Show #31 How Can we Change The Status Quo of Behavior Management in Schools? and More with Dr. Greene

Dr. Greene ‘s keynote at #SENIA2020 was so popular, we wanted to bring him back to learn even more from him. Today Dr. Greene and  I discuss systematic change in schools regarding discipline and positive change seems to be moving at a glacial pace. We also learn more about Plan B and how teacher and caregiver assumptions can often hinder a student ‘s growth. When we bring students into our conversation about their behaviors and actions, we get results.

Bio

Ross W. Greene, Ph.D., is a clinical psychologist and the originator of the innovative, evidence-based approach called Collaborative & Proactive Solutions (CPS), as described in his influential books The Explosive Child, Lost at School, Lost & Found, and Raising Human Beings. He also developed and executive produced the award-winning documentary film The Kids We Lose, released in 2018. Dr. Greene was on the faculty at Harvard Medical School for over 20 years, and founded the non-profit Lives in the Balance in 2009. He is also adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology in Sydney, Australia. Dr. Greene has worked with several thousand behaviorally challenging kids and their caregivers, and he and his colleagues have overseen implementation and evaluation of the CPS model in hundreds of schools, inpatient psychiatric units, and residential and juvenile detention facilities, with dramatic effect: significant reductions in recidivism, discipline referrals, detentions, suspensions, and use of restraint and seclusion. Dr. Greene lectures throughout the world and lives in Portland, Maine.

Show #32 The Lucky Few

March 21st is World Down Syndrome Day so we ‘re starting this month off with a fantastic interview with Heather Avis. Heather is an advocate and mother to three children; two of whom have Down Syndrome. Heather is on a mission to make a more inclusive world where everyone can belong. And she is doing this through her online communities she ‘s built on Instagram, Facebook, and Twitter called The Lucky Few. She has written a book of the same name and is releasing a children’s book in June entitled “Different: A Great Thing To Be!” which I think all of us will want in our classroom libraries. I truly enjoyed Heather ‘s and my conversation today, and I hope you will too. And now, onto the show.

Bio

Heather Avis is a shouter of worth and narrative shifter. As an author, podcaster (theluckyfewpodcast.com), speaker, influencer (@TheLuckyFewOffical) and dedicated wife and mom she is on a mission to make a more inclusive world in which everyone can belong. You can learn more about her, her family and her mission by visiting TheLuckyFew.com

 

Show #33 Supporting Our Gifted Students: Yes, They Need Our Support

Dr. Jim Delisle, and host Lori Boll discuss gifted learners. Why is there a common misconception that gifted kids don ‘t need help or support? What are some of the difficulties gifted kids have in school? How can teachers and parents support these learners? Lori and Dr. Delisle discuss all this and more on today ‘s show.

Bio

Jim Delisle has worked with and for gifted children for more than 40 years, as a teacher, professor and counselor. He has written 26 books for parents, gifted teens and educators and has presented his work in more than 20 nations on four continents. He is the father of a grown-up gifted kid and the proud grandfather of a two-year old, Wyatt, who likely follows in his father’s intellectual footsteps!

Show #34 Strategies to Support High Stress During the Pandemic for You and Your Students

Today Lori and Jill discuss healthy strategies for you as a parent or teacher to use on yourself or with your students/children when you are feeling stressed and overwhelmed during COVID. Jill is a two-time best-selling author and speaker who is passionate about helping parents and educators understand their struggling students and the possibilities for real change. She is also the founder of the Stowell Center.

Bio

Jill Stowell is the founder and executive director of Stowell Learning Centers where she and her team have helped thousands of children and adults permanently correct their learning or attention challenges.

Jill is a two-time best-selling author and speaker who is passionate about helping parents and educators understand their struggling students and the possibilities for real change.

Show #35 Parenting a Child Profoundly Affected by Autism

Today the Vice-President of the National Council of Severe Autism, Amy Lutz  and I speak about raising children who are profoundly affected by Autism and how it looks so different from parenting our typically developing children in many ways. We discuss Amy ‘s books she has written on the topic and touch on some of the controversies surrounding Autism, the neurodiversity movement, and how this impacts those who are significantly affected by Autism.

Bio

Amy S.F. Lutz’s writing on severe autism has appeared on many platforms, including The Atlantic, Slate, and Psychology Today. Her first book, Each Day I Like It Better: Autism, ECT, and the Treatment of Our Most Impaired Children, was published in 2014; her new collection of essays, We Walk: Life with Severe Autism, was just released in October 2020. She is a founding board member of the National Council on Severe Autism and is currently completing her doctorate in the history of medicine at the University of Pennsylvania. She lives outside Philadelphia with her husband and five kids.

Show #36 Teaching with the HEART in Mind

Dr. Lorea Martínez Pérez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities.

Today we discuss what part emotions play in learning and how we can build relational trust with our students. We also talk about Dr. Martinez ‘ latest book, Teaching with the Heart in mind, and learn what that acronym H.E.A.R.T. stands for in regards to Social Emotional Learning.

Bio

Dr. Lorea Martínez Pérez is the award-winning founder of HEART in Mind Consulting, a company dedicated to helping schools and organizations integrate Social Emotional Learning in their practices, products, and learning communities. An educator who has worked with children and adults internationally, Dr. Martínez is a faculty member at Columbia University Teachers College, educating aspiring principals in Emotional Intelligence. Her second book for educators, Teaching with the HEART in Mind, is currently available. Previously, she was a special education teacher and administrator. Learn more at loreamartinez.com

 

Resources from Today’s Show

Show #37 Would You Want to Be a Student in Your Classroom?

Our guest today is Pernille Ripp who is an English teacher, author, internationally known speaker, and the founder of Global Read Aloud.  Pernille asks educators to reflect on one simple question: Would you want to be a student in your classroom? She takes time today to tell us how to build a classroom library that is accessible to all students, no matter their reading level, and shares how she encourages her students to provide her with feedback on her teaching as well as how she makes her students feel. Many of us were able to see Pernille ‘s keynote speech at the joint EARCOS/SENIA conference several years ago and have been inspired by her work ever since. 

Bio

Pernille Ripp (@pernilleripp) helps students discover their superpower as a former 4th and 5th, but now 7th grade English teacher in Oregon, Wisconsin. She opens up her educational practices to the world on her blog www.pernillesripp.com and is also the creator of the Global Read Aloud Project, a global literacy initiative that has connected millions of students. She is an internationally known educational speaker and also the author of several education books, with her latest release titled Passionate Readers – The Art of Reaching and Engaging Every Child. Look for Pernille surrounded by her four amazing kids, lovely husband and with a book in her hand.

Show #38 You Want Research? NASEN 's Got It!

