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This episode challenges the myth that teachers need a diagnosis to teach well and offers practical ways to create a welcoming intake, read the learner in real time, and build trust with parents who value privacy. We share scripts, strategies, and a mindset shift: see the student, not the label.
• privacy and dignity as non‑negotiables
• welcoming intake that centers the learner
• improvisation and co‑composition as assessment
• lowering parent defenses with empathy
• labels as hypotheses, not prescriptions
• repertoire choice as motivation and access
• language that invites, not interrogates
• challenge to adapt teaching before seeking labels
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Chapters
1. 15- Label vs. Student: Intake, Assessment and Diagnosis for Neurodivergent Students with Tara Mock (00:00:00)
2. Welcome & Topic Reveal (00:02:30)
3. Do Families Share Diagnoses? (00:04:01)
4. Privacy, Consent, and Boundaries (00:06:30)
5. Inclusive Intake Without Interrogation (00:08:47)
6. Reading the Student, Not the File (00:12:01)
7. Improvisation as Assessment (00:15:09)
8. Lowering Parent Defenses with Care (00:18:20)
9. Why Teachers Want Labels (00:21:24)
10. Labels Help, But Don’t Teach (00:24:26)
11. Center the Person Over the Diagnosis (00:27:50)
12. Motivation, Pop Repertoire, and Fit (00:30:37)
13. Challenge: Learn the Learner First (00:34:20)
14. Tiny Teaching Tip & Closing (00:42:23)
15 episodes
