Video: Parent Talk - Back to School
REEL recently hosted a free parent session focused on getting twice-exceptional (2e) and neurodivergent kids ready for a strong school year. Teresa Nair, REEL's Parent Community & Services Program Manager and a former middle school teacher, walked parents through practical, research-backed tools they can use before the first day of school, including how to introduce their child to a new teacher in a way that actually gets results.
The session centered on a few key ideas: building a "Whole Child Snapshot" that captures your child's strengths, what helps them thrive, and what to do when things get hard; reframing how you talk about your child's challenges using strength-based language; and teaching kids simple self-advocacy scripts they can use starting young. Teresa also shared a plug-and-play template parents can send directly to teachers, along with resources on executive function, field trip prep, and getting a child evaluated for 2e.
Below is the full transcript from the session, including a live Q&A where parents asked about neuropsych evaluations and finding the right evaluator.
Read the transcript here
Teresa:Â All right, cool. Excellent. Thank you. Um, so real ensures neurody diverent twice exceptional students thrive by raising parent and educator awareness. So we I say we have two pillars. One is we educate the educators and the learning environments and those that support children in learning envi environments. We really try to make sure we put support there too. Researchbased and backed strategies. And then we do the parent side which is hopefully how you guys found us. And this is an opportunity for us to do um tools and strategies all researchbased and strengthbased affirming neuroirming.
So a little bit more about what is twice exceptionality. So we use Dr. Suism Balm's ex um definition and explanation. So what we talk about is that this is a child or a person who has distinguishing strengths. So these are high abilities or high potential in one or more areas. I say think about the kid who can memorize the periodic table or can negotiate you under the table by the age of four and those kind of kids. Maybe it's kinesthetic. You know we've got a really great athlete who knows how to move their body and um go through the world that way. So these high potentials, high abilities and then we also have these complex challenges that you find in traditional learning environments or traditional even parenting ways. So um oftent times autism, ADHD, dyslexia, general anxiety disorder, those kind of diagnoses can create challenging um situations in traditional learning environments or even those parenting strategies that should work for everybody. But then we have this beautiful mix of both sides. So you've got these high potentials and these complex challenges and traditional environments come together to create one child. And that means that we are looking for strategies and an understanding of this amazing child as a whole.
So one of the things we like to do is kind of use this graphic. We probably hear it all the time. age- based expectations. Whether it is swimming lessons and it's age-based expectations, whether it's the classroom and it's age-based expectations, we've got this idea of age-based expectations. Well, our kids, our twice exceptional kiddos are what we call asynchronous in their development oftent times. And so, we've got these, like I said, these high highs, these high potential. So, it might be vocabulary or reading fluency or math reasoning. But then we've also got these other areas of either um lagging skills or different development expectations. And I say this oftentimes um with executive function, it is not unusual for the gifted brain to stay in the quote unquote spongelike phase um for 2 to three years longer than their neurotypical peers. So even just when we have that opportunity to say it is age-based expectations, but it's also cognitive development for our unique um asynchronous brains. And so what does that mean for us as parents as we're trying to work this out and negotiate all the way through this um whether it is emotional regulation, social development, um all of those skills while still maintaining a strength base.
So that's what we do at Real. Um, we spend a lot of time, like I said, working with both parents and educators, reaching out to clinicians and talking as much as we can about what it means to be neurodeivergent and twice exceptional from a strength-based neuroirming approach. We have lots of resources. Welcome to check out real.org, which is where you will find us. We also have services in the parent side, which is what we do. So, um, I'm the program manager for the parent services in communities at Rio. You'll see that many of our services and the programs that we offer for parents are free. This includes a private Google group. So, I'm going to ask Diana to start dropping some links in there for you. So, if you want to check out um some of our links such as the private Google group, this is literally um you know a private group of probably several hundred parents who are compassionate and thoughtful and really are there to support each other and share resources. We also have tonight's free parent work um support group that we meet monthly now. Expert series, we're starting our new fall series. I'll tell you more about that and a lot more.
