Episode 102-Interview with our Summer OT student Ashley

[00:00:00] Speaker A: Hi, I'm Maggie. And I'm Nicole. Welcome to the DAC Dyslexia and Coffee Podcast. We're so happy you could join us. We're both moms and dyslexia interventionists who want to talk about our students and children. What dyslexia is, how it affects our kids, strategies to help and topics related to other learning disabilities will all be covered in this podcast. Parents are not alone. We want to give voice to the concerns and struggles we are all having. This is a safe place to learn more about how to help our children grow and succeed in school and the world. Grab a cup of coffee and enjoy the conversation. Hi, everybody. Welcome to episode 102 of Dyslexia and Coffee Podcast. We're going to start today's episode like we do every single episode, which is with the concept of the week. So the concept of the week is our opportunity as practitioners to kind of pull back that curtain a little bit and let everyone into an intervention session. We like to talk about things that either we would talk directly to our students about or educate their families about. So today's concept of the week is crossing the midline. I feel like this is a little bit of a buzz phrase, I guess definitely yes in education right now, and I just kind of want to pull it back and say what it actually is. So crossing the midline is the ability to move your hands, your feet, even your eyes. Right. Track your eyes across the imaginary center line that divides your body into the left and right sides. This action really does help connect both sides of the brain. It requires both sides of the brain to work together in order to do builds hand dominance and it improves reading and writing skills because you are crossing that midline. Any action where you cross right, left and to right or the opposite is crossing the midline. It is a really important developmental milestone. So it is something that your pediatrician is going to ask you about when your kids are little. And it is. It's an important developmental milestone and can be a good useful tool to use paired with learning activities. It can kind of help cement some knowledge, but it's not a fix all. That's a little bit of why I think it's kind of a buzz phrase right now. Right. So while really important, it's not something that's gonna magically fix reading and writing issues. Correct. So welcome to episode 102, our interview with our summer occupational therapy student, Ashley. So welcome to our podcast, Ashley. [00:03:08] Speaker B: Thank you. [00:03:10] Speaker A: So Ashley is in her field work, which is the end of her training of her occupational therapy degree. And so this is kind of the part right before graduation where she gets to apply all the knowledge she's learned throughout school. Yay. [00:03:27] Speaker B: Yay. [00:03:32] Speaker A: So let's talk a little bit about how you felt about being here this summer. So what kind of responsibilities or activities did you do with this field, George? [00:03:47] Speaker B: I think I did a lot. We did a lot of emotional regulation, task initiation, working memory. I feel like I've done a lot in such a short amount of time. That's what I would say I've learned. I can't even. I learned so much that I think that is so important for me as I continue on my OT journey and even things that I can use in my day to day life. And I think that those things that I have taken at the Dyslexia Achievement center is stuff that I could take [00:04:24] Speaker A: with me like for years and years to come. I'm really happy to hear that. Thank you. What were some of the things like that you really enjoyed and what did you feel like were things that were a challenge. [00:04:43] Speaker B: So personally, me, I've always had a passion for kids. I feel like I was a nanny before I went to OT school. So I knew like, you know, even though it wasn't a setting that I wasn't, I wasn't the most confident in, I was still pretty confident because I already had a history of kids. You know, I'm one of five. So I, I understood the concept of like different emotions and different personalities and how every day could be different from a different, like from another day and just to, you know, take it as it is and just keep moving with it. So I knew that me coming in to this placement and working with like kids specifically, I knew I would do well. But I think it was just making sure that I could really create a genuine relationship with them is like something I was worried about before coming here. I wanted to make sure that, you know, I could give the kids the care of service that they need while also making it very enjoyable because this is something that they do in the summer. And you know, they could be doing a whole bunch of other things like going to camp, you know, going outside and play every day. And they're choosing to spend their time here whether it's because their parents made them to or just off their own volition. So I really was worried like making sure that they always had like that good like activity center, like we call it client center and