Ever wondered why some brilliant minds struggle with reading, writing, or math? What if the key isn't trying harder, but learning differently?
Dr. Emily Levy, founder of EBL Coaching, takes us into the world of multi-sensory learning strategies that transform education for students with diverse learning needs. Drawing from her twenty-one years of experience and childhood immersed in special education (her mother founded a school for students with learning disabilities), Dr. Levy shares how targeted, research-based approaches help students not just overcome challenges but discover their unique strengths.
"Every child, even if they struggle tremendously in school, has gifts," explains Dr. Levy. Her organization's one-on-one tutoring programs serve students from preschool through adulthood, addressing dyslexia, dysgraphia, dyscalculia, ADHD, autism, and other learning differences. Through success stories—like the severely struggling student now studying engineering at Georgetown—we see how proper support creates life-changing outcomes.
Parents will find practical advice for identifying learning challenges early, from difficulties with letter recognition to math fact memorization. Dr. Levy also addresses adult learning needs, explaining how workplace demands often trigger adults to seek help for long-unaddressed learning difficulties. The conversation explores summer learning strategies, from specialized programs to everyday opportunities like baking (measuring teaches fractions) and journaling to maintain skills between school years.
This episode offers invaluable insights for parents, educators, and anyone interested in how multi-sensory approaches can transform learning. Whether you're supporting a child who's struggling or looking to enhance your own learning capabilities, you'll discover why building on strengths while addressing challenges creates the foundation for lifelong success.
Have you noticed learning challenges in your child or yourself? Explore how the right approach might change everything at eblcoaching.com.
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
The SJ Childs Show is Backwards' 13th season.
Join Sarah Brafford and the SJChilds Show team as they explore
the world of autism and sharestories of hope and inspiration.
This season, we're excited tobring you more autism summits
featuring experts and advocatesfrom around the world.
Speaker 2 (00:29):
Go to sjchildsorg hey everyone.
Speaker 3 (00:36):
Just wanted to give you an update.
The second annual InternationalAutism Summit was such a
success.
Thank you to our sponsors andour amazing speakers.
If you're interested in seeingany of those sessions, go to my
YouTube channel, the SG ChildShow the live tab and you can
see each day and their sessionsare timestamped in the
(00:58):
description.
Hope to see you guys there.
Speaker 4 (01:01):
Hi, welcome to the SG Child Show.
It's a beautiful spring day, atleast here in Salt Lake City.
Where are you at today?
Speaker 5 (01:11):
Dr Levy, excuse me, new Jersey today.
Okay, new Jersey, and how's theweather over there?
We are also coming in.
It was a sunny day.
It was really cold on Sundayand now it's a nice, sunny,
beautiful day, so I'll take it.
I love that.
Speaker 4 (01:27):
Love it.
Love spring, spring and fall Imean, I guess just every season
has its own, its own little funspot.
I guess Can be appreciated inone way or another.
But we're not here to talkabout the seasons.
Thank you so much for beinghere today, dr Emily Levy, is
that how I pronounce it, levy?
(01:48):
We're close.
Okay, you know I'm veryphonetic, so bless my heart on
that.
But yeah, it's so nice to meetyou and I look forward to
getting into our conversationtoday.
Tell our listeners a little bitabout yourself, introduction,
and we'll jump right in Sure.
Speaker 5 (02:06):
Well, first off, thank you so much for having me
today.
I'm really excited to be here.
I am the founder and directorof EBL Coaching, which is a
one-on-one tutoring programwhere we specialize in providing
research-based multisensorytutoring to students as young as
the preschool level up throughthe adult level that have
(02:27):
specialized learning needs Todate back a little bit.
I actually grew up in the fieldof special education.
My mother was the founder of aschool for students with
learning disabilities, so I kindof spent my young childhood my
whole childhood really workingat her school, working with kids
, observing kids and seeing whatan amazing difference it could
(02:47):
make to have the right supportand the right strategies in
place for kids.
I then went to Brown University.
I ended up getting my master'sdegree in special education as
well as my doctorate degree ineducation, and now for about 21
years which makes me feel veryold I've been running EBL
coaching.
We continue to grow and expand.
(03:08):
We're physically based in NewYork City and New Jersey, but we
work with kids and adultsactually worldwide, throughout
the United States and in manyother countries, providing this
kind of specialized one-on-onetutoring one-on-one tutoring and
I love that you had thatbackground of really seeing
(03:29):
firsthand on a wide scale.
Speaker 4 (03:31):
It sounds like not just a small group, that I had a
class, you know, or anything,but you probably saw a lot of
you know children, adults go inand out and and get it when they
get the supports they need,just be so empowered and thrive
and have success in a new waythat maybe they hadn't achieved
(03:53):
or felt before.
And you know, just even justbeing a parent and seeing your
child grasp something new ordifferent for the first time,
you're like, yes, you know it isso nice, but when kids are
struggling, you know that'sanother hard thing, how
(04:16):
sometimes we don't know how tohelp our kids and how to help
our or you know it's hard whenpeople get into adulthood that
still need the supports.
But I'm so glad that you guysoffer supports like that and it
must be hard for them to comeforward maybe and ask for help.
(04:36):
What do you advise people, kindof to get started Like, what's
your message?
That you want, you know, peopleto come on in and let us help
you?
Sure?
Speaker 5 (04:49):
Well, I think many years ago, there was sort of
this negative stigma attached togetting a diagnosis, having a
learning challenges or anattentional challenge, getting
tutoring.
It was almost sort of thisnegative cloud around all of
that, and I think so much ofthat is changing.
There's a lot more awareness,there's a lot more diagnosis
happening, there's so manyamazing research-based
(05:12):
strategies that are nowavailable to help kids and to
really help them thrive inschool.
So I believe there's so manypositives about identifying the
difficulties that your child ishaving and then seeking the
right support for them, bothinside of school and then, if
need be, outside of school, togive them the tools, to give
them the strategies to help themthrive, because every child,
(05:36):
even if they struggletremendously in school, they all
have gifts and so we have toplay up the areas and build the
areas they struggle with, whilecontinue to build those areas of
strength.
Yeah, absolutely.
Speaker 4 (05:47):
Are there school districts that you work with
one-on-one to help out?
You know the larger community.
Speaker 5 (05:54):
Well, all of the work that we do is one-on-one.
We do have some group summerprograms that we run.
So really after school andweekends, yeah, we work with
kids in all different schools inpublic schools, everywhere, in
parochial schools, inindependent schools, all kinds
of charter schools.
