The Lost Quarter
Hello, all!
I write to you from the beginning of the second quarter of the school year, having just completed progress reports for the first. And I’ll be honest—I barely remember this quarter. If you read my last note, you’ll know that September started off crazily for me. Yesterday afternoon, I sat down to transfer information from my most recent Bullet Journal into the newest and took some time to read through my thoughts and notes for the last few months.
It was a pretty surreal experience. And it’s really no wonder that the beginning of the school year is a complete blur. But still, we’re chugging along, doing our things.
From My Desk
This month, I had a meeting and communication that reminded me how important it is to be neurodivergent affirming and how important it is to provide instruction. One of my Autistic students hates coming to speech (although I’m slowly winning him over). Last year, he was removed from therapy altogether, but his family was convinced to give it another try this year. After a month of services, we had an IEP meeting to review what we were doing, what was working, etc… I came to the meeting with only my observations and a desire to listen to his parents and teachers. What I heard echoed and built upon what I was seeing in therapy: a student who wants to do good, fit in, etc… but just doesn’t understand the reasons behind neurotypical expectations and behaviors… and uses a lot of humor and behavior to mask it.
After the meeting, I reached out to the team to find out if they thought writing goals focused on education would be a good fit. I wanted him to know what made him tick versus what made neurotypicals tick. I wanted him to know how Autism makes things a little difficult but more importantly, how it makes him unique. I wanted him to use that knowledge to advocate for himself more effectively.
The feedback I got was very similar: last year, they would have said no way. This year, though…. maybe he’s ready. They shared things that had happened just recently and how having some of that understanding could have changed things.
It reminds me of speaking to someone I know personally about an acquaintance we believe may be autistic. This person told me that they hoped our acquaintance wasn’t tested for Autism because it “might make them feel bad.” I countered, “What if it makes them feel better?”
When I was diagnosed with ADHD several months ago, I elected not to take stimulants. Instead, I delved into various research about other things that can help me manage the areas of impact. Some might think my diagnosis was pointless if I wasn’t going to treat it, but treatment was never the point. Understanding was the point. Education was the point. With a diagnosis firmly in hand, I can pursue knowledge, try things out, adapt, and just, at the end of the day, not beat myself up about things I have minimal control over. It’s frustrating, yes, but also freeing.
I’ll probably write more about how to teach students about neurodivergence soon, so stay tuned!
Month’s Most Used Therapy Materials
Speechy Musings Compare and Contrast Activities
I’ve had a lot of comparing and contrasting goals this quarter. What I loved about this one is the differentiation. I could work with comparing/contrasting objects by having students sort characteristics or come up with their own, AND we could work with comparing and contrasting elements from a text. Simple, well-rounded, and good for teletherapy with a fillable PDF.
Semantic Relationships Boom Cards
I wish I’d had these last year! Semantic relationships is a section on the CELF, which translates to it being a goal on some IEPs. I’ve also found it very hard to target specifically, so these have been a lifesaver!
My Social and Executive Function Skills Task Cards
These have been great for checking in with my variety of social skills goals. I’ve found them useful for both some quick practice and for determining where we need to go next.
Plans for Next Month
My Halloween Boom Cards have been flying this month, which surprised me for some reason! I threw them together last year based on the specific goals I was targeting at the time. Seeing how well they did, I’m planning on making a Thanksgiving version too, so stay tuned for that!
I’m also planning on updating my Synonyms and Antonyms Unit because finding materials for synonyms and antonyms (for older kiddos) is hard!
What’s Giving Me Life
🎶 Listening to IDK How ahead of going to see them in concert next weekend
📚 Reading all the Agatha Christie and loving The Mysterious Benedict Society. I’m also reading The Happiness Trap and finding it pretty transformative right now.
🍷☕️ I made a quick simple syrup using fruit teas from Celestial Seasonings to make a spooky cocktail a few weeks ago, but I’ve been loving it most stirred into some sparkling water. Also, since abandoning caffeine, I’ve been loving rooibos. It’s perfect with honey and a splash of half and half, just like my beloved Yorkshire.
🍂 Fall in general! I’m not sure that I would have made it through the last couple of months if it wasn’t for Fall. The slowly turning leaves and breezy walks (even when it’s still very warm) are keeping me sane. The earlier evenings are, for the first time in my life, bumming me out rather than making me feel cozy. It’s the daytime hours that my body and mind are loving right now.
“It doesn’t have to be the blue iris, it could be weeds in a vacant lot, or a few words together and don’t try to make them elaborate, this isn’t a contest but the doorway into thanks and a silence in which another voice may speak.””
I hope you’ve had a lovely fall so far! Remember that, whatever is going on personally, and however you feel it’s affecting your work, you are a wonderful SLP. Whatever it is you have to give your students right now, it’s plenty and it’s good.
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