I’ve written before on here about my own strategy of enjoying yelling along to music, as a means of preemptively self-regulating. Because when I’m stressed out, I have a tendency to want to yell (at […]
Intellectually, I am aware that “science” does not mean “mixing a bunch of bubbling purple liquids together”. But like, doesn’t it feel like sometimes it SHOULD? We did “science” today in my OT room. (I […]
We discuss: Kelsie’s Training and Approach: Rythea and Cara delve into Kelsie’s background as an occupational therapist, exploring what this means and how it shapes her approach to working with children. The Child-Centered Approach: Kelsie […]
A strong advocate for true inclusion and neurodiversity in schools, Kelsie Olds shares their expertise on therapy methods and the importance of children developing key skills — sensory, core strength, and fine motor — before […]
This post is a transcript for the podcast, which can be found here. This podcast was graciously transcribed by Elizabeth Baker — thank you so much! Teacher Tom’s Podcast: Taking Play Seriously RETHINKING “NORMAL” IN […]
One thing went wrong. And it led to another. And it was too many things. And he was MAD. I carried him into his room so that we would have a safe space to melt […]
One of my kids who does not like to write and feels particularly threatened by writing, really does like to have some kind of transition object to hold in the hallway while we walk from […]
While I was opening my car door, I accidentally scraped my middle fingernail against the dirty car surface for a split second. I could feel in vivid, explosive detail each grain of grit shoving up […]
At the top of the poster is a sentence describing “old school expectations”. It reads like this: “Kids at desks / sit silently / (without sensory supports) / while adult teaches / on adult’s […]
This is a Spanish language translation of this post, which is in English. Post traducido del original en Ingles. Durante estas temporadas hay muchos más adornos de lo normal; también puede suceder que van a […]
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