Kade is most known for teaching teachers to disrupt oppressive school cultures by co-creating cultures of inclusion with their students.
Today we’ll be sharing the exact same strategies Kade used with over a thousand teachers and families to build executive function skills by incorporating your child’s gender identity.
Something that really impresses me about Kade is their extensive knowledge on this topic, their ability to navigate tough conversations skillfully, and, most of all, their clear dedication and care for kids who need it.
While we know that people need to have their basic needs met in order to learn and access their higher-order thinking skills, we forget that feeling seen in your gender is a basic need.
If young people are going to develop strategies and tools to build their executive function skills and see their ADHD as a special skill set, we need to value and celebrate their whole selves first.
Kade’s workshop will offer specific tools for families and teachers that incorporate a child’s gender identity into their executive function skill-building.
You will walk away with actionable tasks for developing a closer relationship with your K-12 child as a pathway to growing their executive function skills, and probably yours, too!
Kade Friedman | Kade has been an educator from pre-K through adulthood, for over 20 years at universities such as NYU and others. Kade’s pronouns are they, them, theirs.
They focus on viewing disability through the lens of neurodiversity, co-creating class communities with students, and using educational technology to augment and assist all learners, not just those with diagnosed disabilities.
Kade Friedman’s mission is to create cultures of inclusion, one learning environment at a time. Kade is a non-binary, white, New York City-based educator with 20 years of experience working with neurodiverse and neurotypical humans, from pre-K through adulthood.
During Kade’s childhood, they were bullied for being too boyish, too skinny, and too interested in learning. The adults in their school and community didn’t have the tools to support them. Kade became a kindergarten special educator to ensure that young children, from the time they enter school, would not experience what Kade did.
In Kade’s educational consulting practice, they coach teachers to co-create class communities with their students where differences are celebrated, social and emotional skills are explicitly taught, and the student’s voices matter.
The goal is for students to see that they are essential in creating and upholding their communities.Over the last decade, Kade has been teaching and learning in educational settings across the globe, focusing on learning communities that want to be more inclusive of disability and gender.
Kade teaches at NYU, focusing on viewing disability through the lens of neurodiversity, co-creating class communities with students, and using educational technology to augment and assist all learners, not just those with diagnosed disabilities.
Recently, Kade’s work has expanded to DEI work with teachers and school leaders, thinking about inclusion in a broader sense. Kade helps teachers uncover their implicit biases, explore their gender, and think about their own experiences with disability, gender, race, religion, culture, and language. Only then can they truly build inclusive classroom communities.
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