Diverse Thinking Different Learning

For this episode, we are replaying another episode of Diverse Thinking, Different Learning, this time episode 239, in which we sat down with Ashley Harding to discuss why it's so important to allow students time for rest, rejuvenation, and exploration of their interests outside of academics, especially during the summer months.
As a reminder, Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences.
With summer right around the corner, this seems like the perfect time to re-air this episode, and Ashley touches upon the fact that even though academic progress remains valuable throughout the school year, summer offers a really important opportunity for students to strengthen their sense of identity, independence, and executive functioning, so, rather than filling the break with demanding academic programs, she encourages parents to instead prioritize experiences that help build confidence, self-awareness, and connection.
Our conversation stresses the importance of families (both parents and students, that is) using the summer to rest, recharge, and reconnect. Ashley recommends a gradual approach, beginning with more unstructured time in June before introducing increasingly intentional activities in July and August, such as exploring upcoming coursework, reinforcing some core skills, and establishing goals for the new school year.
We also explore the value of real-world learning opportunities such as cooking, managing money, and traveling, all of which can reinforce academic skills in meaningful ways while also supporting executive function development. Ashley emphasizes the importance of giving students, especially older ones, the space to pursue their interests and uncover new passions during the summer.
Show Notes:
[3:58] - Ashley stresses that summer should prioritize rest, integration, and well-being after a year of growth.
[6:52] - Colleges value students' identities, interests, and independence beyond just academics.
[9:08] - Ashley points out how post-pandemic families often need recovery, balance, and time to reset.
[11:36] - Ashley explains how growth involves perseverance, reflection, and preparing for new goals and identities.
[14:09] - Intensive summer programs can cause burnout, making balance and rest especially important.
[15:15] - Rest can help children develop balance, self-awareness, and healthy decision-making skills.
[17:58] - Summer creates opportunities for family reconnection, rest, and improving mental health.
[19:09] - Parents should model balance and create space for unstructured experiences.
[21:47] - Dr. Wilson provides some information about a ChildNEXUS school partner, Frostig School.
[23:12] - Ashley touches upon how everyday activities can help reinforce academic skills without pressure or strict expectations.
[25:14] - Hear how real-world learning and flexible routines can help maintain engagement and executive functioning.
[28:36] - Ashley emphasizes that extra sleep and rest are important, but consistent routines should still remain.
[30:19] - Summer offers some valuable opportunities for self-reflection, confidence-building, and personal growth.
[32:59] - Independence develops via practicing time management, organization, and learning from mistakes.
[35:42] - Dr. Wilson asserts that families can foster confidence by celebrating growth and collaborating on summer plans.
[37:43] - Summer helps families discover evolving interests and strengthen belonging via connection.
[40:21] - Dr. Wilson highlights summer as a chance to reconnect and better understand children.
[42:05] - Beyond a school break, summer can lead to confidence, independence, and personal growth.
Links and Related Resources:
Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes
Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding
Episode 239: Balancing Summer Rest and Learning Support for Diverse Learners with Ashley Harding
Tricia Hersey - Rest Is Resistance: A Manifesto
Frostig School - Website
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Email Dr. Wilson: drkiwilson@westlaneuro.com
Connect with Ashley:
North Star Academics - Website
North Star Academics - LinkedIn
North Star Academics - Facebook
North Star Academics - Instagram
Phone number: 310-853-3208

This week on Diverse Thinking Different Learning, we are discussing the crucial challenge of supporting neurodivergent children without doing so in a way that hinders them from independence. Joining us to take on this topic is Dr. Tara Williams, founder of Innovative Collegiate Consultants.  Dr. William is also a tenured Chemistry professor at College of the Canyons in California, and has spent more than ten years supporting neurodivergent students as they transition from K-12 systems, helping them build confidence and independence in academic settings.
Dr. Williams helps us understand why "helicopter parenting" is not a simple label but is actually a nuanced balance between necessary support and modeling independence, highlighting that parents often act as organizers, advocates, and reminders long before students are ready to fully take over those roles themselves. Through practical, relatable examples, we unpack how independence is gradually built through small, intentional steps rather than sudden, jarring changes.
Our conversation highlights how self-advocacy is not just about speaking up but is also about learning how to ask for help when needed, breaking down tasks, regulating emotions, and more. Dr. Williams shares helpful strategies such as "body doubling," shared study routines, and reward systems that help students stay engaged without removing responsibility from them. She also discusses how parents can begin transferring responsibility in middle school through minor, manageable tasks such as ordering food, emailing teachers, and planning assignments, gradually and gently increasing independence through high school and into college preparation.
A major focus of this episode is how executive functioning skills like time management, organization, planning, and follow-through can be strengthened with early, consistent practice, with Dr. Williams also stressing the importance of building peer support networks so that students learn to rely on classmates and study partners rather than depending solely on adults. We stress that mistakes and failure are part of the learning process and that early structure paired with increasing autonomy can really help students develop confidence and resilience. 