We work with kids from alltypes of schools and there are
(06:15):
struggles everywhere.
But again, if we give kids thatsupport, it's amazing how much
they can really thrive how muchthey can really thrive.
Speaker 4 (06:27):
Is there a common thread or challenge that you see
across the board?
I'm sure it's veryindividualized and unique to
each individual, but anythingthat you might have parents look
for and keep their eyes open tobe able to help their kiddo.
Speaker 5 (06:42):
Sure.
Well, of course it is allindividualized to the needs of
each child, but I think that ifa parent is seeing their child
struggle with a skill or a setof skills whether it's younger
kids learning how to identifythe names of the letters and
their corresponding sounds andthen how to blend those together
, if they struggle with that, orstruggle with writing letters,
(07:03):
numbers, words, eventuallysentences and paragraphs, that
could be a sign of struggle Withmath.
Are they having difficultylearning those basic facts
addition, subtraction,multiplication.
Do they struggle withmulti-step problems or with word
problems?
Are they strugglingtremendously with their homework
, to the point that they justcan't get it done?
I think if parents are noticingany of these kinds of struggles
(07:25):
, it makes sense to start byhaving a conversation with their
child's teacher, see if they'renoticing those same kinds of
struggles in school, or maybeadditional struggles, and if so
they may want to consider havingan evaluation done, either in
school, which is free of chargethey can have one done outside
of school, just to reallyidentify what, if anything, may
(07:47):
be going on.
And then what kind of supportsdoes my child need?
Speaker 4 (07:51):
Yeah, Now let's talk about the kiddos who we know
need the support, and how do youput those in place with those
families, to start a practice.
Speaker 5 (08:05):
Sure, well, we work, as I mentioned, with kids who
have all different types ofspecialized needs, kids who have
learning disabilities,including dyslexia, dysgraphia,
dyscalculia, adhd, autism,speech and language challenges
really all different types ofchallenges.
Once we know what the challengeis, usually we'll still do our
(08:26):
own initial assessment just tospecifically gauge the academic
skills they're struggling withand what, within those skills,
they're struggling with.
Meaning, if a parent comes tous and said my child is really
struggling with reading, well,first off, is it reading
comprehension?
Is it decoding?
Is it reading fluency?
If it's decoding, are theystruggling with basic single
(08:48):
syllable words?
Are they struggling withmulti-syllabic words?
So we want to really pinpointwhat exactly is the issue so
that we can then use a targetedapproach with the right again,
research-based multi-sensorymethods that are catered to
their specific levels and theirspecific needs.
Speaker 4 (09:04):
I love that and you know, after school programs and
summer programs, parents arearen't.
Yeah, they're so grateful forthat.
But this is what I'm trying tosay because there's there's so
only so much help that kids canget during the school day from
the teachers, from what abouthomeschool?
Um, things like that.
(09:26):
How much do you see likehomeschool moms or that reaching
out and needing some kind ofextra tutoring services?
Speaker 5 (09:35):
yeah, so we do a good amount of work with kids who
are homeschooled as well andthere's so many different
scenarios within that.
Sometimes we do all of thehomeschooling where the child
will come in for several hours aday and we'll provide all of
the homeschooling where thechild will come in for several
hours a day and we'll provideall of the instruction.
But I would say in more casesthe parent is doing most of the
instruction but we'll come inand provide certain support.
Maybe it's reading using theOrton-Gillingham method, or
(09:57):
writing or kind of specificskill areas that are built in
within the homeschool curriculumthat the parent is following.
So that varies a little bit butthere's different scenarios
that we do with homeschooling.
Speaker 4 (10:10):
What kind of maybe tips or activities can we do at
home to start supporting ourkids after they've gone through
a program?
Speaker 5 (10:26):
Well, again, a lot of it really depends on what is
their challenge and what withineach skill do they need help
with.
I find the best thing a parentcan do from our angle is to
reinforce in between sessionswhat we cover during the
tutoring session.
So, like I said, we'll alwayshave a targeted plan with
specific materials, manipulativelearning games that go along
(10:50):
with it, and, if a parent isopen to it, we're always happy
to give parents tools and gamesthat they can use with their
child in between sessions toreinforce what we're covering,
so that there's continuity andconsistency and we just tend to
see progress that much faster.
Speaker 4 (11:07):
that way of our newer parents out there, or just
maybe people that want, you know, special education teachers,
anybody that wants some ideas.
Let's talk about the learningstyles because I think we can go
back to basics and really likecover those things so that
(11:29):
anybody listening can say, yeah,you know this is, but what if
they don't understand the waytheir child is learning to begin
with?
Can you talk to us about thatand kind of, we'll uncover that
a little and give them abackground, if you will?
Speaker 5 (11:44):
Yeah, so there's different types of learning
styles.
There are kids who are morevisual learners, where of course
they learn more by seeing andvisualizing.
Then there's more auditorylearners, where they learn more
by kind of listening.
And then there's tactile,kinesthetic learners, where they
learn by sort of physicallytouching and manipulating.
And then, of course, when weuse a multi-sensory approach
(12:05):
where we sort of engage all ofthose senses, that really helps
almost everyone.
So I love the multi-sensoryapproach.
It's very effective, it'sresearch-based, especially
effective for kids who havelearning and or attentional
challenges.
But it's fun, the kids like itand I find it's just effective
for all kids.
Speaker 4 (12:25):
I love that.
And what are some of theparents' testimonials?
What have parents said?
What are some stories you canshare with us?
Speaker 5 (12:36):
I mean it warms my heart when I think of all the
stories that I've heard, and alot of times parents will come
back to me many, many yearslater and they'll just bring me
up to speed about where theirchild is at, or they'll reach
out to me about their youngerchild and then they'll fill me
in on their older child, whichis always a nice testimony to
their happiness, the fact thatthey're bringing their younger
(12:56):
child back.
But you know, just recently Ihad a father reach out to me.
We worked with his son, Ibelieve, when he was in middle
school, and his father called totell me he's at Georgetown now
studying engineering, which Ithought was amazing because he
really struggled academically.
There was another boy that Iactually worked with a million
years ago, who was in firstgrade at the time, who his mom
(13:19):
reached out.
He struggled so much he hadsevere dyslexia and severe ADHD,
made it through school, whichwas a real struggle, made it
through college and made itthrough graduate school and is
now working in New York City.
So you know, when I hear thesestories of long-term success, it
just warms my heart.
I see all the time more of theshort-term success stories a
(13:40):
child who came in and couldn'tread.
