360 align:middle line:84% And the image that we have up is various different students 00:33:26.360 --> 00:33:29.900 align:middle line:84% with different pronouns on their rainbow colored 00:33:29.900 --> 00:33:32.540 align:middle line:90% shirts, which is great. 00:33:32.540 --> 00:33:36.510 align:middle line:84% Some students have-- some of the figures have lighter skin, 00:33:36.510 --> 00:33:37.550 align:middle line:90% some have darker skin. 00:33:37.550 --> 00:33:41.420 align:middle line:84% There's someone with a head wrap or a turban. 00:33:41.420 --> 00:33:43.400 align:middle line:90% Someone with an afro. 00:33:43.400 --> 00:33:47.060 align:middle line:84% So just an example that any different student 00:33:47.060 --> 00:33:49.880 align:middle line:84% could use a pronoun that you may not be expecting. 00:33:49.880 --> 00:33:52.100 align:middle line:84% It does not matter what the student looks like to you 00:33:52.100 --> 00:33:53.840 align:middle line:84% or how you're perceiving them, you 00:33:53.840 --> 00:33:57.140 align:middle line:84% have to ask someone's pronoun to know what it is. 00:33:57.140 --> 00:33:59.060 align:middle line:84% Meeting with students one-one-one. 00:33:59.060 --> 00:34:02.210 align:middle line:84% So that one-on-one connection to make sure 00:34:02.210 --> 00:34:04.580 align:middle line:84% that you're building a strong relationship with them 00:34:04.580 --> 00:34:06.470 align:middle line:90% at the beginning. 00:34:06.470 --> 00:34:08.659 align:middle line:84% And then monitoring student's progress 00:34:08.659 --> 00:34:12.710 align:middle line:84% and intervening when students are not completing things, 00:34:12.710 --> 00:34:14.929 align:middle line:84% not showing up for class, et cetera. 00:34:14.929 --> 00:34:19.969 align:middle line:84% Many campuses have a place to send an early alert 00:34:19.969 --> 00:34:22.659 align:middle line:84% or report if a student is having a specific struggle, 00:34:22.659 --> 00:34:26.300 align:middle line:84% so that doesn't have to be all you as faculty in supporting, 00:34:26.300 --> 00:34:28.843 align:middle line:84% but the monitoring progress is really important 00:34:28.843 --> 00:34:31.010 align:middle line:84% because no one else is going to know what's going on 00:34:31.010 --> 00:34:33.890 align:middle line:90% with the student without that. 00:34:33.890 --> 00:34:36.520 align:middle line:90% 00:34:36.520 --> 00:34:38.909 align:middle line:84% And then I see that Sara put in the chat 00:34:38.909 --> 00:34:41.280 align:middle line:84% that you don't need to do a round-Robin for pronouns 00:34:41.280 --> 00:34:43.710 align:middle line:84% where students are saying it out loud. 00:34:43.710 --> 00:34:46.050 align:middle line:84% So you can ask the question in a more private way, 00:34:46.050 --> 00:34:50.070 align:middle line:84% like how students turn it in on a for class survey 00:34:50.070 --> 00:34:56.100 align:middle line:84% or a first day of class in-class assignment or something 00:34:56.100 --> 00:34:58.680 align:middle line:84% in your online learning system where 00:34:58.680 --> 00:35:01.920 align:middle line:84% they can indicate privately what pronoun they want used. 00:35:01.920 --> 00:35:05.370 align:middle line:84% That can call out students who are trans and may not 00:35:05.370 --> 00:35:07.770 align:middle line:90% be out or comfortable sharing. 00:35:07.770 --> 00:35:10.320 align:middle line:84% And it can be uncomfortable for some students 00:35:10.320 --> 00:35:13.920 align:middle line:84% to do that round-Robin in class pronoun situation. 00:35:13.920 --> 00:35:20.108 align:middle line:90% 00:35:20.108 --> 00:35:21.150 align:middle line:90% SARA SANDERS GARDNER: OK. 00:35:21.150 --> 00:35:22.650 align:middle line:84% Now we're going to get to the tools. 