So, here is um a lineup of our free speaker events this fall. So, just this fall, you'll get a chance to learn about supporting executive function and twice exceptional learners. This will be a really great panel. Um I'm excited to introduce you to some of the speakers. Also, we do a private school and education discussion around twice exceptionality and talk about that. That one is not recorded. So, if you want some insights into private school education, what you can be looking for when you're looking for an education for your twice exceptional kid, I have a feeling we'll probably include some non-traditional schooling options, probably like online schools or homeschooling um too, but I'm not sure. Please do check it out though and come join us. Um, capable readers. So, when you have a capable reader um but what's the hidden pack impact of stealth dyslexia? It's another great one that we're going to talk about. So, you can find us also on several different um social media opportunities. So, Facebook, Instagram, and YouTube. And I'll give you some of those addresses as we get going on this one.
So, the way we're going to run tonight is tonight is about um I'm going to kind of go and show you guys a couple of the tools that we use for back to school and how to kind of set you and your child up for a strong year and um communicating that way. So, I'll go through resources and share some links with you guys and then I'll open it up to questions. So, if you guys have questions about going back to school, how can I prepare my child? What things does will be helpful for the teacher to know? Hopefully, we can talk about those things. Even if I don't have the right answers, I have a feeling we've got a great group of parents who've been there, done that, and can um share some support ideas, too. So, it's not just about me today, folks. Please know that. Um I'm just hopefully getting the conversation started. So once we do a little bit of resource sharing, we're going to go into breakout rooms and that will be I'll talk for maybe 20 minutes and then we'll go into breakout rooms where we get a chance to um get in a group together around diagnosis and talk about what's going on with our kids, ask the questions, see if anybody has resources and share stories.
So, um, to start our back to school conversation, I was lucky enough that I just finished up a small group facilitated discussion group and it was about six parents, um, six to eight parents. And one of the things I encouraged my parents to start out with as we're thinking about back to school is um I want to look at one of the articles. I'm going to go ahead and stop sharing real quick so I can show you this article. This article is about now if you don't mind sharing in the chat if you had one word just one word that by the end of the school year you hoped that your child felt this particular way. What would be that one word that you hope your child felt by the end of the school year? Oh, I love that. Happy. Supported for sure. Confident. Joyful. Yes, joy, proud, those are all awesome, excellent words. And that's kind of what I want to um talk about tonight.
It's like how do we get there? So, what I do is I call that I'm going to share my screen again. That that's what I call my north star, right? So, tonight as I share some um resources and some ideas about how to get your kid um back into school and how do we communicate with a teacher, kind of keep that word in mind and I really saw some beautiful words. So, I'm very very excited. Um but you know, I'm very excited to see that you guys are thinking so happy, connected, understood, empowered. As we start to communicate to the teachers, as we start to communicate even to our child in back and forth conversations, keeping in mind that north star, are these conversations going to get us closer to my child being understood? Are these conversations leaning towards helping my child feel more confident? So, how can we do that?
So as we go in with that word in mind, I like to suggest um what we call the whole child snapshot. So as I'm running through these, you know, this is something that you will have all the links. If you want the links, please go ahead and, you know, put your email in the um chat or send it to Diana directly in the chat and she'll get the she'll make sure you guys get all these links. Um, but one of the links that I like to send out or one of the things I like for parents to do as they're starting the school year is to kind of begin on this um what I call like the the one pager um you know what is what are the what are the things that we just want them to start to understand. So this is something that I would recommend that either you start yourself I I go go through it for yourself first.
So, it says as you're introducing your child, this is one page you can send to your your child's um teacher and it says, "What would I love you to know about my child?" Um, brainstorm and just kind of think about this. Write a lot of things down so that you get kind of the the juices flowing. If you wanted to put something down in here, what would you want your your child's teacher to know about your child? And so this is something maybe that they love. Um this is something that is natural they're naturally curious about. Uh these are strengths that they bring to the classroom. Things like that. What lights them up? So think about this as a way for your child's teacher to be like, I heard you really like cats. And your kid will just like light up and be like, yes, I do like cats. Can I tell you all about the cats? you know, and so what is something here that we can put in there that the teacher has?