And now, six months later,they're reading and I love that.
And then when I hear theselong-term stories of success,
it's like all of those littlemilestones turned into something
big, and I just love it.
It's what keeps me going everyday to something big, and I just
love it.
It's what keeps me going everyday.
Speaker 4 (13:55):
Absolutely, and you must have a great team.
And how much emphasis is it foryou know?
Speaker 5 (14:09):
building that relationship with that student.
It is such a big part of itit's probably 50% of it is
having that bond, thatconnection.
So that's really a big part ofwhat we do.
I always try, when possible, tomeet with each student myself
to gauge their needs, to gaugetheir personality and to really
identify the kind of person thatI think would work best with
them, Because it becomes almosta mentorship, a bond, and that
(14:30):
allows them to be that much morereceptive to the instruction.
So important.
Speaker 4 (14:35):
Oh, and the growth that can come out of um somebody
having a mentor and really, youknow, not only living up to
their kind of idea of whatsomebody's thinking of them, but
then looking back and seeinghow they lived it up to
themselves and they really umdid themselves and to have that.
That's so rewarding forindividuals.
(14:58):
And yeah, I, you know my ownchildren have seen my daughter
struggle and get the support sheneeded and then go on to, you
know, breathe wonderfully youknow, have a lot more success
for herself, and I think thatit's so.
It's so great that we have thesetypes of resources.
(15:23):
Again, I'm going to put thewebsite up, evlcoachingcom and
let's kind of jump ahead or notreally ahead but let's talk
about adult support, or olderkind of support for adults.
What does that look like andwhat would an adult come to you
(15:45):
looking for, and how do you putthat in place?
Speaker 5 (15:49):
That's a great question and there's so many
different needs that we see withadults.
There's so many different needsthat we see with adults.
So we do work with a lot ofadults who have dyslexia and
just never got the right supportto build their reading skills
and now all of a sudden they'rein the workplace and they just
still can't read, or they havedysgraphia or learning
disability in writing and theyhave to write an email and they
(16:09):
just can't compose it.
They can't write a resume.
So we also have adults who haveADHD and struggle with
organization, time management,planning, executive functioning
skills.
A lot of times it manifestsitself in the workplace and
that's often what triggers themto come and get the help,
because they thought they chosea career that maybe didn't
involve reading and writing.
(16:30):
But everything involves readingand writing.
So even if you're a carmechanic, you might still have
to write emails.
So it's it's.
These are skills that everyoneneeds help with and needs to
have strong abilities in, and Ialso think, like I alluded to
earlier, many years ago wedidn't have the kinds of support
and resources that we have nowfor kids.
(16:51):
So many adults just wentthrough school not getting the
right support, not feeling smart, not feeling empowered.
And now, all of a sudden,they're an adult and these
resources are available.
And now they want to get thatsupport for themselves.
Speaker 4 (17:06):
Yeah, are there apps or tools AI, things like that
that you suggest that to adults?
I think that you suggest thatto adults, I think preferably
more appropriate for inorganizing or maybe helping to
write, you know, emails, thingslike that.
Are there those types of toolsthat you suggest, or do you
(17:27):
suggest not to use them?
Speaker 5 (17:29):
Well, it's a very tricky one with AI.
I think, if used appropriately,ai is a great tool.
I think it's probably easierfor adults to understand how to
use it appropriately than forkids.
My worry for kids is that it'sjust going to take over teaching
kids how to read and write,because why learn how to write
an essay when you can have chat,gbt write it for you?
That worries me.
(17:50):
That really worries me a lotwith the future of education for
kids.
With adults, though, I think ifan adult has a learning
disability and really can'twrite an email or can't put a
resume together, I think AI is agreat tool.
I wouldn't rely on it solely.
I've seen resumes that aregenerated by AI and they look
(18:11):
like they were generated by AI.
They don't feel real to me, andso I think having that human
touch and having someone tosupport them, even if they're
using AI, as part of thisprocess, I think having another
adult or a coach or someone thatcan still help them with that
skill is key.
But I do think there's somegreat resources that AI can
(18:31):
really help them, especially ifthey really struggle with these
skills.
Speaker 4 (18:40):
Yeah, and, like you said, especially adults that
have gone through their wholelife and now they might have a
tool that could be more helpfuland assistive for them.
I know my husband is dyslexic,for example, and he does
construction, which he'swonderful at, I think, because
he's also autistic.
So he has this, you know,perfectionistic.
But he also tells me of thetimes when he really panics,
(19:05):
when he's you know, did I justflip those numbers?
Did I just miss right down themeasurement incorrectly?
Things like that?
Are there any like wear a typeof certain kind of glasses,
things like that, or is it real?
Do people need to really kindof get the help they need or are
(19:25):
there any at-home things peoplecan do to help them?
Speaker 5 (19:30):
I think it's more about getting the right help
that they need for their uniquechallenges.
I mean, there are tools likeeven our smartphones.
If someone struggles with timemanagement, they can set
reminders for themselves that gooff.
They get a notification 15minutes before their appointment
to remind them that they havethat coming up.
So there are tools that theycan use.
But I think, big picture wise,it's really better to identify
(19:54):
the challenges and get the rightsupport rather than looking for
that kind of quick fix solution.
Speaker 4 (20:04):
Yeah, ultimately it's better to get to the root of
whatever is needed and get theright supports put into place,
and then you have those movingforward.
You have those tools and thingslike that for adults that want
to join a program.
What does that look like?
How do they sign up today ifthey're interested?
Speaker 5 (20:27):
Sure, well, in terms of our program, it's still all
one-on-one.
They would reach out.
Our website's a great place tostart.
They would reach out to us, wewould speak to them, learn about
what their challenges are, whatthey're experiencing in person
in the local New York, newJersey, connecticut area.
Or, like I said earlier, we cando virtual tutoring nationwide,
(20:55):
worldwide, and really giveadults or kids that specialized
one-on-one support.
Speaker 4 (20:59):
I love that.
And let's jump to the summercamps you had mentioned.
Do some summer programs.
I think that's a wonderful way,to you know, get people
interested.
We're coming right up on the.
You know it's the end of Aprilright now, so it's going to be
right around the corner.
This will come out next week,so perfect timing for that to
burst into summertime.
(21:20):
Tell people what you're doingfor summertime for kids so that
they can reach out and make somearrangements if there's still
space available.
Speaker 5 (21:29):
Yeah.
So summer is, in my mind, suchan important time to take
advantage of for several reasons.