00:35:22.650 --> 00:35:25.120 align:middle line:84% We have a few more minutes to go. 00:35:25.120 --> 00:35:28.410 align:middle line:84% So we're going to talk about language and stress. 00:35:28.410 --> 00:35:31.440 align:middle line:84% And we've all been in this situation 00:35:31.440 --> 00:35:35.400 align:middle line:84% where we have had a page to read that is just 00:35:35.400 --> 00:35:37.230 align:middle line:90% a page, a wall of text. 00:35:37.230 --> 00:35:40.320 align:middle line:84% And we've then also been in a situation 00:35:40.320 --> 00:35:43.470 align:middle line:84% where we have a page to read that has white space 00:35:43.470 --> 00:35:45.460 align:middle line:90% and pictures and bullet points. 00:35:45.460 --> 00:35:47.800 align:middle line:84% I know which one I would rather read. 00:35:47.800 --> 00:35:51.940 align:middle line:84% And so the first one now has a new word in the dictionary, 00:35:51.940 --> 00:35:52.440 align:middle line:90% right? 00:35:52.440 --> 00:35:54.730 align:middle line:90% TLDR, too long, didn't read. 00:35:54.730 --> 00:35:57.870 align:middle line:84% So we're going to talk about how to support your students, 00:35:57.870 --> 00:36:00.900 align:middle line:84% all your students, in being able to access 00:36:00.900 --> 00:36:03.240 align:middle line:84% the language and your assignments 00:36:03.240 --> 00:36:05.670 align:middle line:84% and your emails and everything that you do. 00:36:05.670 --> 00:36:08.130 align:middle line:90% This is also for website use. 00:36:08.130 --> 00:36:09.810 align:middle line:90% It's plain language. 00:36:09.810 --> 00:36:14.070 align:middle line:84% It does not mean to use a certain level of vocabulary, 00:36:14.070 --> 00:36:15.790 align:middle line:90% it's written to your audience. 00:36:15.790 --> 00:36:16.957 align:middle line:90% So whoever your audience is. 00:36:16.957 --> 00:36:19.540 align:middle line:84% If they're college students, you should be using college level 00:36:19.540 --> 00:36:20.220 align:middle line:90% language. 00:36:20.220 --> 00:36:25.080 align:middle line:84% But it is a communication that's wording structure and design 00:36:25.080 --> 00:36:27.960 align:middle line:84% are so clear that the intended users can readily 00:36:27.960 --> 00:36:31.080 align:middle line:84% find what they need, understand it, and use it 00:36:31.080 --> 00:36:37.320 align:middle line:84% rather than hiding what we mean within all the flowery words 00:36:37.320 --> 00:36:40.060 align:middle line:90% like people usually do. 00:36:40.060 --> 00:36:42.150 align:middle line:90% So here's an example. 00:36:42.150 --> 00:36:44.550 align:middle line:84% Before, and this is a typical thing 00:36:44.550 --> 00:36:47.280 align:middle line:84% that we see in emails especially, 00:36:47.280 --> 00:36:48.935 align:middle line:90% written in the third person. 00:36:48.935 --> 00:36:51.060 align:middle line:84% The student applicant should be sure to be on time, 00:36:51.060 --> 00:36:53.700 align:middle line:84% submit an official copy of his or her transcript. 00:36:53.700 --> 00:36:56.790 align:middle line:84% Never say that, the word they is very appropriate now. 00:36:56.790 --> 00:36:59.018 align:middle line:84% Two letters of recommendation from professors, 00:36:59.018 --> 00:37:01.560 align:middle line:84% a statement of financial need, a short biographical statement 00:37:01.560 --> 00:37:03.360 align:middle line:84% to our grant's office by April 15th. 00:37:03.360 --> 00:37:05.250 align:middle line:84% This is like a math problem to me, right? 