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Welcome to Embrace, a heartfelt podcast series led by Rachel Forbes, Executive Director of LDS - Learn. Develop. Succeed. Drawing on her rich experience in community building, social justice, and nonprofit leadership, Rachel takes you on an intimate journey through the life of Mason—a remarkable individual whose story of navigating dyslexia and ADHD offers powerful insights into the world of neurodivergence.
Through Mason’s story, from his early years in preschool to adulthood, we explore the first signs of learning differences, how they evolve over time, and the impact of a strong, supportive community. Alongside educators, neurodivergence experts, passionate parents, and allies, Embrace shatters stigmas, highlights the unique gifts of neurodivergent learners, and offers empowering strategies for building confidence and self-esteem.
Join us as we celebrate the power of educational and social-emotional supports that embrace each unique learner for who they are—and who they can become.
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Hi, I'm Rachel Forbes. I'm a passionate mother, an advocate, a partner, a friend, and an ally. I bring those identities and my experience in community building, social justice, and nonprofit leadership to my role as Executive Director at LDS, Learn, Develop, Succeed. Over the next few weeks, I will lead you through the story of a beautiful soul named Mason.
from preschool through to adulthood. We get to witness Mason's early years, exploring the first signs of potential learning differences like dyslexia and brain-based differences like ADHD. In this series, we will feature educators from LDS, experts on neurodivergence, as well as passionate parents and allies who make up the community that rallied around Mason. Along the way, we'll reveal the gifts
that unique learners offer. Shatter some stigmas about neurodivergence, explore ways to build confidence and self-esteem, and offer a path forward. A path paved by educational and social emotional supports that embrace each unique learner for just who they are and for who they can choose to be. This is Embrace.
Embrace is part of our mission to create a robust and accessible way for parents, guardians, and other friends and allies to find support, resources, and build understanding and empathy for the unique learners in their lives. Unique learners like Mason, like the 10 to 20 % of people in your life, though you may not know them all yet. What we've learned throughout Embrace is the importance of acknowledging
the unique challenges and strengths that come with brain-based differences like dyslexia, dysgraphia, ADHD, executive function challenges, autism, and more. But understanding is only the first step. How do we move from awareness to action? In this final episode, we'll explore equity and education through the lens of technology, building awareness while growing further support in communities,
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the importance of substantive inclusion, and partnering with parents and families to help learners foster independence. Join us in taking a deeper look and learn how we can help others embrace a neuroaffirming approach to education and development. Let's start with equity. When sources report incidences of learning disabilities and brain-based differences to be at least 20 % of the population,
We know there's an equity issue we cannot responsibly ignore. Seeking equity also challenges us to confront our assumptions and biases about what a successful learner looks like. When we become aware, we start seeing the incredible strengths that come from these differences, not just the challenges. We all learn differently. Some of us understand the world through words.
while others see it through patterns, images, and even sounds. For many, traditional classrooms weren't built considering their way of thinking. But what if we could change that? What if we could bridge the learning gap, not by trying to fit everyone into a box, but by materially expanding the box itself? This is where technology comes in, meeting diverse learners where they're at and helping them shine.
Take, for example, the advancements in assistive technology highlighted by advocates like Virginia Van Zee, Senior Manager, Instruction and Innovation at LDS. Tools like adaptive reading software, sophisticated speech-to-text, or interactive apps designed for cognitive support and self-regulation. These tools have opened doors that were once closed to many neurodivergent learners.
allowing for greater independence, giving individuals more agency over their own learning journey. But right now, I would say I feel really wary of support that is not technology embracing for any student and specifically students with learning differences because we live in a world that is saturated with technology and
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Again, I don't want to paint with too broad of strokes. Of course, there are people who have jobs where they're not primarily using technology. But in Canada, most adults have some kind of a phone, have access to some kind of a computer. And the reality is that many of us grew up not using technology in the same ways our children do. We all rely on our own personal experience to guide the way we see the world and the way we might bring up our children or
children that we educate. And that's very real for that to be challenging or hard or scary. And technology is an incredible tool. Anything that allows anyone to not be held back by something that's challenging is really important and should be supported. And people should be provided the opportunity to use and learn about those tools. And it's still somewhat new. You know, I have lots of students
who I've talked to families about and they maybe had a teacher or a part of their schooling that set them up with a laptop or knew that they wanted to equip that student with the ability to use speech to text. And maybe it wasn't successful because there wasn't robust support or explicit instruction. So things like that still come up a lot where there's a gap. We know that technology is helpful and there's still a gap in adoption and teaching students to use them.
that I think plays into some of the fear because there's that least examples where technology seemed like it wasn't helpful. And in those scenarios, I would ask to really look at why. Does that student know how to type? Were they taught how to type? If they were taught how to type, when and how and how much practice have they had? That's a skill that takes time and effort. Using speech to text is a skill that takes time and effort to practice and hone.