occupational therapy, making sure they always have that client centered goal and taking those skills with them and making sure. That it. It really caters to what their needs are. And, you know, making sure it's like, you know, they're. [00:06:25] Speaker A: What's the word? [00:06:26] Speaker B: That they're like, the. We call them deficiencies are, like, still, like, you know, there, but we're still using them to show, like, light into it. [00:06:40] Speaker A: Yeah. Well, I mean, I think it's really clear to anybody who's gotten the pleasure of working with Ashley this summer that connecting with kids is a real strength of yours. So whether the rest of your career leads you into pediatrics or not, that's very clear. We know where we stand with some of the students we see. And Ashley is the preferred adult, that is for sure. There we go. Megan, I have been replaced. We have definitely replaced. [00:07:25] Speaker B: No, we can never replace you guys. [00:07:29] Speaker A: But it's. It actually warms my heart to see the way kids. All the students that have connected with you this summer have really connected with you, and right away. And it's not because you're not asking them to work hard. You have challenged them and made them step up in a lot of ways, and they still have really connected with you. And I think that's. That's awesome. It is a real special skill set, and it is. You have it. Thank you. [00:08:01] Speaker B: Those are my babies. So I'm glad. [00:08:07] Speaker A: So before coming to this fieldwork, what did you think this fieldwork would be like? It should be fun to find out. [00:08:13] Speaker B: Yes. I really didn't know, like, what to expect. [00:08:18] Speaker A: I [00:08:20] Speaker B: have my own personal family member that has dyslexia, so I kind of had an idea of what dyslexia was, but I just was. So. I want to say extremely uneducated, but I just. I just didn't know what to expect, you know what I'm saying? And, like, coming from a place of, like, oh, it's this, like, oh, like, I will use my brother, for example. I was like, he just can't read. You know what I'm saying? That's really how I took it. It's like he just needs a little bit more help than others, like, learning how to read and stuff like that. And so I kind of had that, like, really based thin knowledge of dyslexia. And, like, that's. I feel like that's also what society thinks, too. So I really wasn't, like, expecting. I wasn't expecting much because I really didn't have any idea. So I was just like, you know, this sounds interesting, and it is pediatrics. And I was like. But let me come to it, like, very open. You Know what I'm saying? Like, let me come to it. Understanding that I don't know everything and this is a learning experience and I'm able to, you know, if I have the opportunity to learn something that I'm not the most, you know, comfortable with, like, learn everything. Always ask questions. And I feel like the first day, when I first. So I was already asking you guys questions, like, what is this? Like, what is the slant? Like, can you guys show me how to do that more? Can I sit in with you with this? Can I go with you here? And all that stuff? And I. So I really didn't have an idea of it going back to what you asked, but I knew it was something that I should have. I should fully be engaged in and always ask questions and get a better understanding of what dyslexia truly movie is. [00:10:13] Speaker A: So this should be an interesting. Yeah. So now that you've been here and sadly are needing us soon, that's the worst part of it. That's the worst part about. I love having students here, and I love the way a student mind approaches this kind of thing. Right, right. Like open and asking questions and just having that. True. You're right. You don't know everything, but you do actually know a lot. And so watching a student come into their own and be like, yeah, actually I. I do know some stuff. I don't know everything. So I'm going to ask all my questions and I'm going to be always curious. I love watching that journey. Obviously, I'm not your direct supervisor. Nicole is being the ot, but watching any student grow, I mean, I'm a teacher at heart. Right. Of course. That's what gives me the glow. [00:11:16] Speaker B: I love it. [00:11:18] Speaker A: But so after you've been here and sadly, our leafy. What was this field work? Actually, like, [00:11:31] Speaker B: I think I was thinking about this, like, on the way, like, driving here. And I think in the most simplest terms, like, I would say it was such a, for me, a beautiful experience because I feel like I've learned so much. Like, I learned so much about being an occupational therapist. I learned so much about the role of ot. And in management, I've learned the role of how to just be a good, like, interventionist. And I think that those are stuff that these are experiences that I would truly say, like, you know, every day is so different, and every day is not gonna exactly go as you think it is, but to just take it for what it is and just like, embrace it. That's the word I've been looking for. Like, just embrace