One is that so many kids we allknow experience that dreaded
summer slide where they reallycan lose a lot of skills in
reading, writing and math.
Because it's such a big gap oftime and many kids are really
not doing anything or verylittle academic and it's really
(21:50):
an opportune time to work onskills building.
If there's any foundationalgaps, if there are math skills
they haven't grasped, if they'restruggling with writing,
sometimes during the school year, when they have a lot of
homework, it's hard to reallyfocus on core remedial skills
building.
Summer is a great time to dothat.
So during the summer we continuewith a lot of one-on-one
tutoring.
For some kids we do intensiveone-on-one tutoring.
(22:12):
For other kids who are in camp,for example, we could do after
camp, we do weekends and then atthe end of the summer we have
two-week small group academicsessions.
We have one that's thebeginning of August and one in
the last two weeks in August,and in the morning it's our
elementary program for kidsentering grades one through six.
It meets nine to 12 every dayand we use all research-based
(22:35):
multisensory strategies forreading, spelling, writing and
math, word problem solving, andthen in the afternoon that's
more for middle school, highschool kids and that's more kind
of study skills, executivefunctioning-based.
So we work on strategies fortime management, organization,
task initiation, note taking,writing, reading, comprehension
and just a great way to takeadvantage of that tail end of
(22:57):
summer and really help jumpstartthe school year on a positive
note.
Oh yeah.
Speaker 4 (23:02):
They sound like they'd be ready.
I mean I want to come get ready, for that's fantastic.
No, I love that.
I love that you talked aboutthe types of subjects you know.
Obviously, there's probably somany subjects that you guys can
cover, but the also activitiesthat you guys do and that you.
(23:27):
I don't know why my brain iskind of blanking out, but yeah,
I think that that's wonderfulGetting back to school, exactly
Because I mean you really justneed to be.
You feel so much better whenyou start back and you don't
feel like you're behind oranything.
So I would definitely takeadvantage of that.
Parents, if you're listening,definitely take advantage of
(23:48):
some type of programs.
What type of?
You know?
I heard somebody saying in asummit that I was listening to
about a lot of libraries havinga lot of like activities, things
like that.
What other kind of resources,community resources do you
advise parents to look into whenthey're not in tutoring?
Speaker 5 (24:12):
Sure?
Well, certainly, libraries area great place to go.
I think the more kids cancontinue reading over the summer
, the better.
Writing is also so important,and I encourage parents to have
their kids keep a journal, evenif it's about what they did in
camp that day, or a vacationthey went on, or a park, they
went to any kind of writing,free writing, just to keep the
(24:34):
flow of writing going.
And then, when it comes to math, they can integrate fun math
into their daily lives.
Maybe bake a batch of browniesand have their child measure out
the volume of ingredients andthen decide well, what if we
were to double this recipe?
How much would we need?
What if we were to cut it inhalf?
How much would we need?
What if we were to cut it inhalf?
How much would we need?
They can even take outdifferent geometric shapes of
(24:55):
pans and pots and work ongeometry.
So I think, making it fun butalso integrating it into their
daily lives.
Same thing is true if they goon a road trip how much gas will
we need?
How much will the gas cost?
How many stops should we take?
What is our budget?
There's so many skills that canbe integrated into their daily
lives in a fun way to keep thoseskills going over the summer.
Speaker 4 (25:17):
And I love how you said that too, because I think a
lot of our neurodivergentfamilies can really appreciate
that if we can kind of keep thatfresh in our mind to use those
strategies while we're out inthe world with our kiddo, my
kid's 15.
And you know I should.
(25:37):
Now I'm going to keep this inmind a little bit more.
Today when I go to the grocerystore.
He's already like calculationoff the charts.
So I usually make him keep thecalculation for me anyways.
But I don't often say like thisis how I, you know we have,
let's stay within this budget.
I think I'm just going to playaround with it a little bit more
today when we go and give him alittle bit more power, because
(26:01):
he is has was finished withschool at like 12, 13, but I the
life skills, that's what we'reworking on.
He's probably going to be stillour forever home child, so you
know we're going to be workingon those other skills and I hope
that he could be independentsomeday.
Oh my gosh, it's any parent'sdream, of course, but also our
(26:24):
reality and great, you know,pleasure to have him stay as
long as he ever needed to.
Speaker 5 (26:35):
So work for us to say .
You can teach him, the closerhe'll be to being independent.
So you know even one little sotrue yeah, yeah, what types of?
Speaker 4 (26:44):
maybe like speech therapies, things like that.
Do you guys offer those thingsor do you do referrals for those
types of services?
Speaker 5 (26:53):
We don't offer those other services like speech
therapy, occupational therapy,physical therapy.
We usually refer out.
Of course, with speech therapy,as kids get older, there is a
lot of overlap between thelanguage-based tutoring that we
do and what a speech therapistmight do meaning reading,
comprehension, writing,vocabulary.
So we do a lot of that, but ifa child specifically needs
(27:15):
speech therapy we would referout for that Good good.
Speaker 4 (27:18):
Well, I think this has been so helpful wonderful
information, so many resources.
I learned so much and I just Ilove that about podcasting is
that you know you learnsomething from every guest you
(27:41):
talk to and it's such a pleasure.
Speaker 5 (27:43):
Thank you so much for your time today.
You have any exciting plans orevents coming up or anything we
should look forward to.
I think you know at this pointwe're really pivoting towards
the summer.
We're super excited about oursummer programs, about just
doing a lot of great work overthe summer.
It's hard to believe it'saround the corner, but it's
always an exciting time.
Speaker 4 (28:00):
Isn't that the truth?
It just sneaks up on you allthe time.
The time just does that,doesn't it?
It goes by so quickly and I bet, especially when you see those
or get those stories from paststudents and things like that.
So thank you so much for thework you're doing for children
and adults and just those whoreally need the support, and
(28:24):
thank you for you know gettingthe right information to do it.
You know data tested and thingsthat are really meaningful and
important for parents to know.
I appreciate that.
I'm going to put your websiteup again, evl Coaching.
Please go check it out todayand support them in any way.
(28:44):
Are you also on social mediasand things like that?
Speaker 5 (28:48):
Oh yes, we have channels on Instagram, facebook
X and TikTok.
Speaker 4 (28:53):
Okay, you have a new follower today and hopefully
other listeners that arelistening, go and follow as well
and get the information,because sometimes even just
being able to follow someinformational pages can really
help you get tips for your childor adult that you're trying to
(29:14):
to get support for.
So thank you so much for yourtime and I I hope that we can
stay in touch.
