Explaining Learning Differences to Kids Workshop

Original price was: $24.00.Current price is: $14.00.

Talking to kids about learning and developmental differences is tricky!  Yet, if we do not have these conversations with our children, they tend to create their own narratives for why things are hard - and these narratives are often negative and isolating.  As a result, too many children face anxiety and depression on top of their learning challenges.  School Psychologists are in a unique position to help kids change this narrative and their relationship to learning - for life.

In this workshop, you will learn a 4-step approach to helping children develop an accurate and hopeful self-narrative, using empowering and personalized language to explain a diagnosis or difference to the children you work with.  This approach builds on research looking at how to talk to young people about their differences using collaborative, growth-mindset, and neurodiversity-affirming frameworks to show them the power of their amazing brains!


Psychologists with testing experience - intermediate level.

If you need accommodations for this workshop, please contact Dr. Liz at Liz@DrLizAngoff.com.


  1. Participants will identify the 4 steps for talking to kids about their unique profile in an empowering and neurodiversity-affirming way
  2. Participants will create specific language to describe the common strengths and challenges of neurodivergent profiles in child-friendly language
  3. Participants will practice creating a personalized definition of a diagnosis for a specific child
  4. Participants will practice specific strategies for engaging children in collaborative assessment throughout the evaluation process


Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Eichenstein, R. (2015). Not what I expected: Help and hope for parents of atypical children. New York: Tarcher Perigee.
Greene, R. W. (2021). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children. New York: HarperCollins Publishers.
Haft, S., Myers, C., Hoeft, F. (2016). Socio-emotional and cognitive resilience in children with reading disabilities, Current Opinion in Behavioral Sciences, Vol. 10, 133-141. https://doi.org/10.1016/j.cobeha.2016.06.005 

Hansson Halleröd, S.L., Anckarsäter, H., Råstam, M. et al. (2015). Experienced consequences of being diagnosed with ADHD as an adult – a qualitative study. BMC Psychiatry 15, 31  https://doi.org/10.1186/s12888-015-0410-4 

Livingston, E.,  Siegel, L., & Ribary, U. (2018). Developmental dyslexia: emotional impact and consequences; Australian Journal of Learning Difficultieshttps://doi.org/10.1080/19404158.2018.1479975 
Tharinger, D., Finn, S., Hersh, B., Wilkinson, A., Christopher, G., & Tran, A. (2008a). Assessment Feedback With Parents and Preadolescent Children: A Collaborative Approach; Professional Psychology: Research and Practice; Vol. 39, No. 6, 600–609.
Wilkund, J., Yu, W., & Patzelt, H. (2017). Impulsivity and Entrepreneurial Action; Academy of Management Perspectives, Vol 32(3), https://www.researchgate.net/publication/317306957_Impulsivity_and_Entrepreneurial_Action
Young, S., Bramham, J., Gray, K., & Rose, E. (2008). The experience of receiving a diagnosis and treatment of ADHD in adulthood: a qualitative study of clinically referred patients using interpretive phenomenological analysis. Journal of Attention Disorders; 11(4), 493-503



Refunds will be granted for recordings if there is an error on our end and you are not able to view the course.


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