(Or their bedroom. Or their desk. Or … everything.)
 Spoiler: It’s not carelessness. It’s executive function.

A few years ago, I opened my son’s backpack in August to start the “Back to School” process and found a crushed banana, a jumper I thought we lost, three half-finished worksheets all folded and torn and something that might once have been a sandwich.

If you live with a child who has ADHD or ADHD traits, the Tornado Backpack is not a once-a-semester event. It is a lifestyle. Papers disappear. Jackets vanish. Homework migrates to places no one can explain. Lunchtime containers come home untouched or become the equivalent of mythical creatures, talked about but never seen.

And parents often ask the same exhausted question:
“If they can be organized sometimes, why not all the time?”

It’s not a motivation problem.
It’s not defiance.
It’s not “not caring.”
It’s executive function. And for ADHD kids, those skills don’t develop in a straight line.

The Real Culprit: Planning and Organization Gaps

Executive functions are the brain’s management system. They help us plan ahead, organize materials, sequence steps, monitor time and start tasks independently.

Research from Russell Barkley, the Child Mind Institute, and Harvard’s Center on the Developing Child consistently shows that ADHD brains develop these skills more slowly and less consistently than neurotypical brains.

attention deficit hyperactivity disorder kid illustration

Children with ADHD can be one to three years behind their peers in skills like planning and organization.

This means your child isn’t ignoring you when their backpack looks like an archaeological dig site. Their brain is struggling to:

• Remember multiple steps
• Hold a sequence in working memory
• Manage time
• Regulate emotions while doing it
• Keep track of materials

The missing jumper is a symptom, not a character flaw.

What Parents See vs What’s Really Going On

Parents often describe behaviors like:

• Completed homework left on the table
• Sports kits forgotten despite multiple reminders
• Rooms and desks that “never stay clean”
• Backpacks becoming storage units for everything ever touched
• Meltdowns when asked to tidy or pack
• A child giving up before they even start

On the surface, this looks like carelessness. Underneath, it’s classic executive dysfunction.

ADHD kids don’t struggle with organization because they don’t care. They struggle because planning and organizing require mental skills that are simply harder for them to access consistently.

Why Some Days Go Smoothly and Other Days Don’t

This is one of the most confusing parts for parents.

“My child packed their bag independently yesterday. Today they can’t even find their shoes.”

It makes sense once you know this:
ADHD executive function is state-dependent, not ability-dependent.

Kids do better when:

• They have slept well.
• They feel calm.
• The environment is quiet.
• The task feels new or interesting.
• Someone is supporting them.

They do worse when:

• They’re stressed.
• They feel rushed.
• They’re overwhelmed.
• Steps are unclear.
• They’re already dysregulated.

Their ability doesn’t change on a day-to-day basis. The environment does.

A Real Story From a Real Parent

The child even suggested putting each day’s outfit into a separate large Ziploc bag so they would remember to change clothes. It was clever, creative and exactly the kind of out-of-the-box strategy ADHD kids often use to stay organized.

Which is why the mother was shocked when her child returned five days later with a backpack that looked almost untouched. All the Ziploc bags were still neatly zipped. All the clothes were still folded. The entire system had gone unused. The child had simply worn the same outfit every day.

It wasn’t laziness, and it wasn’t disinterest.
It was executive dysfunction in action.

Creating the plan was doable because planning with support is an easier executive demand.
Following the plan independently required:

• Remembering the system existed
• Recalling when to use it
• Shifting attention at the right moment
• Sequencing steps each morning
• Managing the emotional and sensory load of the unfamiliar environment
• Prioritizing long-term comfort over short-term ease

That is a lot of executive function for a child whose brain struggles most with sequencing, initiation and time awareness.

The system wasn’t the problem. The follow-through was the challenge.

This is the heart of ADHD organization: Kids often know what to do and can help design excellent structures, but the moment-to-moment execution breaks down when working memory collapses or emotional demand rises.

Which is why even the best organisational systems need cuing, routine, co-regulation and external supports to be reliably used.

When you see this through the lens of brain development rather than behavior, it makes complete sense, and it completely changes how parents support their children next time.

Four ADHD-Friendly Scaffolds That Actually Help

Just like the lunchbox article, here are practical tools that parents can implement immediately.

1. Make the Invisible Visible

Use visual supports, not verbal reminders:

• Backpack checklist
• Evening or morning routine chart
• A “launch pad” space where everything goes

Why it works: Visual systems reduce reliance on working memory and create predictability.

