Today Emily Kircher-Morris talks with Gestalt language processing expert Ali Battye about the nuts and bolts of Gestalt, and why it's useful and important in understanding and supporting neurodivergent communicators. They talk about the barriers faced by Gestalt language processors, the role of augmentative and alternative communication (AAC), and the need for a strengths-based approach in communication. There are some common misconceptions about Gestalt language processing, and they explain and dispel them in this conversation.

TAKEAWAYS

• Echolalia has become a helpful part of the learning process in Gestalt.

• Understanding the child's intent is crucial for effective communication.

• AAC can support children who struggle with verbal communication.

• Communication should be viewed as a connection-based approach.

• Misinformation about Gestalt language processing is prevalent.

• Real-life communication is complex and multimodal.

• Valuing a child's unique communication style fosters growth.

• Research on language acquisition should include lived experiences.

Be notified when the Therapist Hub opens for new members. It's a great opportunity to transform your practice into a more neurodiversity-affirming place, using tools and methods that benefit all clients. It's also a great resource for accredited CE!

Ali Battye is a highly experienced speech and language therapist with 25 years of practice in the UK and Australia. She specializes in neurodiversity-affirming therapy for autistic and neurodivergent children, with a focus on supporting Gestalt Language Processing (GLP) through Augmentative and Alternative Communication (AAC). Ali is also an accomplished author, having written books on AAC and, most recently, on GLP, advocating for joyful therapy that prioritizes genuine connection.

Ali’s expertise is rooted in her extensive clinical experience and commitment to creating inclusive, supportive therapeutic practices that empower neurodivergent individuals.

BACKGROUND READING

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Ali Battye’s book

Today we're discussing the concept of whole body listening, and its evolution to whole body regulation. Elizabeth Sautter joins Emily Kircher-Morris to talk about that evolution, and what it means to neurodivergent people and those who support them. They discuss emotional regulation and co-regulation, the role of educators and parents in modeling emotional awareness, and the impact of shame on neurodivergent learners. Also, the complexities of vulnerability, and the significant difference between calling someone out, and calling them in.

TAKEAWAYS

• The shift from whole body listening to whole body regulation is crucial.

• Co-regulation is foundational for emotional regulation.

• Adults must model emotional awareness for children.

• Understanding individual needs is key to effective learning.

• Shame can hinder the learning process for neurodivergent kids.

• Brene Brown's work highlights the importance of discussing vulnerability and shame.

• Calling in promotes understanding and change more effectively than calling out.

• The stages of grief can be applied to the process of unlearning harmful practices.

• Self-reflection is essential for educators and parents to shift their approaches.

Be notified when the Therapist Hub opens for new members. It's a great opportunity to transform your practice into a more neurodiversity-affirming place, using tools and methods that benefit all clients. It's also a great resource for accredited CE!

Listen to Emily's other podcast, Creating Neurodiversity-Affirming Schools, co-hosted by Amanda Morin.

Elizabeth A. Sautter, MA, CCC, is a speech-language pathologist, speaker, author, and trainer, with expertise in social communication, emotional regulation, and executive functioning. She is the author of Make Social and Emotional Learning Stick! Practical activities to help your child manage emotions, navigate social situations & reduce anxiety, along with many other resources, including an online course and community for parents. Elizabeth collaborates with the Zones of Regulation team as a trainer and is a coauthor of the Zones children’s books, card decks, and games.

BACKGROUND READING

Elizabeth Sautter’s website

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On this episode, Emily Kircher-Morris and Dr. Daniel Ansari discuss the complexities of math education, including the anxiety it can cause in students, the challenges of teaching methods, and the importance of understanding learning difficulties like dyscalculia. They talk about the importance of explicit instruction in math, the role of neuroscience in understanding how children learn math, and the significance of working memory and attention in math learning. Educators and parents will also get suggestions for practical strategies that will help them support students struggling with math.

TAKEAWAYS

• Math anxiety affects both children and adults.

• Explicit instruction is crucial for teaching math.

• Dyscalculia is often misunderstood and underrecognized.

• Teaching methods should align with children's developmental levels.

• Neuroscience reveals links between spatial and numerical processing.

• Math anxiety does not equate to a lack of ability.

• Timed practice should be engaging, not competitive.

• Working memory plays a significant role in math learning.

• Multisensory approaches can enhance math instruction.

• Parents should seek community and resources for support.

Assisting Students Struggling with Mathematics from the Institute of Education Sciences

The Think Inclusive Podcast episode Emily talked about - Saving ED: Why the U.S. Department of Education is Essential for Students with Disabilities

This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to cecconvention.org to register!

Dr. Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience & Learning at Western University. He leads the Numerical Cognition Laboratory, where his research focuses on how children develop numerical and mathematical skills, as well as the cognitive factors contributing to difficulties in learning mathematics.

Dr. Ansari and his team are dedicated to bridging the Science of Learning with K-12 education, working to translate research findings into classroom practice. He has authored over 150 peer-reviewed research articles and is a Fellow of the Canadian Institute for Advanced Research (CIFAR), recognized for his contributions to the field of developmental cognitive neuroscience.

BACKGROUND READING

The Numerical Cognition Laboratory

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