2. Is it a "can't" or a "won't"?

09/08/22 • 14 min

In my work with parents raising neurodivergent kids, one of the most common questions I get is, “How do I know what is their disability and what is just refusal?” We have to remember that when children (and adults) refuse to do something, there is usually a reason beyond leaving the person who is asking feeling frustrated. When a child resists a task they are often fatigued, unmotivated, disinterested, or the task is too hard or too fast.

Learn more at www.learnwithdremily.com

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit learnwithdremily.substack.com

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Learn more at www.learnwithdremily.com

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit learnwithdremily.substack.com

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Parenting On Your Own Path Course
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Previous Episode

1. Why a Trusting Parent-Teacher Partnership is the Key to Student Success

Every teacher we meet this school year has said, “Yes” to returning to work. Trust me, they thought about their job, their profession, and their calling. They considered their options. And, they said, “Yes.” They want to be here and they want the best for our children. So, let's work together. Here's how. Find all of Dr. Emily's resources for teachers and parents at www.learnwithdremily.com.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit learnwithdremily.substack.com

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Parenting On Your Own Path Course
Online Course for Elementary Teachers
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Next Episode

3. What Drives Motivation for Neurodivergent Youth

Neurodivergent students face more challenges at school than their neurotypical peers. They are led through a standardized curriculum that doesn’t always match their variable learning profile. For some, this will build character and grit, while others may feel helpless and lose their motivation. This often looks like they don’t care, but they do.

All children care, but they might let go of their effort because the learning doesn’t feel attainable to them. In other words, it’s easier to “not care” than to continue trying and failing.

We must make learning feel attainable to every student by incorporating their interests and building their trust so learning feels relevant to them.

Welcome to Learn with Dr. Emily, the podcast. Where parents and teachers come together for neurodivergent youth. I’m your host, Dr. Emily King, child psychologist and former school psychologist specializing in raising and teaching children and teens diagnosed with autism, ADHD, anxiety, learning disabilities, and/or giftedness. Each week, I share my thoughts on a topic related to psychology, parenting, education, or parent-teacher collaboration, which you can read on my blog or listen here.

If you want to learn more about me and my online resources for parents and teachers, visit www.learnwithdremily.com. Let’s get started.

Parents, you will notice that for the next four weeks I’m going to be talking directly to teachers. I invite you to stay on to read and listen. The reason I change my focus at times is so that parents can hear things from a teacher’s perspective and teachers can hear things from a parent’s perspective. Sharing our stories and perspectives is the foundation of effective collaboration. I hope you stay for it all.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit learnwithdremily.substack.com

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Parenting On Your Own Path Course
Online Course for Elementary Teachers
Bring Dr. Emily to Your School
Summer Workshops