Today ‘s podcast features Dr. Adam Boddison, the Chief Executive of NASEN, which is the National Association for Special Education Needs. Learn all about what NASEN has to offer. Hint: It offers a lot! Dive into their three educational journals (listed below) and if you ‘re like me, don ‘t forget to come up for air.

Bio

Professor Adam Boddison is the Chief Executive for NASEN (National Association for Special Educational Needs), Chair of the Whole School SEND consortium, Chair of the National SEND Reference Group and Visiting Professor at the University of Wolverhampton. Adam is a National Leader of Governance and a Trustee at two Multi-Academy Trusts, spanning primary, secondary and specialist settings. He is also a Trustee of the Potential Trust and a Fellow of the RSA. He has published a range of education books and is a qualified clinical hypnotherapist.

Resources from Today’s Show

Show #39 Traumatic Brain Injury and Learning

Drs. Melissa McCart and Sondra Marshall are experts in the field of Traumatic Brain Injury (TBI) and the implications of a TBI on learning. Sondra Marshall, PhD, is a Licensed Psychologist with St. Charles Health System in Bend, Oregon. Melissa McCart, Ed.D, is a national and international speaker and author on the topic of brain injury and return to school following injury. Both are involved with CBIRT, the Center on Brain Injury Research and Training. 

Today we discussed TBI in young children and the possible  implications on future learning. We also talked about how students with TBI are different than students with learning disabilities and how they need to be treated as such. Dr. McCart and Dr. Marshall shared their insights on the importance of collaboration between home and school and how educators can learn more about Traumatic Brain Injury through the impressive amount of resources available through Return to School. 

Bio

Sondra Marshall, PhD, is a Licensed Psychologist with St. Charles Health System in Bend, Oregon. She has been involved with the Oregon Concussion and Awareness Management Program since 2007, working with team members in the development of return to play and return to learn protocols post concussion. Dr. Marshall also worked with Drs. Ann Glang and Melissa McCart and the team from the Center of Brain Injury Research and Training at the University of Oregon on Brain 101, a research project that looked at concussion management in the high school setting. Finally, Dr. Marshall is working with the CBIRT team on a CDC awarded Return To Learn after TBI grant that specifically assess the concussion program Dr. Marshall and colleagues established in their community.

Melissa McCart, Ed.D, is a national and international speaker and author on the topic of brain injury and return to school following injury. She earned her doctorate in Educational Methodology, Policy and Leadership, her M.S. in behavioral disorders and applied behavior analysis, and her administrator ‘s licenses from the University of Oregon ‘s nationally ranked College of Education. She has worked extensively with at-risk children and families as a behavior specialist, behavior consultant and special education teacher. She is currently the director of the Oregon TBI Teams and works in the field of TBI research at the Center on Brain Injury Research and Training (CBIRT) at the University of Oregon. Prior to joining the CBIRT team, Melissa spent 7 years as a school administrator, 2 years as a behavioral consultant, and 8 years as a special education teacher to students with emotional/behavioral disorders. Melissa currently is a member of the National Collaborative on Childhood Brain Injury and serves on the Return to Learn, Policy, Common Data Elements and Community of Practice Committees.

Resources from Today’s Show

Transcript

Traumatic Brain Injury and Learning

Transcribed by Natalie Zhu

[ Introduction music plays ]

Welcome to the SENIA Happy Hour, where you get 1 hour of learning in less than thirty minutes.

Lori: Today I speak with Drs. Melissa McCart and Sondra Marshall, who are experts in the field of traumatic brain injury, or TBI, and the implications of – uh – TBI on learning. Dr. Sondra Marshall is a licensed psychologist with St. Charles Health Systems in Bend, Oregon. And Dr. Melissa McCarthy is a national and international speaker and author on the topic of brain injury and return to school following injury. Both are involved with CBIRT or C, B, I, R, T, the Center on Brain Injury Research and Training. 

Today we discuss TBI in young children and the possible implications on future learning. We also talked about how students with TBI are different than students with learning disabilities, and how they needed to be treated as such in the classroom. Dr. McCart and 

Dr. Marshall shared their insights on the importance of collaboration between home and school and how educators can learn more about traumatic brain injury through the impressive amount of resources available through returntoschool.org. I really hope you enjoy this conversation. I know I learned incredible amounts of good information. And now on to the show.

Hello Drs. Marshall and McCart, and welcome to the podcast.

Dr. Marshall: Nice to be here, thank you.

Dr. McCart: Thanks for having us.

Lori: Well, for a bit of background, I was speaking with Tracey Ellis, who ‘s one of our friends at SENIA International and she ‘s from International Diagnostic Solutions, IDS, and she ‘s a long time friend & sponsor of SENIA. We were discussing traumatic brain injury or TBI and the effect it may have on learning. She was telling me that the area of the injury affects different areas of learning, and that just ended up in this long discussion, and she finally said “You know, you need to talk to [chuckles] Dr. Marshall.” And Dr. Marshall, you in turn said “You know,  [chuckles] you need to talk with Dr. McCart.” 

So, thank you both for joining us. First of all, can you tell us a bit about your backgrounds and then I ‘d love to jump into TBI and learning.

Dr. McCart: Go ahead, Sondra.

Dr. Marshall: Alright, my name is Sondra Marshall and I am a licensed psychologist ““ but my journey has been anything but just landing in Psychology. I actually started off as a French teacher in Vermont and then became a guidance counselor and a school psychologist, so I had deep roots in the world of education. But through my doctorate program my focus was on pediatric traumatic brain injury and developed a specialty in neuropsychology. 

So that is just a passion of mine ““ and working with students with traumatic brain injury, but it basically generalized into neural developmental conditions, and I live now in Bend, Orego,  where I’m the clinic director of a program called PEDAL ““ which is the Program of Evaluation Development and Learning, and we provide comprehensive evaluations for students across neurological and neurodevelopmental conditions ““ but one of my passions has been working with the University of Oregon and the centers for brain injury training in research, [corrects herself] research and training, and developing a concussion protocol for students in our community. But it’s really grown to being looked at as a national model ““ and I ‘ll let Dr McCart talk about that.

Dr. McCart: Okay, you ‘re making me write things down [laughs]. So, I ‘m Dr. Melissa McCart, and I have worked in education in some way since I was seventeen years old. It was my first real job. I was a one-on-one assistant for a student with autism when I was seventeen and it just kind of fed my desire to be a special ed teacher, so I was a special ed teacher for a long time, and then I was a behavior consultant ““ so I would travel around and help people with kids who are having a hard time. After that I was a school administrator and I was at a very kinda high SCS school and I really, after eight years of doing that, missed the kids that were in special ed and those families, and so I started looking around and landed on the Center for Brain Injury Research and Training, and became the director of the Oregon TBI teams through them. 