So they're not a quick fix, but they're a tool that's very important. As we build awareness in our education systems, we also need to turn our attention to our communities. Strong, supportive networks play a huge role in creating safe spaces for neurodivergent learners. Creating safe spaces is about building environments where they can feel confident to be themselves. That's where community comes in.
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From parents, friends, and mentors to coaches and local businesses, every connection matters. It's the simple, everyday interactions that help a child, youth, or adult see that they belong and that they are valued. We spoke with Patrick, an LDS educator and neuroaffirming program lead, who shared his perspective on why community matters and the importance of role models in this process.
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When a young person has connections to other people that are entering the same school, that's something that can be a really reassuring factor there for them because then it's a matter of if you already have one friend and you're going into a new school, anybody that your friend befriends themselves is somebody who's potentially going to be a good friend for you as well. Unfortunately in our society, neurodivergent children and youth grow up in many cases without having adult role models.
who think the way that they do that are available to them. And unfortunately it can happen where people put the way that they would want to be treated onto youth. And we see this a lot in the autistic community where autistic people would much prefer to be communicated with clearly and bluntly. And non-autistic people tend to try to be polite by avoiding saying what they mean. And so this is one way that a question of like ask what would...
my student want versus what would I want? So that kind of leads into the much harder question of how can we make spaces available in schools and outside of schools as well, because I always say to families that if school is not a supportive environment, your child really needs some place where they can fit in. And unfortunately for us, for many students, school is not really set up in a way that that's...
that's gonna be realistic. And it would be nice if we could just like snap our fingers and fix the world, but that's not gonna happen on any timeline for your child. So we need to find another environment that they can be in and have peer acceptance that's not necessarily in a school. Because there is a really significant amount of barriers in place that prevent all of the like organic mentorship that typically happens between neurotypical people.
Because of the way our school system is set up, it really puts barriers in place of neurodivergent individuals being able to do this. But what if we could build a world where every neurodiverse learner like Mason has the chance to thrive on their own terms? Because thriving, like success, means something different to everyone. Inclusion isn't just a buzzword or trend, but rather a reality where people come together
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to create spaces that are accessible, welcoming, and empowering. This is so critically important in education because having positive learning environments and experiences with educators from the beginning and throughout life sets up our sense of self and how we fit in the world. If a child has negative learning experiences at an early age and in school, it's very challenging to re-pattern the emotional and mental pathways that get established.
That's where holistic approaches come in. Strategies that consider the whole person, not just their learning profile. But we're not just talking about better classroom tools. We're talking about building support systems and scaffolding that address all aspects of a learner's experience. If we could change one thing in our society or our education system or our medical system that would have the most impact, what would it be? Education.
understanding. That's what advocacy is all about to me. It really is about at the individual level, at the community level, at the government level, really pushing so that people with learning differences feel understood. I think that's the first step because once they feel understood, then that opens their minds to be able to accept themselves as a different learner and
to try and experiment with different ways of learning. I think without that awareness and acceptance that comes through understanding, we're in a very difficult position. Very well said. Anything else you wanted to share that came up or that you wanted to highlight? I do think, well, one of the reasons why I have so much passion about ADHD in particular is
There's several reasons, but one comes down to equity for me and fairness. you know, once, once kids get into the adult system, there are protections for people with differences, right? People with disabilities, we have some government protections, but for kids with ADHD, until they reach 18, we have very few supports in our system for them. And so,
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You know, we don't have designations in the school system unless the children are acting out disruptive and then they get the behaviour disorder sort of designation. So they don't have those supports in the schools, even though we know that ADHD impacts learning significantly. These kids drop out of high school at higher rates, they have lower grades, they have all sorts of difficulties because of the ADHD. And then with the mental health teams, they often won't.