2. Reduce the Steps Until They Are Achievable

“Clean your room” is too vague.
Try:
• Clothes in laundry basket
• Rubbish in bin
• Books on shelf

Why it works: Breaking tasks into single concrete actions supports sequencing and reduces overwhelm.

3. Pair Planning With Connection

Kids often cannot plan alone, but they can plan with you.
Try a weekly ritual:
• Sunday backpack reset
• Friday desk tidy
• Nightly three-minute check for tomorrow

Why it works: Co-regulation activates executive function and helps children internalize routines over time.

4. Create Consistent Retrieval Cues

Always put the same items in the same places.
Always pack in the same order.
Always check the same list before leaving.

Why it works: Predictability reduces cognitive load, prevents decision fatigue, and increases automation.

The Reframe That Changes Everything

Disorganization is not disrespect.
Forgotten items are not laziness.
Messy backpacks are not moral failings.

They are signs of a developing brain that needs support, structure and repetition to learn the skills that come naturally to others.

When parents shift from “Why can’t you stay organized?” to “What system would help you manage this?” children feel empowered instead of defeated. And they often can create solutions that they are willing and motivated to try.

Small, consistent supports change everything. Not only do they reduce stress at home, they actively build the neural pathways your child will rely on throughout adolescence and into adulthood.

Why This Matters

Children with ADHD hear far more negative feedback than their peers. They get told they’re messy, careless, chaotic and unmotivated. Over time, these messages shape how they see themselves.

But when adults replace blame with understanding, kids stop internalizing shame and start developing the confidence to take ownership of their own systems.

Because the truth is simple: When a child finally has tools that match their brain, they thrive.

Final Takeaway

Next time you unzip the backpack and find a week-old snack and a small avalanche of worksheets, pause.

You’re not looking at carelessness.
You’re looking at a skill that is still developing and needs support.

With the right scaffolds, your child can build planning and organization habits that make life smoother for everyone.

Parenting ADHD kids isn’t chaos. It’s brain science you haven’t been taught yet.

Images: Marta Smith, Freepik

Navigating parenthood is no easy journey, and every once in a while, we come face to face with situations that we’re not sure how to handle. When it comes to the intricate world of special needs education, every child is a unique puzzle, and every educator is a dedicated explorer seeking the keys to unlock their potential.

Today, we embark on a fascinating journey as we delve into the minds of these remarkable professionals. We’ve received a thought-provoking question from one of our readers, and we’ve asked Dr. Ira Canada, a seasoned special needs educator, for guidance.

Dear Dr. Canada,

I think one of my daughter’s friends from school may have some form of learning disability, but I’m not a professional and don’t have the tools to diagnose him. I’ve asked their teacher about it, and she sticks to her answer of “I don’t know” – partly because she’s also not an expert on this subject and partly because she doesn’t want to be accused of spreading misinformation by any parent. However, in class, the teachers give him extra assistance when it comes to eating and group activities, so I think they’ve noticed that he needs extra help but don’t label it.

Personally, I think it’s best for a kid to get the extra assistance they need as early as possible and for the parents to educate themselves on what type of help their kid will need, and as a friend, I’d like to help if they do need it. But it’s a touchy topic, especially for local Chinese families. In the past, I’ve had kindergarten teachers tell me they’d leave this topic alone on purpose and wait for the child’s parent to realize on their own.

What has your experience been with bringing up the topic of special needs testing for young kids to the parents, and what can I or their teacher help with?

Thanks,
Helpful Mom

Dear Helpful Mom,

As parents, we often involve ourselves in our children’s school activities, whether by attending school events or volunteering in the classroom. This naturally brings us into contact with our child’s peers, and it reminds me of a particular situation I encountered years ago. It was before I became an educator, during a period when I had taken on the role of a stay-at-home dad – fun!

In this role, I volunteered once a week in my youngest child’s kindergarten classroom during center time. It was enlightening to work directly with students and experience a taste of teaching, even if just for an hour each week. During this time, I noticed that one of my son’s classmates appeared to struggle with certain tasks. His verbal language development seemed slightly delayed, and he had particular difficulty using scissors – an activity commonly required during centers.

I shared my observations with the classroom teacher and asked if she had similar concerns regarding his apparent developmental delays. She acknowledged that she had noticed he functioned differently from the other students. Although she expressed concern, she was hesitant to initiate a conversation with the child’s parents due to her limited experience in addressing such issues. After my time as a classroom volunteer ended, I no longer spent time in the classroom, but I often wondered whether that student ever received the support he clearly needed.