I also do TBI research for schools. I do a lot of work and education training for teachers, for school psychologists, [inaudible], that kind of thing. Currently, I am very involved in policy and legislation. Over the course of this work I have come to realize that we can change things for the better or more people that way and so I put a lot of energy into that as well. 

What Sondra was talking about is that we actually are studying the Central Oregon return to school model through a large grant from the CDC ““ Center for Disease Control to look at that as a replicable model that we can put out to other, other states, other areas, about how to do it the right way. And so Central Oregon and Sondra and the team she works with are currently considered a national leader in this work, and so we have a long history together ““ Sondra and I.

Lori: That ‘s great, and then just another little piece. I happen to be from Central Oregon as well, and Sondra and I just found out we’re from the same hometown or the same town, so yeah! 

I think it’s great that both of you have such a history in education. I know our listeners always appreciate someone who’s been there and been in the trenches, so to speak, and can help us understand more of how we can help our students and support our students, so ““

Let me ask you about traumatic brain injury. Why does it matter, first of all, where the brain is injured in terms of future learning?

Dr. Marshall: That was a good question ““ as a neuropsychologist, the evaluations that we do on students are really guided by brain behavior functioning. And while I’d like to say that we can, for example, take a particular area, for example, let’s say someone tells me that the child was hit on the left side of their brain. Localizing necessarily where the [pause] injury is and then relating that to the functional outcomes doesn’t always blend really nicely. So as much as we want to take, okay, left side of the brain, maybe there ‘s language involved, maybe there’s this involved, we know that when the brain gets injured there is this [pause] kind of process that goes on in the brain, that it might be, the functional outcomes might be much more diffused than just a localized place. 

So that’s why evaluation ““ the piece that I bring to the table ““ is understanding the brain, the whole brain, the whole child, the social, emotional, behavioral, cognitive, memory, executive functioning ““ understanding the whole child. And in the context of their family, and in the context of their community ““ how the child is functioning, and then what needs to happen in all of those systems to support that child ‘s progression back to school. 

So that’s, that ‘s maybe a way of avoiding specifically your question, Lori, but I think it’s really important to say that we can’t just look at where the injury is and say “Yes, we’re going to expect these kinds of problems”.

Lori: No, no, that makes sense and thank you for clarifying that. And, so to take it a little bit further, just as a special educator myself and have, through time, I mean through 25 years reading report after report, you know, when you read the parent history, quite often there’s one little sentence in there that will just stand out. Like “Janie fell out of the car when she was 6 months old but it was, you know, nothing needed to happen afterwards”, or “so and so fell out of a tree when he was 4″, or [chuckles] another child was sitting in their car seat on the table and the car seat fell off the table. 

So these things are always mentioned but then there doesn’t seem to be any correlation thing when it comes to their future learning ““ I mean, they’re just mentioned. So I’ve always been curious about this because I read them and then I always have that question of ““ well could that have, could it have been something? So I guess [chuckle], I guess just that ‘s a long way of asking ““ can seemingly small accidents as children have lasting impacts on their learning?

Dr. Marshall: Melissa, this is right up your alley!

Dr. McCart: It is, this is something we actually are dealing with a lot in Oregon right now and putting a lot of emphasis on in terms of training. So we know of the years of childhood, so say birth to 20 or 18, the most frequently injured age group is that, are those little kids. They ‘re even higher than teenagers ““ which always everybody says has the highest group ““ but they’re not, they ‘re second to our, our very young, who experience a lot of falls, like you were talking about. 

And so what we’re seeing is kids who maybe had an injury when they were six months, like one I’m dealing with right now, or three, and they don’t seem to have any issues. But then all of a sudden they go to school and we start to see things that look like there may be ADHD or learning difficulty or to be more explicit ““ some executive function issues, sometimes it looks like forms of autism and if we are careful we can trace that back to injuries and be looking at things like developmental directories prior to the injury ““ were they on a path that was normal at that point? And then after the injury maybe things slow down and change.

So long answer to say yes, that can happen and we are trying to come up with ways to help students get access to services and families get access to services in those specific situations. 

Sondra, do you have anything to add to that?

Dr. Marshall: You know, I think I just really appreciate Lori raising this question about the importance of history and really probing more around history. As an evaluator, we can’t necessarily always make correlation ““ like “Oh yeah, that’s the reason why this child might be having problems,”,  but it certainly is a risk, and the work that Melissa is doing in terms of really advocating for ““ [addressing Dr. McCart] do you want to talk about the credible history components?

Dr. McCart: So as a special educator, Lori, I’m sure you know that in the United States most states require ““ for a student to be eligible for TBI under IDEA and special ed ““ a medical statement. In Oregon we recently revised our Oregon administrative rules to include an alternative to that called the “credible history interview”. So say you have a child who was injured young and we never had a medical evaluation. We could do an interview with the parents, who is a credible person, and do a developmental history and gather information that way to make a child eligible for special education under TBI. So we’ve really been trying to create alternatives for difficult situations and accessing services.

Lori: Hm, well you give me pause, because of course, you know everyone who listens to this podcast [laughs] knows that I have a child with special needs and so I imagine that there’s a lot of parents that are listening to this right now quickly going back in their history to see “Hm, could it have been that fall?” [laughs] So little bit of stress there ““ I guess a good follow-up question would be ““ so they have that credible history, what would a good next step for parents be? Any thoughts on that?

Dr. McCart: If they suspect that a past fall or past injury has maybe impacted their child ‘s learning?

Lori: Exactly.

Dr. McCart: If they’re not already identified by the school, as a parent I would go to the school and ask for an evaluation of your child ‘s present level of performance. If I suspected a brain injury, I would also be seeking out someone like Sondra to, to look at the, kind of, potential for impact to learning ““ you know, what does the student ‘s executive function look like, that kind of thing.  Often schools, though they try, are not as equipped as a person like Sondra to go and look at some of that more nuanced, detailed information. 

Sondra, thoughts?

Dr. Marshall: I think that’s great. I want to back up and I certainly don’t want to alarm parents. [Lori laughs] You know because kids are made to bump their heads as they’re learning to do things like walk and run, and I mean we all can think about the bruises and the falls that our children took and think “Oh my gosh is that the reason”. And we all want to point to something to make sense of why a child is functioning the way they are. 

So I don’t want to alarm parents, but when things, maybe, when there’s a change in function, so if a child’s had an injury and there’s a change in functioning and things just aren’t connecting from one point of time to the next point of time ““ because, because I think kind of even bringing it into, you know, traumatic brain injury is on a continuum, so everything from a concussion ““ which is a mild traumatic brain injury ““ to a more severe significant brain injury that ‘s required hospitalization, that ‘s maybe required some level of significant medical intervention right, those are all brain injuries. But all brain injuries don’t necessarily mean that a child is going to have learning and or functional problems.