00:37:05.250 --> 00:37:06.990 align:middle line:84% I have to circle everything I have to do. 00:37:06.990 --> 00:37:08.760 align:middle line:84% Check them off in the little sentences. 00:37:08.760 --> 00:37:10.770 align:middle line:84% Afterwards, this is plain language. 00:37:10.770 --> 00:37:12.915 align:middle line:84% To apply, written right to the person, 00:37:12.915 --> 00:37:14.040 align:middle line:90% here's what you need to do. 00:37:14.040 --> 00:37:16.170 align:middle line:90% The deadline is right up front. 00:37:16.170 --> 00:37:17.640 align:middle line:90% Here's your checklist. 00:37:17.640 --> 00:37:20.340 align:middle line:84% I would probably even put a little check boxes, right? 00:37:20.340 --> 00:37:24.940 align:middle line:90% And then where to send it. 00:37:24.940 --> 00:37:27.560 align:middle line:84% You might even put more, but I ran out of space on my page. 00:37:27.560 --> 00:37:34.920 align:middle line:84% So plain language, much more accessible to all people. 00:37:34.920 --> 00:37:39.330 align:middle line:84% And then also, and you can learn a lot more about that 00:37:39.330 --> 00:37:41.520 align:middle line:84% at the link that I put underneath the flowers 00:37:41.520 --> 00:37:43.440 align:middle line:84% on that page also on our last page. 00:37:43.440 --> 00:37:47.110 align:middle line:84% Also, be sure to use your college's learning management 00:37:47.110 --> 00:37:47.610 align:middle line:90% system. 00:37:47.610 --> 00:37:51.180 align:middle line:84% I believe that UW also use this Canvas, which is what we use. 00:37:51.180 --> 00:37:54.260 align:middle line:90% 00:37:54.260 --> 00:37:56.900 align:middle line:84% Putting your materials into weekly modules 00:37:56.900 --> 00:37:58.820 align:middle line:90% is very helpful for students. 00:37:58.820 --> 00:38:01.200 align:middle line:84% They can see what they have to do each week. 00:38:01.200 --> 00:38:04.640 align:middle line:84% If you don't have Cidi Labs already activated, 00:38:04.640 --> 00:38:05.570 align:middle line:90% ask your college. 00:38:05.570 --> 00:38:08.300 align:middle line:84% Ask your E-learning department about Cidi Labs. 00:38:08.300 --> 00:38:12.230 align:middle line:84% It helps you organize, but it also 00:38:12.230 --> 00:38:16.620 align:middle line:84% makes everything accessible to students as well. 00:38:16.620 --> 00:38:20.990 align:middle line:84% So if you want to put how you're using Canvas in the chat 00:38:20.990 --> 00:38:23.060 align:middle line:84% to support other people who are here, 00:38:23.060 --> 00:38:28.320 align:middle line:84% that would be super helpful, I think, 00:38:28.320 --> 00:38:30.420 align:middle line:90% so that other people can see. 00:38:30.420 --> 00:38:33.030 align:middle line:84% I put everything in the weekly thing. 00:38:33.030 --> 00:38:35.340 align:middle line:84% I open up the week two weeks ahead 00:38:35.340 --> 00:38:38.170 align:middle line:84% of time so students have a whole week to look through it. 00:38:38.170 --> 00:38:41.310 align:middle line:84% Some students like to organize themselves ahead of time 00:38:41.310 --> 00:38:42.810 align:middle line:84% and maybe even work ahead of time 00:38:42.810 --> 00:38:46.290 align:middle line:84% when they are on a good streak, right? 00:38:46.290 --> 00:38:50.400 align:middle line:84% So it kind of just depends on how that person 00:38:50.400 --> 00:38:53.810 align:middle line:90% manages their disability. 00:38:53.810 --> 00:38:54.310 align:middle line:90% OK. 00:38:54.310 --> 00:38:57.640 align:middle line:84% So then the last thing we want to talk about. 00:38:57.640 --> 00:38:59.680 align:middle line:90% Yeah, thank you, Jade. 00:38:59.680 --> 00:39:01.360 align:middle line:90% Yes. 00:39:01.360 --> 00:39:04.330 align:middle line:84% I wish we had that at our college. 