that everything, like it has been such a beautiful experience. Like just getting to know like the different practitioners and their different backgrounds and meeting the new kids and just how, how I came in here so like one minded and leaving like having a more open feeling more open and comfortable about the being an occupational therapist and you know, like learning to expand and what really OTs can do in different settings and different roles. I think that that is just such a beautiful thing that I've, you know, gathered about being here. And yeah, I could truly say like super crazy, super hectic. Yes. But one for the books, like in return in terms of like how much I've gained, I would say like 100%. It was all worth it. Yeah. [00:13:14] Speaker A: I am good to hear. So happy. [00:13:17] Speaker B: And that's from the bottom of my heart. [00:13:22] Speaker A: I'm really thrilled to hear that. Obviously when we accept students, right. We don't fully know what we're getting into either. It's one of the reasons I love doing it because I feel like we learn so much. Correct. And I love that about just the questions that they ask us and how we have to, you know, relate what we're trying to say. Yes, it helps us stay sharp. It does, it really does. Because I am a person who can very easily get in one lane. Right. And once I've gained that knowledge, I'm like, oh, well everybody knows that obviously. Oh, of course they don't. Why don't. Why do I think that, of course that's not true. So it helps me stay sharp too. I am curious to know what did you learn about literacy or dyslexia? Right. So what did you learn about literacy that you would have maybe like a challenge to misconception that you had or just a piece of knowledge that you gained by working here? [00:14:40] Speaker B: I think how I like coordinate Ashley and her little mind is that like when you think of like literacy and reading, you just think like I do literacy and reading in school. Like this is something for school. Like you know, being like the trained mind is like, you know what to read, you know what I'm saying? Like we talked about it before, like using that word a hundred times. Like even if I haven't, like if I didn't get it the first time and I couldn't sound out like the word what, you know what I'm saying after repeating like seeing it multiple times, like you understand, like that's what, you know what I'm saying. And I always thought of literacy as just like just reading. I just thought of it like just you just Read. And then you go on about your day and you're able to read like, cool, that's good. [00:15:31] Speaker A: Like you need it for like social skills. [00:15:33] Speaker B: But literacy is so much more than that. Literacy is. I don't, I don't even how to. I don't, I can't even describe it to you guys. But literacy is so much. It's more than your writing, it's more than your spelling. It's comprehension. It's like language, you know what I'm saying? There's little nuances that go into literacy. And I think that literacy is everywhere. Obviously people say literacy is everywhere, but literacy is literally everywhere. And to know and actually have like the comprehension skills of it and being like, okay, I can recognize this word without like having something like, without like needing like assistance for it. That is like, like automatic retention is [00:16:22] Speaker A: word I'm looking for. [00:16:23] Speaker B: Having automatic retention of it is like something that I think we should be like, grateful for. Because kids with dyslexia, like, you know, they don't have that automatic. And it takes time for them to gain those things. And can they do it? Absolutely they can do it. Right, but does it require work? Yes, it does, but it's just being like appreciative of like, you know, these words come automatic to me. It doesn't come automatic to any everybody else. And I think that that is like one of the one thing I would say. Like, I didn't really think about literacy. I was so like one set minded on literacy is like, I know for myself that I know that I could read and I can, I can comprehend these, you know, words and stuff like that, but not everybody could do it. And that's something that you should be like, happy to know that you can do. But also understand that there are people too in the world that do require assistance. And that's okay. I think when we talk about like dyslexia, I think people just thought that you were just illiterate, you know what I'm saying? They never really go into detail about like, exactly like what dyslexia is, especially coming from a place of. Because I'm not from here, you know, being in a whole different school system, Dyslexia wasn't even talked about. And if you. We only had this one, like, acknowledgement of dyslexia because one of these Disney characters, I don't know if you guys know she had dyslexia and she said it like, for the world to know. And everybody just made fun of her. They're like, she cannot read you know Bella Thorne. No, no, from Shake It Up. No, no. Okay, so, so she had made, I think Disney had gave her a. A little side ad about how