Speaker 5 (29:20):
Thank you for having me, and I would love to stay in
touch.
Speaker 2 (29:23):
Yes, thank you In the heart of a city.
She's shining bright, oh yeah,stories of love and courage all
(29:48):
throughout the night, her voiceresonating an anthem for all
through the trials and thetrials.
The Voice of Love, thank you.
Life.
She stands for family,advocates for more movement of
compassion.
Ways will soar.
Podcasts together, symphony onsupport in life changing rapport
(30:41):
.
She's changing the world foryou with a heart that's fierce
and strong.
Empathy's melody in a journeywe all belong.
Through her eyes, a visionclear.
Together we rise, sheddingfears.
In every heart, she plants theseed of understanding and love.
(31:04):
Dearly me, thank you.
(31:24):
In a journey we all belong.
The SJ Childs Show is Backwards' 13th season.
Join Sarah Brafford and the SJChilds Show team as they explore
the world of autism and sharestories of hope and inspiration.
This season, we're excited tobring you more autism summits
featuring experts and advocatesfrom around the world.
Speaker 2 (00:29):
Go to sjchildsorg hey everyone.
Speaker 3 (00:36):
Just wanted to give you an update.
The second annual InternationalAutism Summit was such a
success.
Thank you to our sponsors andour amazing speakers.
If you're interested in seeingany of those sessions, go to my
YouTube channel, the SG ChildShow the live tab and you can
see each day and their sessionsare timestamped in the
(00:58):
description.
Hope to see you guys there.
Speaker 4 (01:01):
Hi, welcome to the SG Child Show.
It's a beautiful spring day, atleast here in Salt Lake City.
Where are you at today?
Speaker 5 (01:11):
Dr Levy, excuse me, new Jersey today.
Okay, new Jersey, and how's theweather over there?
We are also coming in.
It was a sunny day.
It was really cold on Sundayand now it's a nice, sunny,
beautiful day, so I'll take it.
I love that.
Speaker 4 (01:27):
Love it.
Love spring, spring and fall Imean, I guess just every season
has its own, its own little funspot.
I guess Can be appreciated inone way or another.
But we're not here to talkabout the seasons.
Thank you so much for beinghere today, dr Emily Levy, is
that how I pronounce it, levy?
(01:48):
We're close.
Okay, you know I'm veryphonetic, so bless my heart on
that.
But yeah, it's so nice to meetyou and I look forward to
getting into our conversationtoday.
Tell our listeners a little bitabout yourself, introduction,
and we'll jump right in Sure.
Speaker 5 (02:06):
Well, first off, thank you so much for having me
today.
I'm really excited to be here.
I am the founder and directorof EBL Coaching, which is a
one-on-one tutoring programwhere we specialize in providing
research-based multisensorytutoring to students as young as
the preschool level up throughthe adult level that have
(02:27):
specialized learning needs Todate back a little bit.
I actually grew up in the fieldof special education.
My mother was the founder of aschool for students with
learning disabilities, so I kindof spent my young childhood my
whole childhood really workingat her school, working with kids
, observing kids and seeing whatan amazing difference it could
(02:47):
make to have the right supportand the right strategies in
place for kids.
I then went to Brown University.
I ended up getting my master'sdegree in special education as
well as my doctorate degree ineducation, and now for about 21
years which makes me feel veryold I've been running EBL
coaching.
We continue to grow and expand.
(03:08):
We're physically based in NewYork City and New Jersey, but we
work with kids and adultsactually worldwide, throughout
the United States and in manyother countries, providing this
kind of specialized one-on-onetutoring one-on-one tutoring and
I love that you had thatbackground of really seeing
(03:29):
firsthand on a wide scale.
Speaker 4 (03:31):
It sounds like not just a small group, that I had a
class, you know, or anything,but you probably saw a lot of
you know children, adults go inand out and and get it when they
get the supports they need,just be so empowered and thrive
and have success in a new waythat maybe they hadn't achieved
(03:53):
or felt before.
And you know, just even justbeing a parent and seeing your
child grasp something new ordifferent for the first time,
you're like, yes, you know it isso nice, but when kids are
struggling, you know that'sanother hard thing, how
(04:16):
sometimes we don't know how tohelp our kids and how to help
our or you know it's hard whenpeople get into adulthood that
still need the supports.
But I'm so glad that you guysoffer supports like that and it
must be hard for them to comeforward maybe and ask for help.
(04:36):
What do you advise people, kindof to get started Like, what's
your message?
That you want, you know, peopleto come on in and let us help
you?
Sure?
Speaker 5 (04:49):
Well, I think many years ago, there was sort of
this negative stigma attached togetting a diagnosis, having a
learning challenges or anattentional challenge, getting
tutoring.
It was almost sort of thisnegative cloud around all of
that, and I think so much ofthat is changing.
There's a lot more awareness,there's a lot more diagnosis
happening, there's so manyamazing research-based
(05:12):
strategies that are nowavailable to help kids and to
really help them thrive inschool.
So I believe there's so manypositives about identifying the
difficulties that your child ishaving and then seeking the
right support for them, bothinside of school and then, if
need be, outside of school, togive them the tools, to give
them the strategies to help themthrive, because every child,
(05:36):
even if they struggletremendously in school, they all
have gifts and so we have toplay up the areas and build the
areas they struggle with, whilecontinue to build those areas of
strength.
Yeah, absolutely.
Speaker 4 (05:47):
Are there school districts that you work with
one-on-one to help out?
You know the larger community.
Speaker 5 (05:54):
Well, all of the work that we do is one-on-one.
We do have some group summerprograms that we run.
So really after school andweekends, yeah, we work with
kids in all different schools inpublic schools, everywhere, in
parochial schools, inindependent schools, all kinds
of charter schools.
We work with kids from alltypes of schools and there are
(06:15):
struggles everywhere.
But again, if we give kids thatsupport, it's amazing how much
they can really thrive how muchthey can really thrive.
Speaker 4 (06:27):
Is there a common thread or challenge that you see
across the board?
I'm sure it's veryindividualized and unique to
each individual, but anythingthat you might have parents look
for and keep their eyes open tobe able to help their kiddo.
Speaker 5 (06:42):
Sure.
Well, of course it is allindividualized to the needs of
each child, but I think that ifa parent is seeing their child
struggle with a skill or a setof skills whether it's younger
kids learning how to identifythe names of the letters and
their corresponding sounds andthen how to blend those together
, if they struggle with that, orstruggle with writing letters,
(07:03):
numbers, words, eventuallysentences and paragraphs, that
could be a sign of struggle Withmath.
