Autism In Real Life

In this episode I talk about how we can think about what independence looks like and how we as parents and educators can help to build independence. 

In this episode I talk about how we can think about what independence looks like and how we as parents and educators can help to build independence. 

In this episode I am chatting with teacher, Darika Pose.  She discusses some of her strategies working with students and how she is building life skills for her students. 

Darika has a track record of successful teaching and education reform and has been teaching students between 12 and 18 years old over two decades, both in schools and business environments. She is currently the Head Teacher of Special Education. She has been a Special Education Teacher for over 10 years. During this time, she has worked in boys only schools and co-educational schools. She specializes in Autism, Moderate Intellectual Disabilities, Mild Intellectual Disabilities, Emotional Disturbance and Behavioural Disturbance. She has a Bachelor of Arts in Theatre with a sub-major in English, a Diploma of Secondary Education, a certificate in Gifted and Talented Education and a Master of Special Education. Darika started teaching in 1999, shortly thereafter purchasing a business in which she trained employees in their various roles within the business. The business then grew to include over 150 casual, part-time and full time employees. Darika later decided to go back to teaching and she specializes in Special Education. She is a passionate advocate of people with disabilities.

Her passion is finding Inclusivity for students both within the school environment and in the local community. Darika aims to implement programs to support and promote student’s independence for post-school. This can be seen in her community work experience program and life skills program for post school transition. In addition, she is also a campaigner of Inclusivity within business environments, integrating from within and creating comprehensive Inclusion plans. She is also a personal coach for individuals seeking guidance to achieve their performance goals and for corporations aiming to become inclusive workplaces.

In this episode I am chatting with teacher, Darika Pose.  She discusses some of her strategies working with students and how she is building life skills for her students. 

Darika has a track record of successful teaching and education reform and has been teaching students between 12 and 18 years old over two decades, both in schools and business environments. She is currently the Head Teacher of Special Education. She has been a Special Education Teacher for over 10 years. During this time, she has worked in boys only schools and co-educational schools. She specializes in Autism, Moderate Intellectual Disabilities, Mild Intellectual Disabilities, Emotional Disturbance and Behavioural Disturbance. She has a Bachelor of Arts in Theatre with a sub-major in English, a Diploma of Secondary Education, a certificate in Gifted and Talented Education and a Master of Special Education. Darika started teaching in 1999, shortly thereafter purchasing a business in which she trained employees in their various roles within the business. The business then grew to include over 150 casual, part-time and full time employees. Darika later decided to go back to teaching and she specializes in Special Education. She is a passionate advocate of people with disabilities.

Her passion is finding Inclusivity for students both within the school environment and in the local community. Darika aims to implement programs to support and promote student’s independence for post-school. This can be seen in her community work experience program and life skills program for post school transition. In addition, she is also a campaigner of Inclusivity within business environments, integrating from within and creating comprehensive Inclusion plans. She is also a personal coach for individuals seeking guidance to achieve their performance goals and for corporations aiming to become inclusive workplaces.

In this episode I give an overview of what the special education process looks like in public schools.  I talk about who the key stakeholders are, what should be expected from the process and the importance of the family/school connection. 

In this episode I give an overview of what the special education process looks like in public schools.  I talk about who the key stakeholders are, what should be expected from the process and the importance of the family/school connection. 

Nancy Roosa, Psy.D. has been engaged in providing neuropsychological evaluations for children since 1997. She enjoys working with a range of children, particularly those with autism spectrum disorders, as well as children with attentional issues, executive function deficits, anxiety disorders, learning disabilities, or other social, emotional or behavioral problems.

Dr. Roosa’s evaluations are highly-individualized and comprehensive, integrating data obtained from a wide range of standardized assessment tools with information gained from history, input from parents, teachers and providers, and important observations gleaned from interacting with the child. Her approach to testing is playful and supportive.

Her evaluations are particularly useful for children with complex profiles and those whose presentations do not fit neatly into any one diagnostic box.

As part of this process, Dr. Roosa is frequently engaged in school visits, IEP Team Meetings, home observations and phone consultations with collateral providers.

Dr. Roosa has also consulted with several area schools, either about individual children or about programmatic concerns. She speaks to parent or school groups, upon request.

Dr. Roosa values the process of ongoing training. She has been trained in the Autism Diagnostic Observation Schedule and Collaborative Problem Solving techniques. She regularly works with behavioral therapists, developmental psychologists, speech language therapists, occupational therapists and other providers to coordinate a child’s treatment.

Dr. Roosa began her work with children in 1980, with an internship at Bradley Hospital in Providence R.I. She has also worked at several Boston area hospitals, youth guidance centers, college counseling centers and community mental health centers.

She graduated from Brown University with a degree in Neural Science and then completed her graduate work at Massachusetts School of Professional Psychology. Her dissertation was entitled: Parenting a Child with Attention Deficit Hyperactivity Disorder: Making Meaning when the Experts Disagree.

Dr. Roosa is a member of Massachusetts Neuropsychological Association, Massachusetts Psychological Association, and The American Psychological Association.

Dr. Roosa is most proud of her own two children, who are growing up much too quickly and continually finding creative ways to challenge her own parenting skills along the way. You can find Nancy on FaceBook, LinkdIn or email her at [email protected]. 

Nancy Roosa, Psy.D. has been engaged in providing neuropsychological evaluations for children since 1997. She enjoys working with a range of children, particularly those with autism spectrum disorders, as well as children with attentional issues, executive function deficits, anxiety disorders, learning disabilities, or other social, emotional or behavioral problems.

Dr. Roosa’s evaluations are highly-individualized and comprehensive, integrating data obtained from a wide range of standardized assessment tools with information gained from history, input from parents, teachers and providers, and important observations gleaned from interacting with the child. Her approach to testing is playful and supportive.

Her evaluations are particularly useful for children with complex profiles and those whose presentations do not fit neatly into any one diagnostic box.

As part of this process, Dr. Roosa is frequently engaged in school visits, IEP Team Meetings, home observations and phone consultations with collateral providers.

Dr. Roosa has also consulted with several area schools, either about individual children or about programmatic concerns. She speaks to parent or school groups, upon request.

Dr. Roosa values the process of ongoing training. She has been trained in the Autism Diagnostic Observation Schedule and Collaborative Problem Solving techniques. She regularly works with behavioral therapists, developmental psychologists, speech language therapists, occupational therapists and other providers to coordinate a child’s treatment.

Dr. Roosa began her work with children in 1980, with an internship at Bradley Hospital in Providence R.I. She has also worked at several Boston area hospitals, youth guidance centers, college counseling centers and community mental health centers.

She graduated from Brown University with a degree in Neural Science and then completed her graduate work at Massachusetts School of Professional Psychology. Her dissertation was entitled: Parenting a Child with Attention Deficit Hyperactivity Disorder: Making Meaning when the Experts Disagree.

Dr. Roosa is a member of Massachusetts Neuropsychological Association, Massachusetts Psychological Association, and The American Psychological Association.

Dr. Roosa is most proud of her own two children, who are growing up much too quickly and continually finding creative ways to challenge her own parenting skills along the way. You can find Nancy on FaceBook, LinkdIn or email her at [email protected]. 

In this episode I discuss the topic of disclosure.  Not just from a personal and individual point of view as it pertains to school, employment and friends but also as a parent and needing to disclose to your own child, your family members and friends as well.  

In this episode I discuss the topic of disclosure.  Not just from a personal and individual point of view as it pertains to school, employment and friends but also as a parent and needing to disclose to your own child, your family members and friends as well.