she had. Or it came out in the news that she had dyslexia. And everybody was like, oh, she just can't read. Like, she. They were saying like so many derogative words, like, about her. Yes, I'm telling you guys, like, you guys. Yes, you guys have to. And this could be just like a up and coming, like, Gen Z thing. But that really changed the way, like, we all interpret what dyslexia was, you know what I'm saying? And I. You guys probably didn't know that, but yeah, it really did, like, change the way that we knew what dyslexia was. And so like walking into it. That's why I had that only one minded, like, oh, it's just like people [00:18:55] Speaker A: can't read and stuff like that. [00:18:57] Speaker B: You know, people saying like derogatory terms of it. But after seeing the kids here, like, [00:19:06] Speaker A: these kids are intelligent. [00:19:08] Speaker B: These kids are sweet. They have a mind on their own. These kids are wonderful. And like, having dyslexia doesn't limit them. It doesn't limit who they are as people. And even if society tells them that they are less than, they're not because they're getting, they're able to understand. They have the comprehension, you know what I'm saying? It's just like little things, like within the brains, like maybe it's like phenomic awareness or maybe it's like, you know, it's the little things. And I think that, like being here, it. It really has changed my perspective, like, about what dyslexia is, you know, And I hope that people who are listening to it also understand that dyslexia isn't just, you know, they can't read it so much more. [00:20:01] Speaker A: There's so many things that it breaks down into. [00:20:04] Speaker B: And I think that if us as a society do a little bit more research on it, we wouldn't have such [00:20:10] Speaker A: a negative connotation on it. So for sure. I mean, if we could get one student at a time, right? I mean, that's the beauty of this. You get to bring what you've learned here forward. This will not be the last place you encounter people with dyslexia because one in five people have dyslexia, right? [00:20:35] Speaker B: And I was talking to my mom about it this weekend because I went to go celebrate with her for her 60th birthday and she was telling me like I was telling her about like, what I do here. [00:20:46] Speaker A: She's like, oh, listen, sweet, that's so nice. That's so cute, and stuff like that. [00:20:49] Speaker B: But did you know that your dad had dyslexia? And I was like, no, I didn't. I didn't know. You know what I'm saying? And I. I didn't know. And my mom was like, yeah. And she said that she was even doing her own reading up on it. She was like, you know, like, it was so much more than what I expected. But every time that you come and tell me after work, like, what you've done, I go back and read it, and I go back and be like, you know, like, that makes sense. On why my little brother. Like, she was seeing different signs and my little brother. But she didn't see them in my dad because my dad was. He was older. You know what I'm saying? And I. And I just always think about that to that moment, and I'm like, you know, okay, now we're working with something. Like, now we can get somewhere. [00:21:32] Speaker A: So, yeah, my gosh, that's. It is a little bit fun in a way, when all of a sudden. Right, right. A lot of the conversations I have about dyslexia and what I do for a living, kind of a similar response, all of a sudden people start putting some puzzle pieces together and going, oh, wait a minute. Actually, this person seems like that. Oh, wait, I wonder if that's why they did this or why they did that. Yep, exactly. So what about. What did you learn here about executive functioning skills? That's a big question. [00:22:16] Speaker B: Yeah, that is. It's so. It's so much more. It's so much more. Yeah, it's so much more. It's so much more what I was expecting. It's your emotional regulation. It's like how you. It's how kids process their days. You know what I'm saying? It's how we process who we are as people and how we navigate through life. And, you know, in OT school, we always learn the textbook version. And then they're like, this is executive functioning. And then, like, we gotta move on to the next topic because there's so much stuff to cover in OT school. So, you know, learning the definition and being able to apply it to a placement. Yeah, it's. It's something totally different for me personally, especially emotional regulation and how much emotional regulation ties to. [00:23:12] Speaker A: Ties into different things. [00:23:14] Speaker B: Yeah. Especially with the kids. I'm like, wow. You know, like, making sure you've seen a lot. Yes. Making sure that. That Emotional regulation is good in the moment. It does show, it does help to, to, you know, say how the, the session is going to go. You know what I'm saying? And if the kids don't have that emotional regulation, then there's nothing. There's nothing. There's nothing. There is no task initiation. [00:23:47] Speaker A: There is no working memory. We call it like the boardroom. Right? That