So again, us parents, we are quick to beat ourselves up about things and want to explain why our child is not doing what we want ““ basically, let ‘s get right down to it. [Lori laughs] But at the end of the day I just want to assure parents that, that, that fall, that bump for the tenth time, you know, on that step is not the reason why necessarily.

Dr. McCart: Yeah I know depending on what literature you read, somewhere between 80 and 90% of all concussions or brain injuries fully recover, and so you know we can live without the fear right now.

Lori: Right, yeah I was gonna say otherwise everyone ‘s going to wrap their kids up in bubble wrap or wear helmets. 

[Laughter]

Dr. McCart: What we need to watch for are those kids that don’t recover and how can we provide support for them, and how can we track kids when they do have an injury so we can be sure to be aware of the ones that don ‘t recover fully so we can help them.

Lori: Thank you. For teachers, as far as they’re concerned, they’re reading along in the child’s IP or past history report, and they come along that, is that information something that a teacher should follow up with families about? What type of recommendations would you have for teachers?

Dr. McCart: I would say if you come across something in a report or in a child’s file, it would probably be significant enough at that point that somebody mentioned it to even get in the file. And so I might ask about it ““ you know, “I saw in your child ‘s file that they experienced a fall from a tree. How are they doing? Are they recovering?”. You know, that kind of thing.

Dr. Marshall: Lori, were you referencing not only what teachers should do if they read about it? Because I mean, for the meat of the work that CBIRT has done and what we’re doing with them is, what do you do if you have a child with a traumatic brain injury in school? [Lori: Mhm.] That’s where it becomes messy and complicated. And there’s no one pathway but I think that’s where CBIRT is a leader in, really, creating pathways. So I didn’t know if you were going to get into that or if that was also what you were referencing 

Lori: Yeah, well please go ahead and tell us more about that. What exactly is CBIRT ““ what do they do and how do they support?

Dr. McCart: CBIRT is a center at the University of Oregon, as a research center, and one of our biggest, most important things that we do, is take research to practice. So I focus on schools, we have other folks working there that focus on the adult populations, but in terms of what your listeners are interested in ““ probably school.

And I put it in the chat so you can share it out ““ the new CBIRT website ““ which is called returntoschool.org, and there is online training on that site for educators, anybody in any country, and you can utilize it. It is ten lessons on all things brain injury for educators. We provide rules, webinars ““ we do multiple webinars that are about an hour long each. Sondra has done one for us on assessment. We do ““ what else ““ we do conferences, in fact if you go to returntoschool.org, under “schools: there are sample IEP goals for students with brain injuries, because one of my biggest pet peeves is pulling out an IEP for a student with brain injuries and arranging… all it is is reading and math. So there’s lots of ideas about executive function, kind of, deficits that need specially-designed instruction. 

Trying to think what we do ““ training is all over the place. We used to be in-person, now they ‘re online. Hopefully they will be back in person soon. [pause] And we do research on best practices for students and teachers. Sondra, do you [inaudible] ““

Dr. Marshall: I want to punctuate something you said because, I mean, I think we’re so passionate about this because I think people think “Oh it’s a brain injury but they have a learning problem”, so they treat the child as if they just have a learning disability. Or, they had a brain injury and maybe they act like a child with ADHD and they’re kind of hyperactive and inattentive and impulsive, so they treat the child like they have ADHD. But these kids are very different and on any given day they might be functioning differently and the needs of the family are also different and the needs in the classroom are going to be different. 

And so we really want to emphasize that these kids can be very complicated and that’s why you know, having knowledge, education, creating pathways for kids from the hospital and back into the school, and having, kind of, collaboration and having paperwork to support teachers, you know, how do they deal with the social, emotional, behavioral learning attention needs of a student in the classroom ““ they are not necessarily like all the other kids that they’ve dealt with. They are very different and so that’s where I think, you know, I just want to take this opportunity that there are such great resources available. 

Dr. McCart: Yeah so ““ that made me think of one of the other things on there ““ there ‘s two more things on this website. They ‘re called research matters and we take research articles that are often complicated and very long and turn them into what do teachers need to know out of it ““ and so it’s a bulleted list of all this research, [Lori: Nice.] and then we also do one page guides for all things for brain injury ““ so things like “What are some strategies for success for a short-term memory” or for social interaction or whatever subject. There ‘s about 50 of them, that are PDFs, that can be sent out, shared, printed any of that stuff. So I mean basically we just try to get as much information out as possible to educators.

Lori: Yeah ““ I mean it sounds comprehensive and so informative, and I love the bulleted points [chuckles] because we all know our teachers right now, especially during COVID, are so exhausted anyways, but having those suggestions for them is essential. So when we ‘re thinking about our students with TBI, you mentioned that their, profiles, that they might act like they have ADHD or it might look like autism. So what I think I hear you saying is it’s the brain injury that’s causing these behaviors or actions versus an actual ADHD diagnosis or autism. Is that what I heard?

Dr. Marshall: Yes I mean, I ‘ll take a, I’ll just step in and just say, for example, let’s say a student had a brain injury, prior to which they were able-bodied, they were neurotypical, they didn’t require any medications and the additional support. And post-injury they’re having focus problems, maybe they’re impulsive, they say things without thinking, they ‘re struggling now with learning. That child needs a, number one, they weren’t born like that so it’s a systems change for that child, that family. And then also, I don ‘t know, the metaphor that we used is kind of like swiss cheese ““ on any given day they might not be like that, just depending on how neurons are firing and where they’re at with their sleep hygiene and stress levels – unless you got depression and anxiety, which we’re learning are great mediators to being able to function. That ‘s an area that we’re really looking at in kids with concussions as well, kind of the role that sleep, depression, anxiety are playing on the recovery profile of these students.

So, so ““ that’s why it’s so important to not just lump them into “Oh well we know ADHD kids so we’ll just set them up like a child with ADHD”.

Lori: And what, this may be difficult to answer, off the cuff, but what would be one way of working with them differently than you would with a child with ADHD, you would say?

Dr. McCart: I think in a school situation part of it is knowing, right, so that that is a TBI versus ADHD. With ADHD you ‘re looking specifically at executive function disorder. With a ““ with a child with a brain injury, they’re recovering and so the accommodations or modifications or instruction that you need for most of the students have to change rapidly and frequently as the student is changing rapidly and frequently. 

Whereas with ADHD you know, you often, I mean, you can work with them, but what you see is what you get, more or less, that is a child who has that disorder. With brain injury you have to evaluate it just constantly and I think that is the thing a lot of educators miss. We’re so used to our regular special education [pause] timelines, you know we do the evaluation every 3 years, we do the IEP once a year and then we don’t think about it too much until then because we just do what we do, right. But with a kid with a brain injury we’re looking at, you know, frequent, frequent assessment and changing of plans.

Lori: I see.