Unfortunately, that type of situation occurs far too often. I believe that when teachers lack the training and resources to engage in these conversations with families, it can result in missed opportunities for early intervention. Families rely on educators’ expertise and trust that their child’s best interests are a priority.

Here is my advice for educators encountering a similar scenario:

1. Determine the Child’s Present Level of Performance
Gather data through informal assessments, classroom observations, and work samples. This information is essential when discussing concerns with families, especially if the student appears to exhibit academic or developmental delays. Keep in mind that documented difficulties do not necessarily indicate a disability; rather, they may reflect a different learning style that calls for instructional adjustments. When having this conversation with parents, report the student’s learning strengths and areas of concern. If the student requires additional support, share the level of support that you are currently providing to the student.

2. Monitor the Student’s Response to Intervention (RTI)
All students should have access to tiered supports within a Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) framework. These are data-driven models designed to identify and support students with academic and behavioral needs. The model includes:

• Tier 1: High-quality, research-based instruction provided to all students in the general education classroom, along with regular screening.
• Tier 2: Targeted interventions for students who are not responding adequately to Tier 1 supports, typically delivered in small groups.
• Tier 3: Intensive, individualized interventions for students with persistent difficulties; may lead to an evaluation of individualized learning support services.

Progress is closely monitored, and instructional strategies are adjusted based on student response.

3. Consider a Psychoeducational Evaluation
A psychoeducational evaluation consists of a comprehensive battery of assessments that can help identify the root causes of a student’s learning challenges. These evaluations highlight learning strengths and weaknesses and can identify underlying issues such as attention deficits, which often manifest as academic struggles. A thorough evaluation provides valuable insight for both educators and families and helps determine the most appropriate support plan.

As educators, we have a responsibility not only to teach our students but also to empower families with the knowledge and tools they need to advocate for their children. Parents are their child’s first teachers, and it is our duty as professionals to support them in making informed decisions about their child’s education.

Sincerely,
Dr. Ira Canada

Dr. Ira Canada brings a wealth of expertise and experience in the field of education, with a particular focus on learning support and special educational needs. With over two decades of professional experience working with children, families, and schools across the United States, Dr. Canada has honed his skills and knowledge to address the unique needs of individuals with special needs.

He holds a doctorate in education with a specialization in autism, and his passion for this field has driven him to conduct extensive research on increasing awareness of autism spectrum disorder. Dr. Canada’s dedication to advancing the understanding of special education and promoting inclusive educational practices has been a central theme throughout his career.

Dr. Canada’s professional journey has encompassed a diverse range of roles, including serving as a special educator, early intervention specialist and behavior specialist. He has had the privilege of leading one of the largest early childhood special education programs in the United States, where he gained invaluable insights into effective strategies for supporting children with diverse learning needs.

Beyond his experiences in the United States, Dr. Canada has also had the opportunity to work internationally, serving as a learning support specialist, principal, and director of student support services in China and Thailand. During his time abroad, he had the honor of acting as a special education advisor to the US Embassy in Beijing and contributing to the Diversity and Inclusion Advisory Committee for the US Consulate General in Chiangmai, Thailand. These experiences enriched his perspective and allowed him to make meaningful contributions to global educational initiatives.

In addition to his professional pursuits, Dr. Canada is a published author of several children’s books, part of a series designed to address crucial topics such as social interactions, bullying, and self-regulation among early childhood students. These books reflect his commitment to empowering young learners with the skills they need to thrive in a diverse and inclusive world.

If you have a specific question you’d like us to find an expert to address, send a private message or email to minayan@beijing-kids.com. #DearReader

Images: Freepik, Dr. Ira Canada

Dr. Ira Canada is the founder of the Crucible Learning Network, a company that diagnoses children with neurodiverse symptoms. Armed with a doctorate in education with a specialization in autism, his diverse work experiences in the field, such as serving as a special educator, early intervention specialist, and behavior specialist, has helped him to gain invaluable insights into what is truly effective in the field of special education.  We are truly honored to have the opportunity to interview him to ask him about his journey, how his diverse work experiences shaped his current job, and what he has to tell parents about special education in China.

Special education may be a new topic to some, but it is the education for children who are physically, socially, or mentally different to their average peers to the extent that they are in need of modified education practices to aid them in academic and social development. “The inspiration to found the Crucible Learning network stemmed from my deep commitment to improving the quality of teaching and learning,” Dr. Ira says when asked about the inspiration that led hm to the founding of his company. “The name ‘Crucible’ was deliberately chosen for its powerful metaphor – representing a place of purification, transformation, and the emergence of strength and resilience through challenge.” The concept has shaped the mission of the company, and reflects the heart of their work.