is exactly what it is. Exactly what it is. I feel like I'm so happy to hear all the fun things that you've learned and how it's been impactful. How do you think that this kind of knowledge will apply to your future work? I mean, future work in ot, but also just your future, right? [00:24:17] Speaker B: That's a great question. Because each thing that I learned here, I take it and I apply it to my own family. I'm like, me too, me too. I'm like, yeah. I tell my mom, like, yeah, girl, I'm gonna call you back. You just don't feel like those emotions, they're everywhere. Like, and it's, and it's so interesting to see, like, how like, shows out in your personal lives. Like, it, it really does open your mind up to, like, like you said, like, wow, if this is that you start connecting so many dots. Like, I don't want to diagnose everybody, but, wow, you, wow. Like, you know, I didn't know you had that habit, you know what I'm saying? And I think it will show up really well in OT when I become a practitioner. But I think it will also show very well, like, as I continue my life. Because even for me, like, I find myself, like, getting frustrated at different things and I'm like, okay, actually, I gotta come back. I gotta relax. I gotta, like, breathe in and out. Maybe I need to hug my stuffed animals. Like, maybe I need to do regulation breathing. Like, I just need to relax. And those things do help. Like, they help a lot. Or I'm like, oh. Like, I need to make sure my working memory is good. I need to make sure that I could retain this information. Like, let me try and do stuff that, you know, helps enhance those things. And I, you know, I think I'll be definitely be able to take those with me, not just in ot, but as I move on to my next field placement. [00:26:02] Speaker A: So part of this fieldwork, you ended up in a structured literacy training because why not? What was kind of the most interesting or eye opening thing that you learned during that training? Because I know it was a lot. [00:26:15] Speaker B: Yeah, it was, it was very. [00:26:17] Speaker A: It was a lot. But you had the fire hose version. Version. Right. I think that's like a common. Like, it was basically a 101, which I think some people will go like, oh, that's easy. No, that means you get the broadest but thinnest. Yes. Version of this training. Correct. And you get to go into a cult. So have fun. [00:26:43] Speaker B: Yeah, yeah, yeah. [00:26:49] Speaker A: So you had. Here you go. All of the things really fast. [00:26:53] Speaker B: Yeah. And it's a lot of information to take in, you know, like, it's a lot like, ot school. That's a lot of information. But we have a system where we could break it out. We go to school for two days, and then we break it out. You can figure that out, like, the rest of the week until you see your teachers again. But taking all that information in and then coming back the next day and come back the next day and trying to, like, reapply, it was a lot. But I would say one thing that was the most interesting is about the brain and how the brain works with dyslexia and how it, like, calculates, like, you know, how many things go into, like. How can I say this? Like, how many things. I don't even know what to say. I'm sorry. How many things, like, fall into things that we see out on the outside, how we're able to see it, like, structured in the brain, like, how it breaks it up in the brain. That. And I will also say we talked about it, too, about, like, Greek and [00:27:59] Speaker A: Latin words and [00:28:03] Speaker B: how important that is. Because I was like, guys, when I'm on the computer working, I'm sitting back and just thinking, how does this all tie together? I don't know. I feel like an avenger trying to figure out how everything is working out. And I'm like, there is no way that I was not taught Greek and Latin word and how important Greek and Latin words are. And I. I remember asking Maggie that question, and I remember asking Tommy that same question, and I'm like, why? Why? And, like, one day I was just, like, driving home, and it had clicked to me. I was like, wow, we need Greek and Latin words because it's the root for everything in the English dictionary. I'm like, oh, my. My gosh. And it's crazy because, like I said, our educational system is very different than it is up here. But I remember my mom, like, she used to play, like, these phonics videos, and she would just say, like, a is ass and stuff like that. I'm like, okay, girl. Like, can we watch something else? Can you turn on spongebob or something. [00:29:17] Speaker A: She's like, absolutely not. [00:29:18] Speaker B: No. Yes. And when, like when you break it down, we never got the full. The slant shows you really how to break down the words and how, just how understanding the context of the history of it, how you're able to apply it with your students. And I think that those are things that are not taught in today's current educational system. But they're so important. I. They are so important. I feel like preschool you should really like, learn like that stuff and then progress on because really