Gail Saltz

speaker

209 appearances 1 recordings 1 series first heard Nov 2017 last heard Nov 2017

Gail Saltz’s voice in public audio — every appearance, attributed to the second.

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Full-Tilt Parenting: Strategies, Insights, and Connection for Parents Raising Neurodivergent Children · TPP 082: Dr. Gail Saltz Talks About the Power of Different & Strengths of Neurodiversity · 7 Nov 2017 podcast

But it's not as high as most people think of, you know, being extremely smart.

And so it's not that I'm saying get testing and tell your child every single bit of information because you really testing has is data driven.

But it also has a clinical component where somebody is sitting down and looking at the whole package of your kid with this data and making sense of it.

And just throwing numbers out is not that useful.

So you need a good tester who isn't just farming it out to an intern and saying, just give me the numbers and then we're going to say something about it.

You need somebody who is sophisticated in testing and can put together what they're seeing with the child and what's happening in the classroom and what's happening at home with the data that becomes available.

But that data is really useful in terms of identifying very particular strengths and then guiding in terms of how to play to those strengths.

know, generally speaking, it's the more children in a classroom per teacher, you know, the more difficult that can be to do.

And the more administratively the school isn't willing to think this way, just basically saying, you know, there are schools who say, like, we're just not equipped to deal with kids with differences.

And obviously, that's going to be a problem.

But I think there are there are schools.

And so this is if you're looking at schools, obviously, you know, you really want to ask them point blank, you know, are not that you're saying to the school like my child is the only child.

So, you know, make it all about them.

But is there flexibility in the system?

I guess I would say that's the biggest component.

Is there flexibility there?

So that you can communicate with a teacher and talk about how some things can be individualized to allow your child not, you know, not don't do that project.

But, you know, can you brainstorm and come back to the teacher with possibilities of ways to do that project?

And, you know, I don't know that I can tell you across the board, this is the model, because I can't say that I've seen one.

You know, there are children who, because of what's going on with them, don't do well in an extremely unstructured setting.

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