Ask Me Anything #8 with Emily Kircher-Morris

04/04/24 • 23 min

In this episode of the Neurodiversity Podcast, Emily Kircher-Morris answers questions submitted by members of the Neurodiversity Podcast Advocacy and Support Group on Facebook. The questions cover a range of topics including listening to the podcast with children, supporting processing speed issues, managing low self-esteem, diagnosing ADHD in older age, the overlap between cognitive giftedness and autism, exploring masking, and managing chores and responsibilities for individuals with a PDA profile. The episode provides insights, strategies, and resources for parents and individuals navigating neurodiversity.

To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

To submit questions for our next AMA, join the Neurodiversity Podcast Advocacy & Support Group on Facebook!

Previous Episode

Parenting Self-Care: Looking Out for Number One

Jen Merrill, creator of Laughing at Chaos and author of If This is a Gift, Can I Send It Back?, shares her experience as a parent of a twice-exceptional child and discusses the challenges and benefits of homeschooling. She emphasizes the importance of self-care for parents of gifted and twice exceptional children.

Takeaways

Parents of gifted and twice exceptional children need to prioritize self-care to better advocate for their children and maintain their own well-being.
Twice exceptional children can be both intellectually gifted and face other challenges that make life difficult for them and their families.
Homeschooling can provide personalized education and allow children to pursue their passions at their own pace.
Homeschooling can have financial and career implications for parents, and it requires careful management of family dynamics.

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Jen Torbeck Merrill is an Illinois-based writer, musician, marketing project manager, and gifted family advocate.The mom of two boys, she homeschooled her twice-exceptional teen through high school while happily sending his younger brother off to his high school every morning. Those days now in the past, she is settling into the somewhat quieter life of an empty-nester. She is a music educator by trade, with degrees in music education and flute performance.

Long before she picked up a flute as a child, however, Jen wanted to be a writer, something that didn’t happen until she opened a Blogger account in 2006 and never looked back. Since that time, her writing has focused more on gifted families and advocacy. Her book, If This is a Gift, Can I Send It Back?: Surviving in the Land of the Gifted and Twice-Exceptional, struck a nerve with families who suspected Jen was living in their closet. Her second book, on the needs of gifted parents and self-care, is in progress; it is taking significantly longer than anticipated because the author herself struggles mightily with self-care and has been spending a lot of time banging her head on the keyboard and hyperventilating in writerly frustration. In the meantime she continues to blog at Laughing at Chaos.

BACKGROUND READING

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If This Is a Gift, Can I Send It Back?

Next Episode

Unlocking the Power of Neurodiversity in STEM

We’re talking STEM today, and Emily Kircher-Morris is joined by Dr. Arash Zaghi, a professor in the Department of Civil and Environmental Engineering at the University of Connecticut, to discuss the importance of neurodiversity in STEM fields. They talk about the need for diverse perspectives and ways of thinking to solve complex problems in science and engineering. There’s a value in different types of contributions, such as creative ideas and detailed execution plans, and a need to shift the focus from deficits to strengths. They also discuss the importance of creating a sense of belonging for neurodivergent students in academia and the need for faculty to be more supportive and inclusive.

Takeaways

Neurodiversity in STEM fields is crucial for solving complex problems and creating innovative solutions.
The focus should shift from individual skills to the true meaning of diversity, bringing together different perspectives and ways of thinking.
Creating a sense of belonging is essential for the success of neurodivergent students in STEM fields.
Faculty should be more supportive and inclusive, valuing diverse contributions and providing options for different types of learning and assessment.
Neurodivergent individuals should embrace their strengths and bring their whole selves to their academic and professional pursuits.

To learn more about the Neurodiversity University courses for educators, click the link, and get in touch with us through the contact page if you have questions.

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Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. His research is focused on engineering education, emphasizing the role of neurodiversity in fostering creativity within the engineering workforce, as well as strength-based approaches to diversity. Arash’s interdisciplinary work aims to develop personalized tools for middle-school students with dyslexia to engage in STEM, leveraging AI, neuroscience, and education research. Professor Zaghi was diagnosed with ADHD at 33, and his dedication to neurodiversity in engineering education has earned him multiple recognitions, including from Prism Magazine of the American Society of Engineering Education. He holds a PhD in Civil Engineering from the University of Nevada, Reno and is a strong advocate of neurodiversity in STEM education. He hosts the Square Pegs podcast, where he further explores these themes.

Square Pegs Podcast via Spotify