does create the foundation for this your school years, you know what I'm saying? It creates the foundation of, okay, I'm gonna graduate from high school. And if I choose to go to college, or if I choose to get a trade or if I choose to start in the working force, it creates the foundation for all those things, you know, And I think that that is so important. And to see a system that works for the kids and something that the kids enjoy and how you can make it like going back to like to the client center, like how you're able to like make it so that it fits the kids needs. I think that's like, I think it's so cool. I do, I do. Is it a lot of information? Yes. But do I think it's doable? Yes, I do think it's doable. Oh my gosh, I do, I do. [00:30:44] Speaker A: Okay. I love that we taught you anything about morphology. So happy right now. [00:30:50] Speaker B: No, I've been listening, I promise. [00:30:52] Speaker A: Oh my gosh, this is making me so happy. Any listener who's been listening for any length of time will know I love morphology. Really happy. It's so much fun. So I guess our last question would be what would you like our listeners to know about either our center, literacy in general, occupational therapy, executive functioning, or anything else you learned about while you were here? Just a small question. [00:31:19] Speaker B: Just a small question. [00:31:20] Speaker A: Just a small question. [00:31:25] Speaker B: Yeah, I don't. When you guys are ready to expand, hit me up. Because I think every city, every state [00:31:35] Speaker A: needs like a achievement center. [00:31:37] Speaker B: Honestly and truthfully, like, you can see how much it really does impact the kids and how much, you know, having a skills service in the community helps people. And I don't know, I just think it's. I don't know. Definitely, like I said, like, when you're ready to expand to Florida or wherever I'm at, like, hit me up and I will help you open it up. But also, also understanding that people with dyslexia are just like you and I. It doesn't change about how we perceive the world, we see it the same way. Like, it doesn't mean that we're less than anybody else. We are the same. We are equal. [00:32:28] Speaker A: And. [00:32:28] Speaker B: And just because you need a little help, help isn't bad. I think what makes you the most strongest is the fact that you're able to ask for help and receive it and get the help, than to just sit there and just not do anything with it. I think, like, that's the most important thing. So I feel like if you see the signs and you recognize that your child is struggling, like, get them the help that they need, because you're doing yourself a disservice of not helping them, then just helping them. You know what I'm saying? Like, if it's hard in the beginning, and this may not be something that they want to do, but they need the help and that's what it's there for. Give them the resources and, you know, like, just continue, go through life. You know what I'm saying? That's why Sunder's like this are created because it's there to help people. And I think that is honestly and truthfully, like a beautiful thing. And if you can get your child help, whether that's in executive functioning or occupational therapy, I think that you should always go for it and know that occupational therapists are here and we are. We are not physical therapy. We are not physical therapy. But we really do focus on things that are meaningful and we really do care about getting people back to their daily occupations. And I think literacy is one of them. Yeah. Literacy is one of them. Yeah. [00:34:09] Speaker A: Yeah. Oh, my gosh. That's amazing. That's amazing. [00:34:15] Speaker B: Very well. [00:34:16] Speaker A: And I mean, really, we did not prompt her. We did not promise. We did not. But I. I'm glad that's what you learned so much. So much. She understands us. I. I mean, I just, I don't know, want to say thank you for. Yeah. Being here, giving us a chance. Right. We are unconventional. [00:34:41] Speaker B: Yeah. [00:34:41] Speaker A: Yes. And we like it that way, by the way. Yes, we are unconventional. We're a non traditional site for occupational therapists. Yes. So, you know, we're not the standard placements, so, you know, you have to be a little bit more open minded to come here. [00:34:58] Speaker B: Yeah, absolutely. [00:34:59] Speaker A: For sure. And we like it that way. But we're just, we're thrilled to have had you here and knowing you're going to go forth and do great things with the unders, like with some of the knowledge you gain here. [00:35:20] Speaker B: Right. [00:35:21] Speaker A: Like that. That is how we grow our impact. And knowing you're going to be part of that impact just really makes me smile. Something we like to do on our show, Ashley, is we always end our episodes with what's going on in our lives beyond. So we just like to talk about things that, you know, just going on kind of our more personal set. Because we are actually real people in real life and not just clinicians. Correct. So what's going on in your life, Ms. Ashley, outside of