00:39:04.330 --> 00:39:05.830 align:middle line:84% The last thing we want to talk about 00:39:05.830 --> 00:39:10.060 align:middle line:84% is make sure that you are taking care of your own self 00:39:10.060 --> 00:39:15.110 align:middle line:84% and also using community-care, not just self-care. 00:39:15.110 --> 00:39:17.890 align:middle line:84% So we want to look at putting on your mask first. 00:39:17.890 --> 00:39:21.580 align:middle line:84% And so it might be a beautiful mask like this. 00:39:21.580 --> 00:39:25.180 align:middle line:84% You want to think about burnout and demoralization, 00:39:25.180 --> 00:39:26.920 align:middle line:90% they are two different things. 00:39:26.920 --> 00:39:29.470 align:middle line:84% And then making sure that you're taking breaks. 00:39:29.470 --> 00:39:32.170 align:middle line:90% We work a lot. 00:39:32.170 --> 00:39:36.640 align:middle line:90% And so you want to make sure-- 00:39:36.640 --> 00:39:40.190 align:middle line:90% oh, that's great, Diane. 00:39:40.190 --> 00:39:43.940 align:middle line:84% You should contact us about that. 00:39:43.940 --> 00:39:45.800 align:middle line:90% So your mask first. 00:39:45.800 --> 00:39:47.750 align:middle line:84% This is a picture of the early days when 00:39:47.750 --> 00:39:50.150 align:middle line:90% we used to wear cloth masks. 00:39:50.150 --> 00:39:53.750 align:middle line:84% But really that phrase used to refer 00:39:53.750 --> 00:39:55.850 align:middle line:84% to putting on your own oxygen mask 00:39:55.850 --> 00:39:58.430 align:middle line:90% first right in the airplane. 00:39:58.430 --> 00:40:01.160 align:middle line:84% But we cannot support our students, 00:40:01.160 --> 00:40:03.890 align:middle line:84% we cannot support our friends, we cannot support anybody 00:40:03.890 --> 00:40:06.920 align:middle line:84% if we're not first taking care of our own selves. 00:40:06.920 --> 00:40:12.560 align:middle line:84% And this includes our whole community. 00:40:12.560 --> 00:40:16.250 align:middle line:84% Reaching out for support, not just like as Marisa 00:40:16.250 --> 00:40:18.350 align:middle line:84% mentioned, doing yoga, et cetera. 00:40:18.350 --> 00:40:21.650 align:middle line:84% You can't deep breathe your way out of a pandemic. 00:40:21.650 --> 00:40:24.740 align:middle line:84% You cannot stretch your way out of terrible class sizes. 00:40:24.740 --> 00:40:27.230 align:middle line:84% You can't individual behavior your way out 00:40:27.230 --> 00:40:29.210 align:middle line:90% of structural problems, right? 00:40:29.210 --> 00:40:31.130 align:middle line:90% It takes a community. 00:40:31.130 --> 00:40:37.660 align:middle line:84% It takes being in communion with others 00:40:37.660 --> 00:40:43.780 align:middle line:84% and really relying on other people and supporting them. 00:40:43.780 --> 00:40:50.690 align:middle line:84% So that whole interdependence piece that we've talked about. 00:40:50.690 --> 00:40:53.310 align:middle line:84% And these are our discussion questions. 00:40:53.310 --> 00:40:55.460 align:middle line:84% So you're going to go to a discussion 00:40:55.460 --> 00:40:56.990 align:middle line:90% groups in about seven minutes. 00:40:56.990 --> 00:40:58.850 align:middle line:84% But I'm going to stop sharing now. 00:40:58.850 --> 00:41:01.700 align:middle line:84% I'm going to share, there's our resources page. 00:41:01.700 --> 00:41:03.620 align:middle line:84% You're going to discuss what would you 00:41:03.620 --> 00:41:06.120 align:middle line:84% like to start doing based on what you've learned today? 