And so I forgot to mention some of my background. So, um, I have been a teacher in the past. I spent probably seven or eight years in a middle school classroom. So, trust me, as a teacher of, you know, middle schoolers, it's fun to have that little cheat sheet of what can I mention that your kid might light up about or what do they what are their strengths? So, um, you know, for my son, it might be that, you know, anything strategy. He loves something strategy. Can you give him some kind of brain puzzle that he can try and figure out? Those kind of things. So start right there with that one.
And then the next one is my child thrives when and so these are environments, relationships. So my child thrives when they have the opportunity for choice. Um some people's children really do um thrive with autonomy. like as a teacher just to know that okay if I say to your child okay you can do your this first or this one first which one would you choose it's amazing just by knowing that this child gets to choose um that will help them engage in the classroom or maybe they like to be the expert like or they like to know what to expect um can move while they're learning that's a good one too um and then we like to connect it with learning or feels safe asking questions. So, as a teacher, I'd say, "Okay, um they'd like to feel safe asking questions." Is that like maybe as a parent, um you can say, "My child would feel more comfortable if they can write questions down or something along those lines." So, we're we're kind of creating this this cheat sheet for your kid.
Okay. Next one is when learning becomes challenging. Um so, for comic. Yeah.
Parent:Â Sorry. Do you mind just zooming in for those of us who are sure if I can
Teresa:Â um 100%. Maybe if you can zoom in a little bit. Thank you. Hey, look at that. Look at me. That's my tech background. Um that's the extent of it right now.
Attendee:Â Just a quick head up for uh folks who really need it close. Sorry to jump in. Uh you can actually zoom in on your own screen as well and it will literally it will engage. I as someone who is blind I definitely do that because whatever is zoomed in is like usually not enough.
Teresa:Â Okay. So it is it like the pinch and kind of pull kind if you pinch and pull on like a tablet or anything it will also it will further magnify if you need it even bigger. All right. Yay team. Hey we're getting a tech lesson as well. Thank you. Okay. So hopefully that's helpful. And like I said um Diana is going to send you these links anyways too.
So, um, real quick, when learning becomes challenging, these are some of the typical that I listed here. Like, two kids often have a challenging time getting their ideas down on paper. So, that kind of thing. Um, my child struggles getting ideas down on paper. Um, you know, let's brainstorm ways to help that, you know, happen. Can they put them on note cards instead? Can they make it fun on sticky notes? Like, how can we get past this challenge, maybe? what are the challenges? Um, she notices many things in her environment and benefits from reduced distractions. I had one parent tell me, um, I've asked that my daughter sits at the front of the classroom because she often gets distracted by what everybody else is doing and so that way if she's at the front, she has a little less distractions, right? Not completely distraction free, but but less. And I thought that was a great idea.
Um, so what helps? These are some of the most common ones, but it's because they work. They're they're good. Um, visual examples, extra time for processing. I recommend you, you know, let the teacher know my kiddo would love to answer a question. So, give the question and say, you know, I'm curious what you think about chapter X, Y, and Z. And then know that you can say, um, Sanjay, I'll come back to you in about 3 minutes. Let me know what you're thinking. When you're ready, put your hand up. Does anybody else have some thoughts now? So then Sanjay can get there through his processing time and say, "Okay, I have time. Let me think about this." Quiet workspaces are great too.