Show Notes:
[2:21] - Dr. Williams explains how advocacy develops via gradual support, not full independence all at once.
[4:57] - Hear how middle school is the key starting point for transferring responsibility from parents to students.
[7:13] - Learn how gradual independence with structured, low-stakes practice can help families shift from management to support.
[9:43] - Dr. Williams argues that working alongside others and practicing small help-seeking steps builds confidence and self-advocacy over time.
[12:46] - Hear how respectful communication and accountability are essential skills for navigating school and real-world expectations.
[13:48] - We discuss how executive functioning and self-advocacy require self-awareness, emotional regulation, and structured support.
[15:59] - Dr. Williams discusses how students build lifelong independence by starting small and learning from failure.
[18:16] - Structured shared work time with breaks and rewards supports focus while also preserving independence.
[20:34] - Dr. Williams explains how using routines, rewards, and modeling can help students balance motivation and effort.
[22:08] - We discuss how gradual independence, peer support, and early self-advocacy can improve academic success.
[25:37] - Discover how early, individualized planning builds organization skills and reduces overload.
[28:47] - Students should gradually take ownership of organization and time management using tools like calendars and reminders.
[30:26] - Ultimately, gradual responsibility for daily tasks helps students build self-advocacy across home, school, and scheduling.
[32:39] - Visual, personalized organization systems improve memory, prioritization, and overall task management.
[34:02] - How can listeners reach Dr. Tara Williams?

Links and Related Resources:
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Email Dr. Wilson: drkiwilson@westlaneuro.com

Connect with Dr. Williams:
Innovative Collegiate Consultants - Website

Innovative Collegiate Consultants - Meet Tara Williams

Innovative Collegiate Consultants - Summer Programs

This month, we are replaying episode 212 of Diverse Thinking, Different Learning, in which Dr. Karen Wilson discusses the ways in which dyslexia can affect a child's mental wellbeing.
Even though dyslexia is commonly associated with reading and language difficulties, the emotional implications are far too often overlooked, and Dr. Wilson unpacks some of the harmful myths that have shaped the public understanding of dyslexia for decades, including the assumption that reading struggles are tied to intelligence. She explains how those misconceptions can affect self-esteem, delay diagnosis, and leave children feeling isolated or incapable.
Drawing from research and real-world examples, Dr. Wilson explores the connection between dyslexia, anxiety, depression, and social withdrawal, especially during critical school years when children are forming their sense of self.  She also highlights how exhausting reading can feel for students with dyslexia, both mentally and emotionally, and why that exhausting effort is so often misunderstood. Dr. Wilson goes into the additional challenges that many children face when dyslexia overlaps with ADHD or anxiety disorders, along with the unfortunate stigma that can come from being pulled out for specialized instruction.
At the same time, however, this episode offers hope. Dr. Wilson stresses the importance of early identification, evidence-based support, and environments that help children recognize their strengths. She also shares encouraging research on resilience and self-advocacy, reminding listeners that dyslexia is only one part of a person's story, so whether you're a parent, educator, advocate, or someone living with dyslexia yourself, this episode is sure to offer research-backed insight, compassion, and a broader understanding of what support truly looks like!

Show Notes:

[0:00] - May is Mental Health Awareness Month, and Dr. Wilson is re-airing an episode about children with dyslexia.
[1:43] - Dr. Wilson explores dyslexia myths and their damaging effects on self-esteem and mental health.
[3:56] - Hear how reading struggles, stigma, and other coexisting disorders can heighten anxiety, depression, and feelings of inadequacy.
[6:39] - There is hope - early intervention, emotional support, and resilience-building help children with dyslexia thrive beyond academics.
[8:58] - It's important to remember that compassionate support and evidence-based interventions can help people with dyslexia succeed emotionally and socially.