00:41:06.120 --> 00:41:08.480 align:middle line:84% What would you like to stop doing that maybe is getting 00:41:08.480 --> 00:41:11.720 align:middle line:84% in the way of accessibility for neurodivergent students 00:41:11.720 --> 00:41:13.610 align:middle line:90% and all students? 00:41:13.610 --> 00:41:16.010 align:middle line:84% And what are you already doing that's working well? 00:41:16.010 --> 00:41:18.080 align:middle line:84% And then what ah-ha moments will inform 00:41:18.080 --> 00:41:19.900 align:middle line:90% your teaching going forward? 00:41:19.900 --> 00:41:21.500 align:middle line:90% So I'm going to stop share. 00:41:21.500 --> 00:41:26.720 align:middle line:84% We've got some great things in the discussion here. 00:41:26.720 --> 00:41:29.140 align:middle line:84% Every task has a note about seeking support and the word 00:41:29.140 --> 00:41:30.890 align:middle line:84% finding support at the bottom of the page. 00:41:30.890 --> 00:41:32.630 align:middle line:90% That's fantastic. 00:41:32.630 --> 00:41:33.830 align:middle line:90% Yeah, I love that. 00:41:33.830 --> 00:41:37.180 align:middle line:90% 00:41:37.180 --> 00:41:39.490 align:middle line:84% In Canvas I have tasks that are not assignments. 00:41:39.490 --> 00:41:40.570 align:middle line:90% Yes, like readings. 00:41:40.570 --> 00:41:42.830 align:middle line:84% I add those to the task to do list as well. 00:41:42.830 --> 00:41:43.330 align:middle line:90% Yes. 00:41:43.330 --> 00:41:45.590 align:middle line:84% That's a really great thing to do. 00:41:45.590 --> 00:41:46.090 align:middle line:90% Yes. 00:41:46.090 --> 00:41:49.850 align:middle line:90% 00:41:49.850 --> 00:41:51.890 align:middle line:84% About three lessons a week, typical-- 00:41:51.890 --> 00:41:52.520 align:middle line:90% yes. 00:41:52.520 --> 00:41:54.020 align:middle line:84% Letting students know how long it 00:41:54.020 --> 00:41:57.830 align:middle line:84% will take to complete something is a really helpful thing. 00:41:57.830 --> 00:42:01.790 align:middle line:84% How long a video is, how long it might take to read something 00:42:01.790 --> 00:42:06.020 align:middle line:84% that you've assigned, a range of estimates, et cetera. 00:42:06.020 --> 00:42:10.480 align:middle line:90% 00:42:10.480 --> 00:42:12.240 align:middle line:84% What else did I want to say around that. 00:42:12.240 --> 00:42:15.600 align:middle line:84% Yes, using TILT along with these things is super helpful. 00:42:15.600 --> 00:42:20.280 align:middle line:90% 00:42:20.280 --> 00:42:22.200 align:middle line:84% Making sure your assignments are showing up 00:42:22.200 --> 00:42:25.802 align:middle line:84% on the Canvas calendar is also really helpful. 00:42:25.802 --> 00:42:27.510 align:middle line:84% Talking to your students at the beginning 00:42:27.510 --> 00:42:28.755 align:middle line:90% about how to use Canvas. 00:42:28.755 --> 00:42:31.330 align:middle line:90% 00:42:31.330 --> 00:42:32.710 align:middle line:90% See what else we have here. 00:42:32.710 --> 00:42:35.680 align:middle line:90% 00:42:35.680 --> 00:42:39.580 align:middle line:84% And then also making sure that you're putting links 00:42:39.580 --> 00:42:43.030 align:middle line:84% in all your assignments to other material 00:42:43.030 --> 00:42:45.410 align:middle line:84% that they need to do that assignment. 00:42:45.410 --> 00:42:48.250 align:middle line:84% So not just saying go find the blah, blah, blah. 00:42:48.250 --> 00:42:51.070 align:middle line:84% Put a link to it so they can do it. 00:42:51.070 --> 00:42:53.300 align:middle line:84% Thank you, Kayla, for putting that in there. 00:42:53.300 --> 00:42:54.520 align:middle line:90% I appreciate that. 00:42:54.520 --> 00:42:58.510 align:middle line:84% Look at you with your little check marks and everything. 00:42:58.510 --> 00:43:01.660 align:middle line:90% That is so awesome. 