Opportunities to move, talking before writing, predictable routines. So once again, what helps your child? What's going to help them get towards the confidence that you're hoping for? What's going to help find them joy? So I love that one because in these we can put those those hints. What what's going to help the teacher know is that my child gets joy when they get to spend time doing creative artwork, right? Okay, that's good to know. Maybe, you know, I now as a teacher can say, I want to make sure that Sanjay gets an opportunity to do some of his own creative artwork so that it brings him a little bit of joy throughout the day. How can we fit that in?
uh my child may be telling you. This is one where often times when executive function skills get challenged. It is behavior that teachers see when they might be needing to understand scaffolding instead. So avoidance might mean they're just overwhelmed like they've just shut down. They're avoiding because they don't know where to start. So um shutting down might also be your child needs a little more help understanding where to begin. So, um, clarifying the steps, starting again at one. So, what are some things that your child often does? Maybe at home you realize if I give my kid a list of five things they need to get done, they stop listening at three and then they don't even remember what one was, right? And so, you know that lists can be complicated for my kid. Um, please make sure that he has a visual reminder of what the steps are, those kind of things.
And then one one thing that I hope you see I hope you see in my child and then I had one parent say I hope you see in my child that she is working very very hard to be um almost perfect and it takes a lot out on her. So help her find ease in other places. Right? So knowing that this kid is putting 150% into every day, I hope you can see that so that you can help find times for them to relax and maybe have find some more joy, might find some other things. So this is where I start.
And the second thing I would say is next do this with your child. Sit down and say what do you want your teacher teacher to know? Like if you could tell your teacher like your favorite things, what would you want to what would you tell her? or what are you curious about? Those kind of things. Um, when do you thrive? Like last year when you were in school, when did you feel like you were really able to do well? Like when you were able to wear your headset or was it when you were able to, you know, choose which project you worked on, those kind of things. So have these conversations and go through these then with your with your child. And I had a lot of parents say, "My kid doesn't know the answers." And that's okay. They don't need to know the answers, right? This is how they begin that metacognition of thinking about what does help them, right? And that's a skill, too. So, we're just going to begin it together and start working on that together with them. So, that is where we can start with that.
So, like I said, um starting with this whole child snapshot that is on our website goes into a literature review that is one of my favorite. It's from 2025 and it talks about how um we need more research but the little little research that we have around neurode divergent autistic youth and self- advocacy skills shows that there is a correlation in growth and happiness in education, job performance, relationships, all of those things when a child learns to self- advocate. case. So, teaching those self self- advocacy skills early. I'll probably do a whole another support group session on self- advocacy.
And then the strength-based language cheat sheet is another one that I love to give parents. So, um this one I go into the the formula which is strength, goal, support, but you may know this as she gets easily distracted. So one of the things I often say is the way we talk about our children is the way the world is going to see them. So when we change the way we talk about our children, the world changes the way they see our children and ultimately the way our children see themselves. So instead of saying she's easily distracted, let's start with leading with her strengths. She notices and has such a curiosity about the details in her environment with tools to help her focus and redirect. She'll be very productive and creative. Right? So, we're going to lead with a strength. And I recommend, you know, when you're working on that um sheet, write down as many strengths that you can think of or put them here in the chat, too. What are some of your child's strengths?
So, you know, for another thing, we might look at this and say she's perfectionist. She's a perfectionist. She's over she's overly perfectionistic, right? Instead, we can talk about she's she's got really high standards and she cares very deeply about her work. So, with gentle reminders and strategies on flexibility, it helps her takes risks and see learning as more of a joy instead of a right or wrong. We want to reframe the way we're talking so that it becomes a strength. The way she sees um the details in in the classroom, the way she feels so deeply about and cares about her work is actually a strength and it can get her very far in the world as long as we talk about it with those strengths in mind and how we support her to use them in a healthy way.
So he avoids challenging tasks. Well, he prefers to feel confident in his abilities. That's really what it comes down to because most kids are not looking to avoid everything as much as they're afraid and they they've got some fear around something. So, he wants to find something that he feels confident confident in um and that he may hesitate when he's unsure. With encouragement and scaffolding, he will persist. We believe that he'll persist and he'll grow. So, these are ways for us to kind of take the language um and I call it the strength-based language cheat sheet. Literally just change the language about how we talk about our children so that our children start to see how they talk about, you know, how they feel about themselves a little bit differently too.