Are they having difficultylearning those basic facts
addition, subtraction,multiplication.
Do they struggle withmulti-step problems or with word
problems?
Are they strugglingtremendously with their homework
, to the point that they justcan't get it done?
I think if parents are noticingany of these kinds of struggles
(07:25):
, it makes sense to start byhaving a conversation with their
child's teacher, see if they'renoticing those same kinds of
struggles in school, or maybeadditional struggles, and if so
they may want to consider havingan evaluation done, either in
school, which is free of chargethey can have one done outside
of school, just to reallyidentify what, if anything, may
(07:47):
be going on.
And then what kind of supportsdoes my child need?
Speaker 4 (07:51):
Yeah, Now let's talk about the kiddos who we know
need the support, and how do youput those in place with those
families, to start a practice.
Speaker 5 (08:05):
Sure, well, we work, as I mentioned, with kids who
have all different types ofspecialized needs, kids who have
learning disabilities,including dyslexia, dysgraphia,
dyscalculia, adhd, autism,speech and language challenges
really all different types ofchallenges.
Once we know what the challengeis, usually we'll still do our
(08:26):
own initial assessment just tospecifically gauge the academic
skills they're struggling withand what, within those skills,
they're struggling with.
Meaning, if a parent comes tous and said my child is really
struggling with reading, well,first off, is it reading
comprehension?
Is it decoding?
Is it reading fluency?
If it's decoding, are theystruggling with basic single
(08:48):
syllable words?
Are they struggling withmulti-syllabic words?
So we want to really pinpointwhat exactly is the issue so
that we can then use a targetedapproach with the right again,
research-based multi-sensorymethods that are catered to
their specific levels and theirspecific needs.
Speaker 4 (09:04):
I love that and you know, after school programs and
summer programs, parents arearen't.
Yeah, they're so grateful forthat.
But this is what I'm trying tosay because there's there's so
only so much help that kids canget during the school day from
the teachers, from what abouthomeschool?
Um, things like that.
(09:26):
How much do you see likehomeschool moms or that reaching
out and needing some kind ofextra tutoring services?
Speaker 5 (09:35):
yeah, so we do a good amount of work with kids who
are homeschooled as well andthere's so many different
scenarios within that.
Sometimes we do all of thehomeschooling where the child
will come in for several hours aday and we'll provide all of
the homeschooling where thechild will come in for several
hours a day and we'll provideall of the instruction.
But I would say in more casesthe parent is doing most of the
instruction but we'll come inand provide certain support.
Maybe it's reading using theOrton-Gillingham method, or
(09:57):
writing or kind of specificskill areas that are built in
within the homeschool curriculumthat the parent is following.
So that varies a little bit butthere's different scenarios
that we do with homeschooling.
Speaker 4 (10:10):
What kind of maybe tips or activities can we do at
home to start supporting ourkids after they've gone through
a program?
Speaker 5 (10:26):
Well, again, a lot of it really depends on what is
their challenge and what withineach skill do they need help
with.
I find the best thing a parentcan do from our angle is to
reinforce in between sessionswhat we cover during the
tutoring session.
So, like I said, we'll alwayshave a targeted plan with
specific materials, manipulativelearning games that go along
(10:50):
with it, and, if a parent isopen to it, we're always happy
to give parents tools and gamesthat they can use with their
child in between sessions toreinforce what we're covering,
so that there's continuity andconsistency and we just tend to
see progress that much faster.
Speaker 4 (11:07):
that way of our newer parents out there, or just
maybe people that want, you know, special education teachers,
anybody that wants some ideas.
Let's talk about the learningstyles because I think we can go
back to basics and really likecover those things so that
(11:29):
anybody listening can say, yeah,you know this is, but what if
they don't understand the waytheir child is learning to begin
with?
Can you talk to us about thatand kind of, we'll uncover that
a little and give them abackground, if you will?
Speaker 5 (11:44):
Yeah, so there's different types of learning
styles.
There are kids who are morevisual learners, where of course
they learn more by seeing andvisualizing.
Then there's more auditorylearners, where they learn more
by kind of listening.
And then there's tactile,kinesthetic learners, where they
learn by sort of physicallytouching and manipulating.
And then, of course, when weuse a multi-sensory approach
(12:05):
where we sort of engage all ofthose senses, that really helps
almost everyone.
So I love the multi-sensoryapproach.
It's very effective, it'sresearch-based, especially
effective for kids who havelearning and or attentional
challenges.
But it's fun, the kids like itand I find it's just effective
for all kids.
Speaker 4 (12:25):
I love that.
And what are some of theparents' testimonials?
What have parents said?
What are some stories you canshare with us?
Speaker 5 (12:36):
I mean it warms my heart when I think of all the
stories that I've heard, and alot of times parents will come
back to me many, many yearslater and they'll just bring me
up to speed about where theirchild is at, or they'll reach
out to me about their youngerchild and then they'll fill me
in on their older child, whichis always a nice testimony to
their happiness, the fact thatthey're bringing their younger
(12:56):
child back.
But you know, just recently Ihad a father reach out to me.
We worked with his son, Ibelieve, when he was in middle
school, and his father called totell me he's at Georgetown now
studying engineering, which Ithought was amazing because he
really struggled academically.
There was another boy that Iactually worked with a million
years ago, who was in firstgrade at the time, who his mom
(13:19):
reached out.
He struggled so much he hadsevere dyslexia and severe ADHD,
made it through school, whichwas a real struggle, made it
through college and made itthrough graduate school and is
now working in New York City.
So you know, when I hear thesestories of long-term success, it
just warms my heart.
I see all the time more of theshort-term success stories a
(13:40):
child who came in and couldn'tread.
And now, six months later,they're reading and I love that.
And then when I hear theselong-term stories of success,
it's like all of those littlemilestones turned into something
big, and I just love it.
It's what keeps me going everyday to something big, and I just
love it.
It's what keeps me going everyday.
Speaker 4 (13:55):
Absolutely, and you must have a great team.
And how much emphasis is it foryou know?
Speaker 5 (14:09):
building that relationship with that student.
It is such a big part of itit's probably 50% of it is
having that bond, thatconnection.
So that's really a big part ofwhat we do.
I always try, when possible, tomeet with each student myself
to gauge their needs, to gaugetheir personality and to really
identify the kind of person thatI think would work best with
them, Because it becomes almosta mentorship, a bond, and that
(14:30):
allows them to be that much morereceptive to the instruction.
So important.