Links and Related Resources:
Episode 115: A Family Approach to Dyslexia with Dr, Lauren

Episode 183: Unlocking Potential: A Dyslexia Journey with Rosalin Abigail Kyere-Nartey

Episode 208: Overcoming Dyslexia and Addressing The Reading Crisis with Sally Shaywitz, MD

Episode 209: How the Science of Reading Can Close Literacy Gaps with Dr. Benjamin Powers

YouTube - What Is Dyslexia

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Email Dr. Wilson: drkiwilson@westlaneuro.com

We warmly welcome Dr. Deanna Dow to the podcast. ​​Dr. Dow is a licensed clinical psychologist with over two decades of experience supporting neurodivergent individuals and families. She is the founder and CEO of Spectrum Psych LA, a multidisciplinary clinic that provides assessment, therapy, occupational therapy, medication management, and community-based support, and she has trained and worked in autism clinics and research centers at major institutions including the University of Michigan, the University of North Carolina, Florida State University, and UCLA where her research has focused on early autism identification, parent-led intervention models, and co-occurring mental health concerns such as anxiety, depression, and suicidal ideation.
Dr. Dow also serves as President of the Spectrum Psych Foundation for Inclusion and Empowerment, promoting access, advocacy, and inclusive mental health care and continues to provide psychotherapy and assessment services using a strengths-based, neurodiversity-affirming approach.
In this episode, Dr. Dow helps us unpack the far too often unseen work that neurodivergent individuals put into "blending in" via masking and camouflaging. We explore how strategies such as suppressing natural behaviors, imitating peers, and adhering to social expectations can quietly shape a child's and/or adult's life. We discuss the toll that this effort can take, from drained energy and heightened anxiety to delayed or missed diagnoses, and why it's especially prevalent among girls, high-achieving students, and those with strong cognitive or verbal abilities.

Dr. Dow shares with us some concrete examples of how masking shows up in classrooms, recess, and everyday social situations, highlighting subtle behaviors that often go unnoticed but signal that a child or teen could be struggling on the inside. We talk about the impact of masking on emotional well-being, academic performance, and social connections, while also addressing additional conditions such as ADHD and how overlapping symptoms can further complicate diagnoses and support systems.
We also explore the relief and empowerment that can come with later diagnoses and reframe neurodivergence as a difference rather than a deficit. This conversation is a close look at the hidden effort behind "fitting in" and what it takes to help neurodivergent individuals thrive on their own terms.

Show Notes:

[3:15] - Dr. Dow explains how masking helps allow neurodivergent individuals to fit in, but the effort can often cause exhaustion and anxiety.
[6:02] - Hear how children with autism or ADHD may mask behaviors, causing hidden stress and internalized anxiety.
[9:14] - Dr. Dow argues that social control can drain energy, creating crashes if breaks and regulation opportunities aren't provided.
[12:30] - Many kids appear fine at school but release built-up tension at home from masking effort.
[13:04] - For a lot of kids, home can provide a safe space where they can unload, even if external masking still persists.
[15:45] - Early assessments can help prevent anxiety, build self-understanding, and teach when masking or authenticity is beneficial.
[18:12] - Dr. Dow points out how social withdrawal may reflect beyond negative feedback, not lack of motivation, and that masking can often delay diagnosis.
[21:08] - Many subtle autism signs go unnoticed, so early observation and education are incredibly important for support.
[24:30] - Hear how parents often feel relief after evaluation, realizing that cognitive strengths previously masked signs of autism.
[25:54] - Assessment has the potential to empower youth by explaining that struggles stem from brainwiring, not personal shortcomings.
[26:41] - Hear Dr. Dow explain how neurodivergence openly helps children understand their strengths and challenges.
[28:43] - Dr. Deanna Dow believes that reassuring parents too much can delay recognition of differences and necessary support for kids.
[30:20] - Dr. Dow explains how validating diverse behaviors can help build safety and acceptance.
[33:14] - Dr. Dow argues that educators who understand neurodivergence can help students regulate, feel authentic, and promote more inclusive classrooms.
[35:32] - Hear how you can get in touch with Dr. Dow.

Links and Related Resources:
Episode 38: Understanding the Gifted and Twice Exceptional Child with Dr. Nicole Tetreault

Episode 119: Autistic Girls – Overlooked and Underrecognized with Megan Beardmore, PhD, NCSP

Episode 196: Gifted and/or Autistic with Megan Helmen, Psy.D., L.P.