Dr. Marshall: And I ‘ll add onto that ““ maybe there are some, kind of, co-occurring issues, so maybe there’s more memory based issues associated with that injury too. So what are the interventions that we’re going to set up to support that child ““ because they also have some kind of occurring issues related to the injury.

Lori: Got it, thank you.

Dr. McCart: Or even a physical injury. Oftentimes when they come back to school they have a physical injury they’re dealing with as well, so you have to accommodate that as well.

Lori: Well, I do want to switch gears to your work on concussions, because what you’re doing is [pause] is very important. When you’re working with people who have had a concussion, you want to ensure schools use the proper protocols when there is a suspected concussion, but also for when they’re returning to school, right. Tell us more about your work on that.

Dr. Marshall: Go ahead Melissa, and I ‘ll pad around it.

Dr. McCart: Are you talking about the difference between return to play and return to school? Like sports versus return to school? Or ““

Lori: Yeah, let ‘s go ahead and talk about your return to play with sports – why is that so essential? I know in a lot of our international schools we do have set protocols in place. I was a coach, and as a coach we need to take courses on how to recognize a concussion and ensure that our students weren’t playing when they were injured. But give us a brief history of why this is important.

Dr. McCart: Well, mostly it’s because if somebody’s injured we don’t want them to go back into play and get another injury. And we know that in that timeline of recovery they are significantly  more likely to get another injury if they’re playing, so we want to avoid that. But also not just brain injuries right ““ so if they have a brain injury, they’re much more likely to, say they ‘re a soccer player, maybe get a knee injury because their balance might be a little off or you know some other type of injury, so we definitely don’t want that to happen. And ultimately our kids are students first, right, so we want to protect the developing brain and make sure that they can be a successful student before they ‘re athletes. [pause] So I mean that’s it in a nutshell from my end, I don ‘t know if Sondra has anything.

Dr. Marshall: I think that’s great! I mean I think you know, just in the evolution, what was it ““ 2007? 2008, Washington was the first state that passed the return to play law, Oregon was right on its heels and really, you know, the focus was initially on returning to play. And now there’s legislation coming on board just reminding us that, like Melissa said, the first thing that kids have to do is return to the classroom.

And I think one thing is because, that we really didn’t highlight, and we all know this, is a brain injury is an invisible injury. We don’t see it on the outside so what we see is a student who looks able-bodied, who looks like they’re fine, and we then develop expectations around that when really they’re not. And we know that the brain is going through this huge growth ““ developmental growth period in high school especially, and we really need to protect its potential. 

So it ‘s, you know, the pendulum has swung, everything from, you know, take them off and put them in a closet and let the brain heal, to realizing that that’s not the great thing and again letting research be a better guide and how do we develop systems to really help that student get back into school safely, return to school safely and then get back into play while preserving their sense of self-efficacy, self-esteem, kind of, and their mental health, because we know that that also plays a part in that.

Dr. McCart: Yeah, and you know like, the thing I always like to say is, we have an obligation to these students who most are going to recover, right, to not let an injury that is likely to be temporary alter the trajectory of their life. Those kids that need temporary accommodations ““ we have a responsibility to make sure that they get those and that they’re able to move forward into adulthood unhindered.

Lori: Right. It’s not worth it to play one extra basketball game or, or push them too far in school if they’re needing that time to rest and recover.

Dr. McCart: Or make them take the SAT [Lori: Yeah.] their college admittance relies on, while they’re in recovery. 

Lori: And I like what you said, Sondra, about mental health. I ‘ve witnessed several high school students who have been impacted by a fairly serious concussion, and then go through a very deep period of depression, for sometimes years after. [Dr. Marshall and Dr. McCart: Yeah.]

When a student does return to school after a concussion, and you’ve mentioned briefly about this, why can’t it be back to business as usual? What does their brain need and what do teachers need to know?

Dr. McCart: [addressing Dr. Marshall] You wanna take on what the brain needs and I ‘ll take on the teachers?

Dr. Marshall: Okay, I ‘ll take on what the brain needs. I wish that were an easy question to answer, and I think the most important thing is, every brain is unique. Every student has a different set of vulnerabilities. So what one student needs isn’t necessarily going to be what someone else needs. So I think, number one, it’s not to assume that one student’s brain is going to require the same exact pathway as another student’s brain ““ so being flexible. 

Because we know that it’s going to be a combination of, you know, letting that brain rest and recover, but also keeping that brain in the game and that student connected to their social community. But it’s like ““ if we were to take a broken arm and say ““ “Well so what, you still have to use it”, then we probably hinder the recovery of that broken arm. So it’s just the journey of, you know, doing a little bit, taking breaks, doing a little bit, taking breaks, expanding its, you know, ability. Because I think one thing that’s important ““  the concussion will maybe be very nuanced and, you know, we’re learning more and more about what happens to the brain, but it’s really being framed up as a chemical reaction, so it’s not necessarily a structural injury as much as there’s this, kinda, cascade of a chemical reaction that is, kinda, pulling all the energy from that brain and making it hard for that brain to do the things that it naturally needs to do. So the brain keeps all of our systems and organs going, but it also doesn’t all of our thinking, and all of our, you know, all of our balance and motor stuff. And then, you know, all the, all the texting that kids are doing which doesn’t seem like it takes energy, but it really does. So it’s really a lot of education about teaching that student about what the brain is actually for.

I call my students who get concussions my brain ambassadors, right, because they have to educate the next group. And so it ‘s a journey of recovery, a pathway to recovery, where we’re managing the energy input and output. So that ‘s part of what I do and then what teachers do ““ they do the heavy lifting. 

[Lori laughs]

Dr. McCart: Yeah, I think the biggest thing that teachers need to know is to understand the impact of a mild concussion. I think the teachers and educators do a great job with our moderate to severe kids ““ that is obvious that they’ve been injured. I think teachers have that pretty well dialed-in. It’s the kids that are the mild to moderate group that look like everything’s okay. [Lori: Right.] So understanding what the potential impact that might be. One of the biggest complaints we get is that “My teacher doesn’t have any empathy towards me on this and they’re not providing temporary accommodations.” So basically that just comes down to educating educators about that. We assume that educators are there because they want to do the best they can by kids. So you never assume any of that is intentional, it’s just not knowing, so I think that is one piece.

I put in the chat, and you can share it with whoever you like, but we have a return-to-academics protocol after concussion that we like to pass out, and it, it basically shows moderated total return to the classroom. And it’s like: step 1 ““ rest, step 2 ““ light mental activities, step 3 ““ part-time school, step 4 ““ part-time school with less supports, and then all the way to full-time school with supports and full-time school without supports. And so it kind of outlines how to graduate kids back in and when to progress them to the next, to the next steps, and I think having protocols and policies in place in school that teachers are educated about would make a massive difference in the life of the kids that are mild and moderate.