Speaker 4 (14:35):
Oh, and the growth that can come out of um somebody
having a mentor and really, youknow, not only living up to
their kind of idea of whatsomebody's thinking of them, but
then looking back and seeinghow they lived it up to
themselves and they really umdid themselves and to have that.
That's so rewarding forindividuals.
(14:58):
And yeah, I, you know my ownchildren have seen my daughter
struggle and get the support sheneeded and then go on to, you
know, breathe wonderfully youknow, have a lot more success
for herself, and I think thatit's so.
It's so great that we have thesetypes of resources.
(15:23):
Again, I'm going to put thewebsite up, evlcoachingcom and
let's kind of jump ahead or notreally ahead but let's talk
about adult support, or olderkind of support for adults.
What does that look like andwhat would an adult come to you
(15:45):
looking for, and how do you putthat in place?
Speaker 5 (15:49):
That's a great question and there's so many
different needs that we see withadults.
There's so many different needsthat we see with adults.
So we do work with a lot ofadults who have dyslexia and
just never got the right supportto build their reading skills
and now all of a sudden they'rein the workplace and they just
still can't read, or they havedysgraphia or learning
disability in writing and theyhave to write an email and they
(16:09):
just can't compose it.
They can't write a resume.
So we also have adults who haveADHD and struggle with
organization, time management,planning, executive functioning
skills.
A lot of times it manifestsitself in the workplace and
that's often what triggers themto come and get the help,
because they thought they chosea career that maybe didn't
involve reading and writing.
(16:30):
But everything involves readingand writing.
So even if you're a carmechanic, you might still have
to write emails.
So it's it's.
These are skills that everyoneneeds help with and needs to
have strong abilities in, and Ialso think, like I alluded to
earlier, many years ago wedidn't have the kinds of support
and resources that we have nowfor kids.
(16:51):
So many adults just wentthrough school not getting the
right support, not feeling smart, not feeling empowered.
And now, all of a sudden,they're an adult and these
resources are available.
And now they want to get thatsupport for themselves.
Speaker 4 (17:06):
Yeah, are there apps or tools AI, things like that
that you suggest that to adults?
I think that you suggest thatto adults, I think preferably
more appropriate for inorganizing or maybe helping to
write, you know, emails, thingslike that.
Are there those types of toolsthat you suggest, or do you
(17:27):
suggest not to use them?
Speaker 5 (17:29):
Well, it's a very tricky one with AI.
I think, if used appropriately,ai is a great tool.
I think it's probably easierfor adults to understand how to
use it appropriately than forkids.
My worry for kids is that it'sjust going to take over teaching
kids how to read and write,because why learn how to write
an essay when you can have chat,gbt write it for you?
That worries me.
(17:50):
That really worries me a lotwith the future of education for
kids.
With adults, though, I think ifan adult has a learning
disability and really can'twrite an email or can't put a
resume together, I think AI is agreat tool.
I wouldn't rely on it solely.
I've seen resumes that aregenerated by AI and they look
(18:11):
like they were generated by AI.
They don't feel real to me, andso I think having that human
touch and having someone tosupport them, even if they're
using AI, as part of thisprocess, I think having another
adult or a coach or someone thatcan still help them with that
skill is key.
But I do think there's somegreat resources that AI can
(18:31):
really help them, especially ifthey really struggle with these
skills.
Speaker 4 (18:40):
Yeah, and, like you said, especially adults that
have gone through their wholelife and now they might have a
tool that could be more helpfuland assistive for them.
I know my husband is dyslexic,for example, and he does
construction, which he'swonderful at, I think, because
he's also autistic.
So he has this, you know,perfectionistic.
But he also tells me of thetimes when he really panics,
(19:05):
when he's you know, did I justflip those numbers?
Did I just miss right down themeasurement incorrectly?
Things like that?
Are there any like wear a typeof certain kind of glasses,
things like that, or is it real?
Do people need to really kindof get the help they need or are
(19:25):
there any at-home things peoplecan do to help them?
Speaker 5 (19:30):
I think it's more about getting the right help
that they need for their uniquechallenges.
I mean, there are tools likeeven our smartphones.
If someone struggles with timemanagement, they can set
reminders for themselves that gooff.
They get a notification 15minutes before their appointment
to remind them that they havethat coming up.
So there are tools that theycan use.
But I think, big picture wise,it's really better to identify
(19:54):
the challenges and get the rightsupport rather than looking for
that kind of quick fix solution.
Speaker 4 (20:04):
Yeah, ultimately it's better to get to the root of
whatever is needed and get theright supports put into place,
and then you have those movingforward.
You have those tools and thingslike that for adults that want
to join a program.
What does that look like?
How do they sign up today ifthey're interested?
Speaker 5 (20:27):
Sure, well, in terms of our program, it's still all
one-on-one.
They would reach out.
Our website's a great place tostart.
They would reach out to us, wewould speak to them, learn about
what their challenges are, whatthey're experiencing in person
in the local New York, newJersey, connecticut area.
Or, like I said earlier, we cando virtual tutoring nationwide,
(20:55):
worldwide, and really giveadults or kids that specialized
one-on-one support.
Speaker 4 (20:59):
I love that.
And let's jump to the summercamps you had mentioned.
Do some summer programs.
I think that's a wonderful way,to you know, get people
interested.
We're coming right up on the.
You know it's the end of Aprilright now, so it's going to be
right around the corner.
This will come out next week,so perfect timing for that to
burst into summertime.
(21:20):
Tell people what you're doingfor summertime for kids so that
they can reach out and make somearrangements if there's still
space available.
Speaker 5 (21:29):
Yeah.
So summer is, in my mind, suchan important time to take
advantage of for several reasons.
One is that so many kids we allknow experience that dreaded
summer slide where they reallycan lose a lot of skills in
reading, writing and math.
Because it's such a big gap oftime and many kids are really
not doing anything or verylittle academic and it's really
(21:50):
an opportune time to work onskills building.
If there's any foundationalgaps, if there are math skills
they haven't grasped, if they'restruggling with writing,
sometimes during the school year, when they have a lot of
homework, it's hard to reallyfocus on core remedial skills
building.
Summer is a great time to dothat.
So during the summer we continuewith a lot of one-on-one
tutoring.
For some kids we do intensiveone-on-one tutoring.
(22:12):
For other kids who are in camp,for example, we could do after
camp, we do weekends and then atthe end of the summer we have
two-week small group academicsessions.
We have one that's thebeginning of August and one in
the last two weeks in August,and in the morning it's our
elementary program for kidsentering grades one through six.