00:43:01.660 --> 00:43:05.055 align:middle line:84% KAYLA Brown: Thanks to Tami for that one. 00:43:05.055 --> 00:43:07.180 align:middle line:84% TAMI TIDWELL: And Sara, I would say-- this is Tami, 00:43:07.180 --> 00:43:10.210 align:middle line:84% I would kudos you for re-stating what's in chat. 00:43:10.210 --> 00:43:13.310 align:middle line:84% Because if some of us need to get up and walk around. 00:43:13.310 --> 00:43:15.190 align:middle line:84% So we're on audio, but we're not being 00:43:15.190 --> 00:43:16.460 align:middle line:90% able to keep up with chat. 00:43:16.460 --> 00:43:19.030 align:middle line:84% It's nice when people re-state what's being said. 00:43:19.030 --> 00:43:20.035 align:middle line:90% So thank you. 00:43:20.035 --> 00:43:21.160 align:middle line:90% SARA SANDERS GARDNER: Yeah. 00:43:21.160 --> 00:43:23.800 align:middle line:84% Anything with a due date comes up on to do list 00:43:23.800 --> 00:43:26.503 align:middle line:84% and you can add to-do list anything that doesn't already 00:43:26.503 --> 00:43:27.170 align:middle line:90% have a due date. 00:43:27.170 --> 00:43:30.370 align:middle line:84% Yeah, that's why to-do list is really important to put 00:43:30.370 --> 00:43:35.360 align:middle line:90% a reading as a student to do. 00:43:35.360 --> 00:43:39.040 align:middle line:84% I found that telling students how long things take often 00:43:39.040 --> 00:43:40.810 align:middle line:90% causes anxiety. 00:43:40.810 --> 00:43:42.310 align:middle line:90% OK. 00:43:42.310 --> 00:43:44.950 align:middle line:84% Brandon, that's an interesting point. 00:43:44.950 --> 00:43:47.980 align:middle line:90% 00:43:47.980 --> 00:43:50.470 align:middle line:84% And yes, it would take more time to complete things 00:43:50.470 --> 00:43:51.080 align:middle line:90% with dyslexia. 00:43:51.080 --> 00:43:52.510 align:middle line:84% Marisa and I had this conversation 00:43:52.510 --> 00:43:55.010 align:middle line:84% because I said we should put how long it takes to read this. 00:43:55.010 --> 00:43:57.680 align:middle line:84% And she's like no, it might take someone twice as long. 00:43:57.680 --> 00:44:03.160 align:middle line:84% So maybe thinking about putting that range 00:44:03.160 --> 00:44:06.680 align:middle line:84% and then saying your mileage may vary 00:44:06.680 --> 00:44:09.310 align:middle line:84% or please take into account processing 00:44:09.310 --> 00:44:11.965 align:middle line:90% speeds or different things. 00:44:11.965 --> 00:44:15.240 align:middle line:90% 00:44:15.240 --> 00:44:16.970 align:middle line:84% One thing I will say, Brandon, is 00:44:16.970 --> 00:44:19.040 align:middle line:84% I try not to assign things that are going 00:44:19.040 --> 00:44:22.020 align:middle line:90% to take longer than 15 minutes. 00:44:22.020 --> 00:44:25.140 align:middle line:84% So hopefully that's not causing anxiety. 00:44:25.140 --> 00:44:27.020 align:middle line:84% Hopefully that's relieving anxiety. 00:44:27.020 --> 00:44:30.750 align:middle line:84% I'm not going to ever assign something that takes an hour. 00:44:30.750 --> 00:44:33.300 align:middle line:84% Yes, redundancy of links is very important, Natalya. 00:44:33.300 --> 00:44:34.350 align:middle line:90% Yes, all the time. 00:44:34.350 --> 00:44:35.760 align:middle line:90% Just link every darn thing. 00:44:35.760 --> 00:44:38.830 align:middle line:90% 00:44:38.830 --> 00:44:41.350 align:middle line:84% You use Canvas at Oregon Coast Community College. 