Dr. Marshall: Oh my gosh, now, Melissa talks about that as if it’s easy to do ““ and don’t forget we have a family system over here and parents who are activated because of everything, and so what we’ve learned in the ““ well, you know I’ve been part of the TBI consultants for at least 20 years and then certainly in this world of concussion ““ is it’s messy. And what we ‘re, that’s what we’re trying to do in study, and Central Oregon is, what are the lessons learned, what are things that the components of such a program that are really going to set families, a student in the school, up for success, to successfully move a student back to school and then back to play. And it is, it’s a challenge.

Lori: Yeah. Yeah, it is and I love what you said about the empathy piece and also just the fact that the majority of teachers want what’s best for their students ““ it’s usually just that they’re not educated in this particular field. We’ve seen it time and time again, right [laughs], with this type of thing, so I think your resources that you’re sharing or going to be so helpful for everyone. So I really appreciate that and I will definitely share those on our show notes. 

I think we’re about ready to tie up for today, but if, if there was one question that you wished I would have asked you, what would that be?

[Long pause]

Dr. Marshall: I mean for me maybe, you know ““ what are you, are there, is there one or two things that, lessons learned with you guys doing this for so long that you would encourage other schools to think about and identify? I don’t know, Melissa, if there’s anything… 

Lori: Well, why don’t you go ahead and answer that question [laughs] for me.

Dr. Marshall: I mean, I think two things, for me. I think one is that every school should have an identified point person to manage the students and be that point person for parents to contact and teachers to contact. Because when parents ““ because they’re trying to do their best and listen to their child ““ just reach out independently to teachers, there’s not a coordinated effort for that student, and within the system, and it gets, it is easy to have communications go awry so that’s number one. Number two is ““ what is your system from the medical side back to the educational side, because that also can be a place where things get really messy and especially if the school is hesitant ““ because these are kids who had medical injuries ““ to then adjust protocols without a medical person being part of that conversation, but they don’t know how to bridge that gap between the medical and educational. 

Like I think that’s one of the things that we have done really successfully ““ we actually have an educational person who is allowed to float between the educational and medical side to help bring information back and forth so that there’s real collaboration. 

Lori: Mhm. That’s great ““ and between the families as well ““ I like how you mentioned the family system, it’s so important. Thanks, so, Melissa?

Dr. McCart: I have two things. One is, as educators of high school students, we need to remember that these kids will not ask for help. [Lori: Hm, good point.] Most of them are not going to raise their hand and say “I had a concussion, please help me” ““ like the educators need to go to them and talk to them. The other thing is, is that educators can’t know everything ““ it’s one of the hardest jobs there is, and expecting educators to know everything about everything is unrealistic, not fair, all of the above with that. And I think the takeaway for educators about concussion and brain injury is ““ ask for help. There ‘s resources available, there’s people all over the place who can provide assistance, CBIRT ‘s always open to providing assistance, Sondra ‘s always open to helping, so you know we all care about kids. So if you have kids that are needing support, make sure you ask.

Dr. Marshall: And I think I’m going to put in a shameless plug, and I know we’re not quite ready, Melissa, but we do have a side project we are developing ““ a consulting arm where we are being positioned to help schools set up concussion pathways. 

Lori: Well that’s fantastic. I’m really excited and as soon as you guys get that let us know so we can let everybody else know

Dr. McCart: It’ll be on the website so I’m sure.

Lori: Perfect. [Lori and Dr. McCart both laugh] Well, thank you so much for your time today. I know I’ve learned a lot and I know our listeners will be very appreciative of this.

Dr. Marshall: Wonderful, thank you so much it’s really nice to meet you

Dr. McCart: It’s been so fun, thank you. 

[OUTRO] 

Lori: Thanks for stopping in to our SENIA happy hour. Don’t forget to head over to SENIAinternational.org/podcast and check out our show notes from our discussion today. We at SENIA hope you are enjoying these podcasts. There’s so much to explore and we’re at the very beginning, so feel free to drop us a note and let us know what you’d like to hear more about during your next SENIA happy hour. Until then, cheers!

Show #40 Breaking Barriers with Best Buddies

Today I speak with Gustavo Soriano, Gustavo he is the Senior Director of International Programs at Best Buddies International. His role is to oversee the organization’s programs abroad, encompassing 56 countries and territories across six continents of the world. Not familiar with Best Buddies? No problem, you ‘ll get to learn about the history, mission, and incredible work of this fantastic organization. 

Bio

Gustavo Soriano is the Senior Director of International Programs at Best Buddies International. In this role, he combines his unique blend of non-profit and international management experience to oversee the organization’s programs abroad, encompassing 56 countries and territories across six continents of the world. Mr. Soriano has been in charge of the organization’s geographical expansion outside of the United States and the global development of their supported employment program.

Previously the Director of Programs at Global Brigades, Mr. Soriano has also held leadership positions in many other non-profit organizations working on public health and sustainable development in Latin America. A Medical Doctor graduate from Universidad Evangélica de El Salvador, Mr. Soriano holds an MS Degree in International Administration and Public Health from the School of Arts and Sciences at the University of Miami.

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Transcript

Breaking Barriers with Best Buddies

Transcribed by Natalie Zhu

[ Introduction music plays ]

Welcome to the SENIA Happy Hour, where you get 1 hour of learning in less than thirty minutes.

Lori: Hey everyone! Today I speak with Gustavo Soriano. Gustavo ‘s the Senior Director of International Programs at Best Buddies International. His role is to oversee the organization’s programs abroad, encompassing 56 countries and territories across six continents of the world. So maybe you ‘re not familiar with Best Buddies ““ not a problem, you ‘ll get to learn about the history, mission, and incredible work of this fantastic organization. So sit back, enjoy your beverage, and now…onto the show.

Hi Gustavo and welcome to the podcast!

Mr. Soriano: Hi Lori, and thank you for having me!

Lori: Oh, you bet ““ and I just want to apologize in advance to our listeners ““ if you hear any loud sounds going on in this world of Zoom, there happens to be road construction today, right outside my, my road ““ door [both Lori and Mr. Soriano laugh]. So we might be hearing a lot of fun things happening.

So you’re from Best Buddies and I originally got involved with Best Buddies when I was teaching in Shanghai, China, after hearing about it from our fellow board member Tanya Farrell. She had a group at her school in Beijing and so I started a group in Shanghai and now I hear that there are more than 3,000 chapters worldwide.

Mr. Soriano: That ‘s correct.

Lori: That ‘s amazing, amazing work. Can you just share with us, our listeners, about Best Buddies ““ what’s the history, what ‘s the mission?