see these our families, the families of children with ADHD because it's primarily seen as a condition that's treated with medication which is not accurate. Medication alone doesn't solve all the issues that people with ADHD struggle with. So I feel like we need to keep speaking out for families and teens and children with ADHD mostly to make sure that they just get the recognition they need in terms of support.
because they're not even on the agenda in the school system. And then I think part of my passion for ADHD is I've had personal experiences in my family with ADHD, and I've not only seen in my profession the struggles that these families have, I've lived it. And I think if I've had so many struggles getting all the supports that I needed, what do families do and what do parents do who don't have the resources that I have?
These struggles that families face are incredibly serious. Our confidence and self-esteem can be entwined with our schooling and educational experiences. We have the knowledge and capacity to make sure we're not negatively affecting a young person's sense of self due to their brain-based differences. And we need to put that knowledge into action everywhere. As parenting evolves, it requires a delicate balance. It's about stepping back
while still being there, encouraging independence while providing the safety and support a child can undeniably benefit from. Establishing that requires leaning into your extended family and community too, or seeking support to help guide you because it's often not an easy journey. For parents like Sarah Jane Walker, that means embracing a new role as their children grow.
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Transitioning from caregivers to coaches, from problem solvers to partners, giving them space to lean into their learning differences, guiding them to become confident, capable adults. I would say one other thing that's a bit of an ongoing success, I think, for teens and young adults is watching this opening up to and this, it like an awakening and acceptance of their differences.
And it's not a sudden thing, but it comes in these little offhanded remarks. Like one of my kids said, hey, I'm starting to realize how ADHD played into why every one of my teachers said I had no motivation, but I was really smart and how this was going on for me. I'm like, It's wonderful. What do mean by that? Tell me more. Or another child who's like working with accessibility services at the university and realizing.
hey, there's some real gaps here. I'm actually not getting all the support I need because this isn't set up in a way that I can be successful. all that critical thinking and self-reflection, which is really bang on developmentally, isn't it, for our late teens and our early 20s, where that self-awareness, that who am I, what kind of person am I, how do I try this out in different places, and that those learning differences, that neurodivergence is...
part of that, as part of who I am as a whole person. And so how does that play into that awakening to who I am as this adult person, this growing adult person? Throughout this episode, one thing has become abundantly clear. Supporting neurodivergent individuals requires more than just understanding. It demands ongoing action, a commitment to learning, unlearning, and trying new things for those who we are trying to support.
If you've ever heard a story like Mason's or are living it, you know how challenging it can be for a neurodiverse learner to find their path. Mason was often misunderstood, his potential hidden behind struggles that traditional schooling didn't know how to support and mitigate. And for every Mason out there, there are many thousands more still waiting for that support. And that's where the dream comes in.
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Imagine a world where every neurodivergent learner has access to tools to help them navigate adulthood, empowering education, flexible support, job training programs, mentorship opportunities, and communities that understand their needs. The big dream is about ensuring kids like Mason have the chance to thrive, not just as students, but as adults who can navigate the world with confidence.
The big dream is about our responsibility as educators, parents, community members, friends and allies. There can be challenging consequences when learning and brain-based differences go unsupported. The great thing is that we know many of the tools and strategies that can support the people we care about. And they're growing and evolving every day with research, technology and awareness.
By embracing these ideas of equity, awareness, inclusion, and partnering, we can make a lasting impact on our children, their educational systems, their future, and our collective future. So, whether you're a parent, learner, educator, or ally, know that together, we can give our kids the support and the courage they need to embrace who they truly are.
Thank you so much for listening to Embrace this season. We're so grateful to you for sticking around to the end. We hope that you feel more empowered and energized to keep learning and take action as a parent, teacher, learner, or otherwise. Because without you and without your continued care, none of this would be possible. Embrace is an everything podcast production, an award-winning team focused on engaging storytellers.
that connects with its audience in a meaningful and memorable way. Our showrunner is Rithu Jagannath and our audio engineer and sound mixer is Scott Whitaker. And if you like the show, please rate and follow it. It helps us reach more listeners like you. Until next time, embrace your kids.
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Another Everything Podcasts production.
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