00:44:41.350 --> 00:44:44.500 align:middle line:84% Sort material by weekly modules, related discussion forums, 00:44:44.500 --> 00:44:45.680 align:middle line:90% reading assignment due date. 00:44:45.680 --> 00:44:46.180 align:middle line:90% Yep. 00:44:46.180 --> 00:44:50.380 align:middle line:84% And I use text headers to say like what category 00:44:50.380 --> 00:44:52.360 align:middle line:90% the things are in. 00:44:52.360 --> 00:44:53.890 align:middle line:84% When I use Canvas, my announcements 00:44:53.890 --> 00:44:56.980 align:middle line:84% were all interlinked so from email they'd to-do list. 00:44:56.980 --> 00:44:59.410 align:middle line:90% Oh, can you do that? 00:44:59.410 --> 00:45:03.370 align:middle line:90% 00:45:03.370 --> 00:45:04.450 align:middle line:90% JADE: Yes, absolutely. 00:45:04.450 --> 00:45:08.410 align:middle line:84% It's an internal link in that hyper description block. 00:45:08.410 --> 00:45:10.780 align:middle line:84% If you go to links, you can select 00:45:10.780 --> 00:45:12.370 align:middle line:90% internal link or external link. 00:45:12.370 --> 00:45:14.770 align:middle line:84% And then you'll get a list on the side. 00:45:14.770 --> 00:45:18.820 align:middle line:84% And then you can just say yes, I want this to go here, 00:45:18.820 --> 00:45:20.920 align:middle line:84% I want this to go here, I want this to go here. 00:45:20.920 --> 00:45:24.280 align:middle line:84% My students never clicked around. 00:45:24.280 --> 00:45:26.960 align:middle line:84% I was just like you will get-- no, this is organized well 00:45:26.960 --> 00:45:28.710 align:middle line:84% but one of you will feel like you're lost. 00:45:28.710 --> 00:45:30.957 align:middle line:84% So just select it all from your email. 00:45:30.957 --> 00:45:33.040 align:middle line:84% SARA SANDERS GARDNER: Oh my gosh, that's so great. 00:45:33.040 --> 00:45:36.880 align:middle line:84% JADE: Would you like me to grab like a instruction? 00:45:36.880 --> 00:45:38.140 align:middle line:90% All right, I'll be right back. 00:45:38.140 --> 00:45:39.520 align:middle line:84% SARA SANDERS GARDNER: Thank you so much, Jade. 00:45:39.520 --> 00:45:40.030 align:middle line:90% Yay. 00:45:40.030 --> 00:45:41.863 align:middle line:84% You've helped many people because we'll take 00:45:41.863 --> 00:45:44.572 align:middle line:90% this back to our college too. 00:45:44.572 --> 00:45:47.710 align:middle line:84% Not to assume how long things take students are creating 00:45:47.710 --> 00:45:49.290 align:middle line:90% unreasonable expectations. 00:45:49.290 --> 00:45:54.530 align:middle line:90% 00:45:54.530 --> 00:45:56.357 align:middle line:90% Right. 00:45:56.357 --> 00:45:58.190 align:middle line:84% Don't tell us the training will take X hours 00:45:58.190 --> 00:46:00.190 align:middle line:84% and then wonder why it took three times as long. 00:46:00.190 --> 00:46:02.360 align:middle line:90% Yeah, true. 00:46:02.360 --> 00:46:03.350 align:middle line:90% I agree, Natalya. 00:46:03.350 --> 00:46:11.062 align:middle line:90% 00:46:11.062 --> 00:46:13.270 align:middle line:84% Regarding nonverbal cues, is it important to describe 00:46:13.270 --> 00:46:14.980 align:middle line:90% what you were questioning? 00:46:14.980 --> 00:46:18.730 align:middle line:84% Instead of "you seem really upset" say, 00:46:18.730 --> 00:46:19.810 align:middle line:90% "when you, I think." 00:46:19.810 --> 00:46:23.640 align:middle line:90% 00:46:23.640 --> 00:46:26.820 align:middle line:90% For clarification, I teach math. 00:46:26.820 --> 00:46:28.500 align:middle line:84% I assume it will take my students 00:46:28.500 --> 00:46:31.717 align:middle line:84% probably three times as long as me to complete a lesson. 00:46:31.717 --> 00:46:34.050 align:middle line:84% Probably five to six times as long to complete homework. 