Gustavo: Yeah, so Best Buddies International is a non-profit organization dedicated to ending the social isolation of people with intellectual and developmental disabilities. Best Buddies is a global organization now, over 30 years it started expanding its Friendship program ““ which is the bread and butter of Best Buddies ““ outside of the United States, so now we have [inaudible] all around the world, that have our Friendship program, and from there we started developing different pillars that [inaudible] of diversity and inclusion. Our second biggest program is the Jobs program, which is a support employment program. We train and try look for job opportunities for our participants. But we look at more of it as a circle, so after having the Friendship program that brings social inclusion for participants, we try to find, you know, opportunities out in the community for jobs. We also have our leadership development program, which is called the ambassador program. We train our participants to advocate for the mission and the rights of people with intellectual disabilities. And then our latest program and our fourth pillar is Best Buddies Living, which is an independent living. We are now partnering universities and trying to get homes where people with and without intellectual disabilities will live together and be part of an academic environment close to a university or a college. 

So that’s best buddies and as I said, we have over 30 years of experience doing our programs and so now, it’s kind of the next phase of our organization where we are trying to reach more countries and more cities around the globe.

Lori: Cool, thanks, so for our listeners in North America, Best Buddies was started by Anthony Shriver, I believe. [Mr. Soriano: Yeah.] I believe there’s a big interest in that family here, can you just give us a little information on the founding of it?

Mr. Soriano: Yeah, so it ‘s, it ‘s a very interesting story, you know the Kennedy family ““ Joseph Kennedy, was, in the 40s, he was an ambassador of the United States and in the UK he was a prominent businessman and a very philanthropic individual. And, you know he’s the father of JFK and Ted Kennedy and Eunice Kennedy ““ which people might be familiar with. But there ‘s another member of the Kennedy family, and that’s Rosemary Kennedy. Rosemary was the eldest sibling of the family ““ she was born with an intellectual disability. However, you know, in 1940s there was not much knowledge, you know, regarding intellectual disabilities. And so she would, you know, often go into, you know, mood behaviours or changes in mood, and, you know, that started, you know, concerning her parents, and one of the doctors back then, a surgeon recommended that she had a surgery called lobotomy, which is removing a part of brain, right”“ [Lori: Wow.] Yeah,  back then they had this notion that, you know, IDD could be cured, and of course that didn’t happen and Rosemary was left with a physical disability as well. So after this happened, stigma was, you know, bigger than what it is now in the U.S. back then, and she was put in a convent. She was cared by nurses ““ by nuns, sorry ““ and until Rosemary, she was, you know, started developing skills of swimming ““ so she had access to a pool and she was a very good swimmer. And Eunice Kennedy, her sister, finally came to the convent and then took Rosemary out of that convent, and of her home to rejoin the family and be part of the family. But she had noticed that she had this, you know, this big ability to swim, and that ‘s what inspired her to start Special Olympics, because she thought there might be and there should be, people with intellectual disabilities should be, you know, seen by disabilities they might have, and you know, sports and athletic competitions, so she started something called Camp Shriver, which later developed to Special Olympics. So Rosemary started this whole movement around the Kennedy family on supporting intellectual disabilities, in fact, JFK in 1963 signs what ‘s called the Maternal Child Mental Retardation, what it was called before, act, and that kinda opened the door for, you know, academic research and, you know, some healthcare institutions to study more about intellectual disabilities and, you know, back then a lot of people were institutionalized and, you know, that research helped getting more understanding on intellectual and mental disabilities. 

So after, you know, that whole movement, actually that act that JFK signed, that was the last, you know, amendment that he signed before he was, of course, murdered, so that left a big, you know, print on, you know, the movement of the rights of people with disabilities. So, Anthony Kennedy, going back to your question [laughs], Anthony Kennedy ““ our founder ““ he ‘s the son of Eunice Kenedy. And after seeing all, you know, this been happen around his family, and intellectual disabilities, he wanted to also help Because he would go to these Special Olympic games and see the stands, and of course, the family was supporting the relatives who was participating, but he started asking himself where the rest of the people were, where the rest of the fans. And the answer to that question was the people with intellectual disabilities don ‘t have usually a social life, because of this stigma, and parents also have a tendency to be overprotective and not letting their sons and daughters to be social, so he, that time was studying Georgetown University, this was back in 1989, and he thought of having a group of his friends, his classmates, and get a group of participants, of people with disabilities, get them together and see what happen. And what he saw happening was that not only, this interactions benefited the people with intellectual disabilities, but also his classmates started getting more of an awareness and seeing “Oh, this is something that I never thought that I could do, you know, I never had an interaction before with someone with different abilities”. So that changed the whole, you know concept of what became Best Buddies, and from that first chapter at George University, as you mentioned, now we have over 3,000 chapters around the world with the same mission.

Lori: Thanks, we don’t usually dive that deep into the history of an organization but I do find it very inspirational and powerful to know, well, this is what a family with power can do. They started it but they ““ they’re not the finishers, right, it’s all these organizations out there ““ the 3,000 throughout the world that really makes this so powerful.

Mr. Soriano: Correct, yeah so it ‘s, the Kennedy ‘s are an inspiration, right, we keep carrying that torch, but we do have over 367 members of our staff that get inspired because of that, and now they ‘re volunteer hundred times, some of them, to, to spread the word, right, to create these, these chapters, you know, inclusion movement. And it ‘s basically pairing volunteers without intellectual disabilities and people with intellectual disabilities, you know, at schools. You have to remember that in many countries outside of the United States we don ‘t have integrated education, so students in, you know, colleges and high schools and universities, they might never have a classmate with a disability. So Best Buddies becomes that bridge between special education schools and traditional schools. So that’s why I think our program, you know, our Friendship Program is so powerful, and it ‘s, you know, spreading in all these countries or cities ““ we have 324 cities now with our programs all around the world, and you know, it ‘s just a volunteer-based movement.

Lori: Yeah, I think that’s so important, you know, being the mom of a child or an adult with special needs, I can honestly say he doesn’t even have one true friend, one true friendship, and that was always, it’s always a very difficult thing ways to to deal with ““ seeing their, maybe they have other children like we do, seeing how natural friendships come. So when we ran our program in Shanghai that was the really neat thing, it kind of grew organically, and I started this club at our school for people who are interested in working with this other school that was segregated, it wasn’t part of our actual school, and we would bring Saturday, make Saturday ‘s once-a-month, kind of, Best Buddies days, where the best buddies would come to campus and our groups would plan activities for them and the collaboration and excitement of that all like, mini Olympics and things like that. But what that grew into later were those actual friendships, where our buddies would call each other on the phone or text each other and meet for a coffee date or things like that, so it’s, it’s really neat to watch it grow. At first it, it needs to be kind of contrived, I think [laughs]. [Mr. Soriano: Right, right.] But once it does happen it’s, it’s a really neat thing to watch.