Um I have advocacy scripts in here too with advocacy. Once again, could do a whole another talk on that one, but it's that idea of just start with one sentence. Sometimes I encourage parents to have their child write that one sentence in the front of their notebook. So, when they're anxious or feeling overwhelmed, um they open up their notebook and it says, "Can I have written directions for this assignment?" And they can just show that to the teacher. They don't even have to say it. they can show this one line that they've written and they like directions. And so, however your child begins to self- advocate is going to be a great step. This right here will give you some ideas and some scripts on how to help them. It starts with just one or two words.
Um, and then I have scripts all the way up into uh high school and how, you know, as the old kids get older, how they can begin to say, "You know what, boss? I really I hear that you have a couple things you'd like me to get done. I do really well with lists. Could you slow down just for a moment while I write down what it is that you need me to do?" Self- advocating right there. And that is a goal, right? That's a win. And so helping the kids learn this early that it's not a bad thing to say I do well with lists or um you know I need a moment to process that. Let me think on that and I'll get right back to you. Those kind of things are really going to help our kids. So starting young, starting early, starting often with self- advocacy.
Okay. So where are we going to go from there? We talked about those. I also have a link to a short video. So that'll give you kind of the rundown of that.
And then next, this is a template that um you might do a screen grab. Otherwise, like I said, we will get you the slides if you do want them. This is a template that truly is one of the easiest things. It's kind of plugandplay, and that's what I wanted for you guys. It says, "Hi, my name is Teresa. I'm the parent of Ava who will be joining your third grade classroom this year. We're really looking forward to it." Ava is um very good at nurturing and being a part of a group. She's a deep thinker and very curious. Um she thrives when she's able to lead activities or help other people. Um and then it says at times Ava fill in the blank um may find everything in the classroom distracting. So, we recommend that low distraction environments and her headphones will help her through focusing with gentle reminders. So, truly, this is just a template that I give all my families and say, "Fill it in with a whole child snapsh, you know, snapshot that I gave you and send it off. Here's my kiddo. It's nice to meet you. I'm looking forward to collaborating with you this year." Boom. You're ready. Teresa.
Diana:Â Yeah. Um before you move on, we have a question I wanted to Sorry to interrupt. Um a parent has asked if this template can be used for high school students as well or what do you suggest for college students?
Teresa:Â Great great one. I would I would suggest giving this to them and talking about how they would adapt it for themselves. So it then becomes hi my name is Ava um and I am in your X Y and Z class. And so you can use this kind of framework for all age groups and as they get older. And I encourage high school students to work with their parents to start to write their own and then as college students hopefully they're ready to send off their own. But definitely work with them in the beginning because it's going to be something very similar in the framework. Now it's their name and they're saying which class they're in. Um and now they're looking forward. So they just kind of turn this all into their voice and help them figure it out. Um, so I enjoy and then put in your own strengths. So does that help if I, you know, kind of put it that way to to hand this over to them and say now how do we make this from you about what you need and who you are. So hopefully that would guide them. Um, and I'm happy to, you know, adjust it and write it, too, um, for high school students if you guys would like one of those. But I do recommend that parents work with high schoolers. I have sat with my, um, 16-year-old, and last year we did this for a couple of the teachers that she was concerned about the classroom. She's like, I'm not sure how I'm going to do an XYZ class. And I'm like, let's just introduce yourself and, you know, say what you might need. Um, and so it worked out well. And I think forming those relationships and helping them know that those relationships are really valuable is a good way to start. So hopefully that's helpful.
Um, so moving on, let's say you're not sure if your teacher even knows what 2E is. Don't worry, Real's got something for that also. So, one of the back tochool things that I like to point parents in into the to the direction of is on our front page, um, which is the real 2E.org. There's this wonderful video right here called what is 2e the dear real model. This is like what maybe three three minutes and 46 seconds. And it is a wonderful thing just to send to teachers who are open to it. Be like, "Hey, we just got this new diagnosis last year. Um, I just wanted to stick this video in here so you have some idea of what I'm talking about when I say 2." Um, you know, and and truly just play it off casual. You don't have to be like, "You really need to know something about this. Do you do you have any clue what you're doing? Don't do that. So, just kind of put it in there nice and casual. We've got this diagnosis that we're still kind of navigating. Um, and here's a great little short video on it. Love to talk to you more. Uh, and so that would be the what is E. We also um have our YouTube channel which this can kind of take you to um and it will give you more than just that. That'll give you a whole bunch of stuff. I won't go too far into that one.