Episode 226: Is It Autism? Recognizing, Assessing & Supporting Children and Teens with Dr. Chandni Singh

Episode 197: Five Best Practices for Math Instruction – Dr. Sarah Powell

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Connect with Dr. Deanna Dow:
Spectrum Psych


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We are so thrilled to have not just one guest this episode but two -  Adrianne Meldrum and Heather Brand! Adrianne Meldrum founded and owns Made for Math, a fully online math center that supports students with dyslexia, dyscalculia, and other math-related learning challenges. She is a certified Multisensory Math Instructor and holds a master's degree from Bridges Graduate School of Cognitive Diversity. Adrianne lives in Arizona with her husband and three sons, where she enjoys the beautiful sunsets.
Heather Brand, M.Ed., is a licensed educator with two decades of experience teaching students from Kindergarten through 12th grade. She currently works at Made for Math, supporting learners with dyslexia, dyscalculia, and other learning differences, and holds certifications in multisensory math instruction and reading intervention. Heather is passionate about sharing practical, structured strategies that help teachers confidently support all students while making math engaging and enjoyable.

In this episode of the show, we unpack why dyscalculia is so hard to identify and why it often overlaps with conditions such as dyslexia and ADHD/ADD. In fact, Adrianne and Heather talk about how many of the students whom they see arrive with multiple diagnoses, and that raises a truly important question: when a child struggles with math, what's really causing the difficulty?
Throughout our conversation, we take a look at how professionals sort through those overlapping factors, and Adrianne and Heather explain how assessments can reveal specific types of math struggles, whether they involve language, memory, sequencing, or foundational number sense, and they explain why understanding the root cause is so important.
We also talk through some real classroom scenarios and case studies that showcase how these challenges actually take place in everyday learning. From students who can perform calculations but freeze when faced with word problems, to those who mix up the direction of their work or struggle to recall math facts, all of these examples help clarify what educators and parents should watch out for.
In addition, we discuss practical strategies that can help students succeed! Adrianne and Heather share some approaches that build on understanding, strengthen math fact retrieval, and reduce the working memory load that can often overwhelm students, especially those with ADHD. They also touch upon how simple environmental changes, such as minimizing distractions and organizing information more clearly, can dramatically improve learning.
Perhaps most importantly, however, we discuss how the right kind of instruction doesn't just improve math performance. It can actually rebuild confidence and reduce the anxiety that often accompanies math struggles! Enjoy our conversation with Adrianne Meldrum and Heather Brand!

Show Notes:

[3:56] - Dyscalculia is often diagnosed late and overlaps with other conditions, further complicating diagnosis.
[6:44] - Early math struggles so often go unnoticed, yet they affect multiple areas alongside reading or attention difficulties.
[9:50] - Students may calculate correctly but fail at word problems because of language or vocabulary challenges.
[10:37] - Heather reflects on multi-diagnosed students who often show math difficulties that overlap with dyslexia, ADHD, or dysgraphia symptoms.
[12:47] - When Heather assesses, she assesses whether math struggles stem from dyscalculia or other diagnoses.
[15:30] - Observing students' problem-solving can help reveal specific issues such as directionality, that are separate from place value understanding.
[16:49] - We hear how conceptual understanding uses visuals, while fact retrieval relies on memorization and fluency practice.
[19:50] - Heather discusses how she uses cues and repetition before timed exercises, helping students get things right before they start doing them automatically.
[23:47] - We hear how schema-based strategies teach students to analyze story problems, rather than linking words directly to operations.
[26:23] - Heather explains and breaks down the ROMANS strategy.
[29:34] - ADHD increases cognitive demands in math, making working memory and flexible problem-solving even more difficult.
[30:15] - Adrianne reflects on how minimizing task switching and using visual support helps students with ADHD maintain attention and limit mistakes.
[33:33] - Multiple sources for instructions can sometimes confuse students, so limiting transitions and providing frequent feedback is so important!
[35:49] - Adrianne explains how reducing visual and language clutter helps protect working memory and boosts student confidence and learning ability.
[37:42] - Matching instruction to a child's learning profile can drastically help increase engagement, understanding, and self-confidence!
[38:19] - Adrianne highlights how evidence-based strategies benefit all students, not just those with diagnoses.
[40:16] - How can listeners connect with Adrianne and Heather?

Links and Related Resources:
Episode 59: What is Dyscalculia (AKA Math Disorder)? with Monica Grillo

Episode 60: A Multisensory Intervention for Kids Who Struggle with Math with Adrianne Meldrum

Episode 122: Accommodations for Students Who Struggle with Math with Adrianne Meldrum

Episode 197: Five Best Practices for Math Instruction – Dr. Sarah Powell

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Connect with Adrianne & Heather:
Made for Math


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