dyslexia? [00:36:02] Speaker B: That's a lot. Yeah. I would say this span of this three week run, I would give it a 0 out of 10. [00:36:17] Speaker A: I would give it. You've had everything happen to you. [00:36:21] Speaker B: Yeah, yeah, yeah. [00:36:23] Speaker A: And the fact that you actually could still come here, be positive. Right. Work with the students and plan all the activities is a really huge kudos to you. I mean, good skill to have. [00:36:39] Speaker B: Thank you. I try. I try. Yeah. But I'm. I am sad to go. I won't lie. I am sad. I feel like I've. I've created like a community here and I feel like it's definitely opened up my mind to a lot of different things. It definitely has opened up my mind to see if, if I even want to open up my own practice or even if me going back and thinking about considering doing pediatrics. I know. Surprise. I know. My mom is like, listening to this. She's probably like, I knew it actually. But yeah. So next, in the next couple, three weeks, I will be going to my next flight placement. I am excited. I am scared. [00:37:30] Speaker A: That's understandable. That's understandable. [00:37:32] Speaker B: I am very nervous because I just feel like we had such a good connection too. Like when we first, like all of us, when we all came, it was already just a good, like, spark. It was, it just. It was just like a little click. And I loved how you didn't really, like, you know, like, oh, you got through in. Yeah, yeah. But you didn't. Yeah, you didn't. [00:37:56] Speaker A: Yeah. [00:37:57] Speaker B: A lot of people, like, when they get into like, clinicals or like, placements, you know, like their instructors, their clinicals, instructors are always like, I'm the authoritative figure. Like, you must listen to me. Like, it's always men and stuff like that. And I love how much creative freedom I was able to have here and having a very, like, open, genuine conversation. Like, you know, I'm thinking about doing this intervention with this person and how do you feel about that? And just giving me that automatic feedback to know that I could correct myself and then be like, okay, like, you Know, she really didn't. Wasn't feeling that. But that's okay. Like, I could keep going. Like, we can come up with different strategies, and I'm able to come. The fact that I'm able to have so much access to you, and you're just so open to it. I was like, yes. How beautiful. Gorgeous. Yeah. [00:38:49] Speaker A: So, Maggie, what's happening outside of dyslexia? Oh, my gosh. Bunch of Listeners are gonna be like, I know her answer. Her answer is all the things, which is true. It is all the things. This summer has been absurd. Is definitely my word of the summer, and it's continues to be so as we record this. Tomorrow is the first day of August, which means my kids are done to summer school. Thumbs down. Love them so much. But now, you know, we've got one month until school starts. And I have to admit, I'm feeling all the feels because in our school district, our third graders actually go to the a different building. So it's giving me a lot of the mom feels that my oldest is going to the other building, which is for the big kids. And I'm struggling with that. Like, yeah, he is kind of a big kid now he's gonna be nine, and that feels way bigger than eight. I don't know. I mean, why does mom math not. I don't know. I don't know. Why doesn't it. Right? Like, okay, nine is only one bigger than eight, but it seems more. It seems. It does. It seems more. So I have to admit, I am having the mom feels about my oldest going to third grade, which may seem odd, but I think in our district, just because it is a different school, it's like. Like an inserted milestone. Right. Which also seems mean to do to moms. I'm just saying we don't need help leaking out of our eyeballs. And it's making me leak out of my eyeballs a lot. So I'm feeling rough right now. Nicole, what's going on with you? Well, I mean, same kind of a thing, but a little bit different. Our daughter just got back from band camp. She was gone for the entire week. [00:41:01] Speaker B: I know. [00:41:02] Speaker A: She did so well. But they didn't allow any electronics or contact, so that was hard for mom. It was not hard for her. I don't think. I know. I'm so happy for her. I'm so happy, but also so. Wow. Luckily, they did put Facebook pictures up, so I knew there was what was going on. [00:41:23] Speaker B: She was alive and low. Yeah. [00:41:25] Speaker A: But it was very hard. I can't admit it was her first week away from us completely overnight without contact. So I know it's a good milestone. I know it was important. I know. And all the feels that go with that. Yeah, all the feels. All the feels. Well, thank you, everybody. Thank you for listening. And please follow us on social media. Reach out if you have any questions or you would like us to discuss a topic. If you do like our show, be sure to follow and give us a rating on your favorite podcast players. That's really how we reach more listeners and we get to help more families. Thank you, everybody. Thank you. [00:42:06] Speaker B: Bye.