So, what is 2E? our short video, our scripts, and now some of my fun tips about executive function. So, don't get too hung up on these because these are, like I said, articles that I want you guys to read um when you have time. This is me letting you know that there are resources out there. There are things out there. So, what is 2E or what is executive function for twice exceptionals? So, here we've got a great article written by Lucy, who is one of our um she writes for us all the time. She's an executive function coach. We're lucky to have her um share her knowledge with us. I think she graduated from college maybe a couple years ago. So, what is executive function and how does it work in the writing process? This is one of Lucy's articles.
Um here is high school 2e tips. So you're looking to do um an executive functioning reboot. So keep in mind executive function has everything from organization to cognitive flexibility. So there's a lot that you know EF skills can come up with. Once again um Lucy recommends these nice easy simple tips and why she recommends them. So um organizational habits. I think, you know, I think that this is also a time that you guys can start to practice these early. So, just be like, "Hey, bud. What's what outfit are you gonna wear tomorrow?" I know it's, you know, before school. We got a couple weeks before school starts, but maybe we can start getting in the idea of at least thinking about what outfit we're going to wear tomorrow. Did you have it clean? Those kind of things. Um, so organizational. Get a planner. These are high school things. And then um shared family calendar. This is a big one that kind of changed our lives and that I highly recommend. Um Google calendar and it just means everybody needs to have a Google email account. Um and you could use it for nothing else but you know getting a shared family calendar going. And I'm happy to walk through that a little bit more. good study habits, set up the environment, 30 minute breaks, uh kind of the Pomodoro method, take breaks, map out daily visuals, some people are really good with visuals, and then these other resources. So, once again, we're going to get you guys this article so that you can deep dive into this however you choose. Lucy's done a great job there for us.
Beyond the process. This is one of our speakers that we're going to have at our um event coming up, which is great. I really like this um gentleman. Let me see if I can find his article. Maybe not. Um it's called Beyond the Process. And um as a speaker um you'll get a chance to meet him. His name is Maxwell Greenberg and this is him talking about how to develop um not just the skills but also the ones that will work for your child. So um that I'll make sure that link works for us.
More practical strategies. This is task initiation. As I was saying, executive function covers task init initiation, cognitive flexibility, emotional regulation, a lot of things. So, task initiation ideas, time management ideas, self- advocacy ideas, um building skills that last last a lifetime. So, those are a couple more.
And let's see, I'm just rounding out the end of my little chat here. We've got parent tool to toolkits that will deliver all of this to you and there is a wonderful one called field trips um tips on how to make field trips more neurode divergent friendly. I myself love this article because my kids go on a field trip like the second week of school. And so in here we've gathered ideas for teachers and for parents on how to prepare their neurode divergent child for a field trip because preparation helps. So previewing the trip, ask the student about their concerns, normalize anxiety, um give them a go-to adult. All of these things are in here and they're full of a lot of great tips. So, this is for field trips and how to help your kid get ready for field trips. Um, and all of our events coming up. So, just finishing up there. Those are some of the back to school um articles and res resources that we have just to share for tonight.
All right. So, that's me. Are there any questions before we move on? Can I help with anybody's ideas? Anybody have anything on their mind they're concerned about or wondering what they can do? Got it. All right.
Parent:Â No, this is great. It's been very helpful. Thank you.
Teresa:Â Excellent. Okay. And like I said, we're gonna move into support um like the smaller breakout rooms now. So, um, make sure that Diana gets your email if you do want these slides that will have all the links into them. So, hopefully if that's helpful. Um, and then we're going to go into our breakout rooms. Hopefully you guys can share ideas.