00:46:34.050 --> 00:46:39.880 align:middle line:84% Yeah, so for some of these longer assignments 00:46:39.880 --> 00:46:41.620 align:middle line:84% I would not put up how long I think 00:46:41.620 --> 00:46:43.300 align:middle line:90% it's going to take someone. 00:46:43.300 --> 00:46:46.960 align:middle line:84% I'm talking about if I'm putting up like a 10-minute reading 00:46:46.960 --> 00:46:47.770 align:middle line:90% assignment. 00:46:47.770 --> 00:46:49.000 align:middle line:90% Thank you so much, Jade. 00:46:49.000 --> 00:46:51.100 align:middle line:90% That is fantastic. 00:46:51.100 --> 00:46:53.470 align:middle line:84% If I put up a 10-minute reading assignment 00:46:53.470 --> 00:46:55.390 align:middle line:84% or a 15-minute video, I'm going to tell them 00:46:55.390 --> 00:46:58.610 align:middle line:90% how long those things are. 00:46:58.610 --> 00:47:01.930 align:middle line:84% But if I've got a whole long thing, 00:47:01.930 --> 00:47:04.000 align:middle line:84% they've got to read a chapter in a book. 00:47:04.000 --> 00:47:05.542 align:middle line:84% I'm not going to tell them how long I 00:47:05.542 --> 00:47:07.720 align:middle line:84% think it's going to take them to read that chapter. 00:47:07.720 --> 00:47:09.700 align:middle line:84% I'm not going to tell them how long I 00:47:09.700 --> 00:47:12.850 align:middle line:84% think it's going to take them to do their math assignments. 00:47:12.850 --> 00:47:14.950 align:middle line:84% I may talk to them about starting 00:47:14.950 --> 00:47:19.430 align:middle line:84% to estimate their own speed so they can plan their time. 00:47:19.430 --> 00:47:21.340 align:middle line:84% Kind of depends on if I'm teaching a freshman 00:47:21.340 --> 00:47:24.010 align:middle line:90% course or later in the year. 00:47:24.010 --> 00:47:28.450 align:middle line:84% But as a suggestion, I walk students 00:47:28.450 --> 00:47:31.540 align:middle line:84% through creating their own task lists for the week. 00:47:31.540 --> 00:47:33.230 align:middle line:84% Estimate time they think it will take. 00:47:33.230 --> 00:47:33.895 align:middle line:90% Yeah, exactly. 00:47:33.895 --> 00:47:38.080 align:middle line:90% 00:47:38.080 --> 00:47:40.300 align:middle line:90% It's 10 o'clock. 00:47:40.300 --> 00:47:43.390 align:middle line:84% With some cues for me then assigned task blocks. 00:47:43.390 --> 00:47:45.670 align:middle line:84% I provide blank weekly templates. 00:47:45.670 --> 00:47:47.170 align:middle line:90% Yeah, we do that in our program. 00:47:47.170 --> 00:47:49.390 align:middle line:84% Quizzes, exams open book with no time limit. 00:47:49.390 --> 00:47:50.560 align:middle line:90% Yeah, that's great. 00:47:50.560 --> 00:47:51.060 align:middle line:90% Yes. 00:47:51.060 --> 00:47:58.435 align:middle line:90% 00:47:58.435 --> 00:48:02.190 align:middle line:90% Yeah, for sure, Andy and Jan. 00:48:02.190 --> 00:48:04.770 align:middle line:84% When you're talking about a student who 00:48:04.770 --> 00:48:08.280 align:middle line:84% is looking like they are having a hard time 00:48:08.280 --> 00:48:11.950 align:middle line:84% in your class describing what you saw, for sure. 00:48:11.950 --> 00:48:12.450 align:middle line:90% OK. 00:48:12.450 --> 00:48:13.728 align:middle line:90% We are done with our time. 00:48:13.728 --> 00:48:16.020 align:middle line:84% So we're going to let you go to your discussion groups. 00:48:16.020 --> 00:48:18.200 align:middle line:84% And thank you so much for having us. 00:48:18.200 --> 00:48:19.200 align:middle line:90% ERIC TREKELL: All right. 00:48:19.200 --> 00:48:21.640 align:middle line:84% Thank you so much, Sara and Marisa. 00:48:21.640 --> 00:48:23.850 align:middle line:90% Appreciate all of that. 00:48:23.850 --> 00:48:29.060 align:middle line:84% I think we could do a whole day on this topic for sure.