Mr. Soriano: Yeah, and sometimes it does happen naturally. So the way that it works is that we have a program manager in each of these, you know, cities where we ‘ve started a chapter at a university or high school ““ it’s just basically recruiting volunteers. But after that, what happens is that we do some social interactions first as a group, and then you can see where those natural interactions happen. But we do our matching process, as we call, we try to make it based on gender, of course you have to ““ remember that in some cultures, especially in the Middle East, gender is very ““ there ‘s still a lot of things that you have to deal around gender. So we try to, to match the same gender. Alos the age group, you know, it ‘s better if around the same age, because of interests, right. You know, we try to pair, if one of our participants likes soccer, for example, and one of our volunteers also likes soccer, that ‘s something that will contribute to that relationship to grow more naturally. But after that it ‘s just whatever you would do with another of your friends. You can go out for a coffee, you can get together and play video games, or, you know, just share those day-to-day things that make a friendship very special. And today we have, you know, a pair of friends who have been best friends for many years, over 30 years since our organization started. We also have what we call E-buddies, which is a type of a pen pal program which is now, with Zoom, you know it ‘s getting even better, where now we have also, you know, participants that are getting friends through this virtual world that we ‘re living in.

Lori: That’s amazing. So when I worked with this group of people, some of our leaders in the high school were approached by Best Buddies to attend a conference in the summertime that you had. Is that part of your leadership academy, or is that something different?

Mr. Soriano: Yeah, so every year we have our leadership conference, which is an event that we have at [inaudible] University every year. And this is a special opportunity for our volunteers and participants around the U.S. to get together and share best practices, workshops, and do different activities. Last year ““ well the year before the pandemic when we had a chance to have it in-person, we had over 2000 participants from all over the U.S. and about 60 of them also came from all around the globe, so this is one of our main events. But we also do have some regional events, our organization is divided in the Latin American region, the Middle East, Africa, and also we have the Asia-Pacific region, so each of those regions also have their own training opportunities for our countries.

Lori: Oh, that’s really great, I didn’t know that so thank you, thank you for sharing. So selfishly I ‘m really interested in your integrated employment program. From what I understand 81% of individuals with intellectual disabilities are unemployed. [Mr. Soriano: Yes.] So what does Best Buddies do in terms of this ““ [Mr. Soriano: Yes, so”“] outstanding figure [both Lori and Mr. Soriano laugh]. 

Mr. Soriano: It is, it is outstanding, and 81% is, I think, a conservative number, if you see it here in the U.S. or those countries that have been surveyed. But in outside of the U.S. that number, in Latin America, that number is above 90%, and I ‘m sure the same happens in the developing world. So, and again we go back to that stigma, and not counting their relatives with intellectual disabilities. So what we’re doing is that we’re trying, through our support employment program, we ‘re trying to reach more and more companies that are interested in diversity and inclusion. And we ‘ve been doing this since 1994, but honestly, maybe in the last six years the program has grown above our expectations. And I think that has to do a lot with governments supporting less and less and companies taking more of a liberal. And, you know, they ‘re realizing that what ‘s the right thing to do, in the United States we don ‘t have it ““ maybe the government has this quota of 7% of the workforce have some type of disability, not just IDD ““ but in other countries you know this is a big deal. You know, in different countries and I can mention, Chile just changed their laws and now 6% of their workforce need to have ““ of course ““ over a hundred need to have some type of disability. But you have in Russia and in the UK and most countries have this quota. So that was the first, I guess, thing that motivated those companies ““ so we have to fulfill these quotas or we will get a penalty. And if they fulfill that quota then they will get maybe a tax break or some type of benefit. 

But now what we’re seeing is a switch, where companies are being more conscious about everything inclusion. And, you know, of course you have, you know, gender, and you have, you know, the LGBTQ community, but then we get to the bottom which is disabilities. And if you think about intellectual disabilities, it’s usually physical disabilities, and then you have intellectual disabilities on the bottom. So what we’re trying to do is that companies realize that people with different abilities can also have a very active role, and actually it ‘s been proven that retention rates increase, performance increase, it’s always the right thing to do for companies, to hire people with intellectual and development disabilities. And we now have over 200 companies that partner with us. Some of them are multinational, some of them are hiring in the U.S., and in other countries we have 11 countries that we have our jobs program, and, you know, so now we’re trying to get that word out and trying to get more companies to join that movement. 

It ‘s a, you know, it ‘s been not easy because you do have to break that barrier and, you know, that stigma that I mentioned before ““ just, you know, provide that kind of turnkey experience for companies. Some of them, now are starting to, you know, getting a diversity and inclusion officer that might be more in-tune with what we’re doing. But most companies, we have to do that work from zero.

Lori: Yeah, yeah. And what you said about people with intellectual disabilities being on the bottom there [sighs] it’s so depressing but thankful for organizations such as Best Buddies who are trying to help, help support our kids.

So, we ‘re about time to wrap up this podcast, but before we go, you are going to be one of our presenters for SENIA 2021 ““ our virtual conference coming up in December ““ which we ‘re really excited about, so can you just share a little bit more about what you ‘ll be discussing? Give everybody a sneak peek. [Lori and Mr. Soriano laugh]

Mr. Soriano: Thank you very much for inviting me, first of all, and we ‘re very appreciative of, you know, the partnership we have, especially in China, because we couldn ‘t do what we ‘re doing in Beijing without your support. As you know, China ““ it ‘s a very difficult country especially for a U.S.-based organization to thrive, so without your support we couldn’t get as far as we ‘re getting. And I think that, again, talking about that corporate partnerships that we ‘re developing, just how to continue moving that needle forward of involving more and more companies, and, you know, not just, you know, because it’s the right thing to do or it ‘s charity, but maybe presenting some of the impact that we ‘re having, showing numbers, right ““ how many employees we have, how many companies have benefited from partnering with Best Buddies. And not only Best Buddies, but also, you know, bringing supportive employment and giving opportunity to people with intellectual and developmental disabilities. There ‘s many different areas, you know, hospitality and hospitals and law offices, there ‘s many opportunities out there, and I think just having, and bringing that word and making companies know that this is a solution for them ““ I think that ‘s the message that I want to bring for your talk. 

Lori: Well it ‘s a great message, and I think our teachers will appreciate you also sharing a little bit about the Friendship program and how they might be able to start one in their own schools or cities, if they don’t already have one cool. [Mr. Soriano: Right, yeah.] So, cool! Well, thank you Gustavo, can’t thank you enough for your time and all you do for our kids.

Mr. Soriano: No, thank you, thank you for having me today.

[Outro] 

Lori: Thanks for stopping in to our SENIA happy hour. Don’t forget to head over to SENIAinternational.org/podcast and check out our show notes from our discussion today. We at SENIA hope you are enjoying these podcasts. There’s so much to explore and we’re at the very beginning, so feel free to drop us a note and let us know what you’d like to hear more about during your next SENIA happy hour. Until then, cheers!