It meets nine to 12 every dayand we use all research-based
(22:35):
multisensory strategies forreading, spelling, writing and
math, word problem solving, andthen in the afternoon that's
more for middle school, highschool kids and that's more kind
of study skills, executivefunctioning-based.
So we work on strategies fortime management, organization,
task initiation, note taking,writing, reading, comprehension
and just a great way to takeadvantage of that tail end of
(22:57):
summer and really help jumpstartthe school year on a positive
note.
Oh yeah.
Speaker 4 (23:02):
They sound like they'd be ready.
I mean I want to come get ready, for that's fantastic.
No, I love that.
I love that you talked aboutthe types of subjects you know.
Obviously, there's probably somany subjects that you guys can
cover, but the also activitiesthat you guys do and that you.
(23:27):
I don't know why my brain iskind of blanking out, but yeah,
I think that that's wonderfulGetting back to school, exactly
Because I mean you really justneed to be.
You feel so much better whenyou start back and you don't
feel like you're behind oranything.
So I would definitely takeadvantage of that.
Parents, if you're listening,definitely take advantage of
(23:48):
some type of programs.
What type of?
You know?
I heard somebody saying in asummit that I was listening to
about a lot of libraries havinga lot of like activities, things
like that.
What other kind of resources,community resources do you
advise parents to look into whenthey're not in tutoring?
Speaker 5 (24:12):
Sure?
Well, certainly, libraries area great place to go.
I think the more kids cancontinue reading over the summer
, the better.
Writing is also so important,and I encourage parents to have
their kids keep a journal, evenif it's about what they did in
camp that day, or a vacationthey went on, or a park, they
went to any kind of writing,free writing, just to keep the
(24:34):
flow of writing going.
And then, when it comes to math, they can integrate fun math
into their daily lives.
Maybe bake a batch of browniesand have their child measure out
the volume of ingredients andthen decide well, what if we
were to double this recipe?
How much would we need?
What if we were to cut it inhalf?
How much would we need?
What if we were to cut it inhalf?
How much would we need?
They can even take outdifferent geometric shapes of
(24:55):
pans and pots and work ongeometry.
So I think, making it fun butalso integrating it into their
daily lives.
Same thing is true if they goon a road trip how much gas will
we need?
How much will the gas cost?
How many stops should we take?
What is our budget?
There's so many skills that canbe integrated into their daily
lives in a fun way to keep thoseskills going over the summer.
Speaker 4 (25:17):
And I love how you said that too, because I think a
lot of our neurodivergentfamilies can really appreciate
that if we can kind of keep thatfresh in our mind to use those
strategies while we're out inthe world with our kiddo, my
kid's 15.
And you know I should.
(25:37):
Now I'm going to keep this inmind a little bit more.
Today when I go to the grocerystore.
He's already like calculationoff the charts.
So I usually make him keep thecalculation for me anyways.
But I don't often say like thisis how I, you know we have,
let's stay within this budget.
I think I'm just going to playaround with it a little bit more
today when we go and give him alittle bit more power, because
(26:01):
he is has was finished withschool at like 12, 13, but I the
life skills, that's what we'reworking on.
He's probably going to be stillour forever home child, so you
know we're going to be workingon those other skills and I hope
that he could be independentsomeday.
Oh my gosh, it's any parent'sdream, of course, but also our
(26:24):
reality and great, you know,pleasure to have him stay as
long as he ever needed to.
Speaker 5 (26:35):
So work for us to say .
You can teach him, the closerhe'll be to being independent.
So you know even one little sotrue yeah, yeah, what types of?
Speaker 4 (26:44):
maybe like speech therapies, things like that.
Do you guys offer those thingsor do you do referrals for those
types of services?
Speaker 5 (26:53):
We don't offer those other services like speech
therapy, occupational therapy,physical therapy.
We usually refer out.
Of course, with speech therapy,as kids get older, there is a
lot of overlap between thelanguage-based tutoring that we
do and what a speech therapistmight do meaning reading,
comprehension, writing,vocabulary.
So we do a lot of that, but ifa child specifically needs
(27:15):
speech therapy we would referout for that Good good.
Speaker 4 (27:18):
Well, I think this has been so helpful wonderful
information, so many resources.
I learned so much and I just Ilove that about podcasting is
that you know you learnsomething from every guest you
(27:41):
talk to and it's such a pleasure.
Speaker 5 (27:43):
Thank you so much for your time today.
You have any exciting plans orevents coming up or anything we
should look forward to.
I think you know at this pointwe're really pivoting towards
the summer.
We're super excited about oursummer programs, about just
doing a lot of great work overthe summer.
It's hard to believe it'saround the corner, but it's
always an exciting time.
Speaker 4 (28:00):
Isn't that the truth?
It just sneaks up on you allthe time.
The time just does that,doesn't it?
It goes by so quickly and I bet, especially when you see those
or get those stories from paststudents and things like that.
So thank you so much for thework you're doing for children
and adults and just those whoreally need the support, and
(28:24):
thank you for you know gettingthe right information to do it.
You know data tested and thingsthat are really meaningful and
important for parents to know.
I appreciate that.
I'm going to put your websiteup again, evl Coaching.
Please go check it out todayand support them in any way.
(28:44):
Are you also on social mediasand things like that?
Speaker 5 (28:48):
Oh yes, we have channels on Instagram, facebook
X and TikTok.
Speaker 4 (28:53):
Okay, you have a new follower today and hopefully
other listeners that arelistening, go and follow as well
and get the information,because sometimes even just
being able to follow someinformational pages can really
help you get tips for your childor adult that you're trying to
(29:14):
to get support for.
So thank you so much for yourtime and I I hope that we can
stay in touch.
Speaker 5 (29:20):
Thank you for having me, and I would love to stay in
touch.
Speaker 2 (29:23):
Yes, thank you In the heart of a city.
She's shining bright, oh yeah,stories of love and courage all
(29:48):
throughout the night, her voiceresonating an anthem for all
through the trials and thetrials.
The Voice of Love, thank you.
Life.
She stands for family,advocates for more movement of
compassion.
Ways will soar.
Podcasts together, symphony onsupport in life changing rapport
(30:41):
.
She's changing the world foryou with a heart that's fierce
and strong.
Empathy's melody in a journeywe all belong.
Through her eyes, a visionclear.
Together we rise, sheddingfears.
In every heart, she plants theseed of understanding and love.
(31:04):
Dearly me, thank you.
(31:24):
In a journey we all belong.
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