Diana:Â Teresa, sorry, one question just came in. I wanted to get this person. Um, so they have a a gifted son, but how to get tested for 2e, but have they have not?
Teresa:Â Okay. So, yeah. Okay. So, there's a couple ways that you can go about and um so one of the things that you're going to see on this parent page is on the right hand side there um there's a a parents guide to IEPs and um that'll give you some information on how to get those too. So, you can talk to the school um or look for talk to your pediatrician or look for neuropsychologists. There are a couple different ways to go about this. And so if you have a helpful pediatrician, let them know your concerns and they might be able to recommend um some next steps for you or people that they've collaborated with.
Otherwise on REEL's page, we have um resources and lists of neurossychologists, um educational therapists, and then if you talk to your child's school, they might be able to help you too if you're looking for more of an educational assessment, which means they'll look for reading and those kind of things. So, a full neurossych, you know, neurosych evaluation is everything. That's the psychological evaluation. That is the neurological evaluation. That's going to look for everything from, you know, autism A all the way down to Z, anxiety. Um, no, I'm just kidding. That's not the Z in it. But, you know, A to Z, the full neurosych is going to get you everything. That is often most out of the pocket, but sometimes you can get um super bills to try and submit to your insurance.
From there, work with um like I said, the school or another psychologist um and your pediatrician to find other options. Also, reach out to PHP and see what they recommend. So, hopefully that's helpful. That's where I would go. Anything else?
Diana:Â Thank you, Teresa.
Teresa:Â My pleasure. My pleasure. Okay. And I'm still here for questions, too, if you guys jump out.
Diana:Â Psychology Today.
Teresa:Â Yep. Yep. And like I said, um if you want, so our resources. So, Psychology Today does have a um a list in our parent up on our parents right here. Um you'll see where it says experts and resources. All of the school options, psychologists, pediatricians, um homeschooling, writing tutors, all of these things have been um brought in from our Google group. So these are parents who have said, "Oh, I used so and so or I recommend so and so or we did this." So, um if you go to our resources and directory page, this resource experts and resources under parents, um you'll this is kind of a nice list because then you know that at least somebody with a twice exceptional kid has gone to these people and they're probably some you know once again every experience is different for every child and every family but this has come from our twice exceptional group. So hopefully there's um some somewhere to guide you through here. So, psychologist.
Diana:Â Yeah. Go ahead.
Teresa:Â Yeah. Go. I'm going to finish your thought because I I'm going to jump back to the neurosych guide that I want that for people to who are going down this journey to be able to use. Sorry.
Diana:Â Sure. Yeah. Do you want me to show it real quick?
Teresa:Â Yeah, sure.
Diana:Â Okay. So, that was the that was the resource resources and experts that we were just chitchatting about. Um, and now the toolkits, which was the top one, parent toolkits and guides. This is the one I think that Diana you're talking about. Like we've got the
Teresa:Â Yep.
Diana:Â Go ahead and chitchat about this if you want to or you want me.
Teresa:Â Oh, go ahead. Go ahead.
Diana:Â Um, this is once again, this is a beautiful robust guide along with this other one down here about the IEPs. um about you know um what do you do when you have a diagnosis or you're looking for a diagnosis um and brings you clarity and confusion. Let's see. Can we get to it? No. Okay. You'll just need to fill in your name and um download it. But what neurosycle evaluations are, how to choose the right evaluator, not just the right title, questions to ask um before you even complete the evaluation. definitions are in there too. What is masking? What is twice exceptionality profiles? How do you um as an evaluator approach twice exceptionality um and twice exceptional children that you are evaluating? It's different just so you know perspectives uh in schools, private districts, testings, those kind of things. So, um, this is, as I mentioned, under parents, parent toolkits and guides, and this one right here. And when you're ready, if you're looking for IEP information, this is a great one, too.
Teresa:Â Thanks, my pleasure. Okay, now I'm going to get you guys in the breakout room so that you can chitchat with each