When asked about assessment services the Network provides for young children and how to ensure reliability, Dr. Ira responds that they partner with Pearson Assessments US, an organization that is a global leader in assessment materials and protocols. All assessments, scales, and interventions at the Network are backed by the Pearson brand, and only assessment tools from Pearson Assessments are used. “We offer a comprehensive range of assessment services for young children,” Dr. Ira states, “including cognitive, educational, and behavioral assessments. Our assessments are designed to evaluate various aspects of a child’s development, academic performance, and behavior to provide valuable insights to educators, parents, and clinicians.”

One crucial message Dr. Ira would like all parents to understand about children with special needs is that having a diagnosis does not define a child’s potential or abilities in their future. They may perceive the world differently, or interact with the world in a way that most people cannot understand, but their uniqueness and the diversity they bring to this world is sometimes what all of us needs. Thus, the stigma around the discussion and requirement of special needs should be diminished. Parents should consider reaching out to the Crucible Learning Network for an assessment for their child if they have concerns about their child’s behavior, academic performance, or development. Early intervention is key in identifying any potential challenges or needs a child may have, and providing the appropriate support to help them thrive. It is always a better choice to know what support system a child should be under rather than limiting their chances of thriving in the future.

Dr. Ira has been in the field of special education for over two decades, working with children, families, and schools across the United States, and what he finds the most rewarding is witnessing the children’s growth, resilience, and accomplishments. In his words, “every milestone, no matter big or small, is a cause for celebration and a testament to the hard work and determination of both the child and the support system around them.” For Dr. Ira, building meaningful connections with these children, helping them discover their strengths, finding hope in their journeys, and witnessing their progress towards reaching their full potential are extremely fulfilling experiences. In his vast experience, there have been numerous success stories that have brought immense joy and satisfaction. One particular case that stands out is that of a student on the autism spectrum who initially started as nonverbal, but with dedicated support and intervention, progressed to actively expressing needs and engaging in conversations with peers throughout the school day. “Witnessing this transformation and the child’s newly established ability to communicate effectively was truly inspiring,” Dr. Ira said.

The Crucible Learning Network acknowledges the importance of mental health services for adolescents in China, and is planning to launch a campaign to address this concern by providing mental health screenings. Results from the screening will help determine if a comprehensive mental health assessment and treatment plan are necessary for particular children. If that is the case, an assessment and plan will follow to address the diverse needs of the students and provide them with holistic support. The company recognizes this issue not only locally but also on a global level. “Our upcoming campaign to provide mental health screenings is part of our commitment to addressing the mental well-being of young individuals, including those in China,” Dr. Ira states.

You can get in touch with Dr. Ira via email (thelearningdoc@outlook.com) and WeChat

Images: Dr. Ira Canada

We recently had the privilege of coming across an inspiring TEDx talk that left a deep mark on our hearts. Joseph Stewart, a personable speaker and remarkable expat Beijing parent and teacher, shared his life-altering journey with a daughter with special needs. His words were not just a recounting of experiences but a powerful narrative that opened our eyes to the challenges, joys, and profound lessons within this unique family story.

We were eager to chat with him and delve deeper into the emotions, struggles, and triumphs that he has encountered along the way, and to bring to light the remarkable resilience and love that defines his family’s path.

Please take a moment to introduce yourself and what brought your family to Beijing.

I’m Joseph Stewart. I teach art, and when I have time, [I] make my own illustrations, too. I met my wife, Luo Tao, when we both studied art at The Glasgow School of Art in Scotland. We moved over to Beijing around ten years ago when our older son Danny was one. He has started middle school this year. Rosie was born in our second year in Beijing.

Please tell us a bit about Rosie.

Rosie is a beautiful and energetic 8-year-old girl. She loves all things active, like hiking, running, and swimming.  She loves picture books, especially ones with cute animal characters, and her favorite place to visit in Beijing is Universal Studios.  Rosie is also nonverbal and has profound autism, which makes her a vulnerable person with a neuro-disability. We love her so much for who she is while at the same time acknowledging her disability provides significant challenge and stress to her life and to those who support her.

Where do you work now? Tell us a bit about how your school has been supportive of Rosie’s special needs.

I currently work at the International School of Beijing (ISB) and lead the art and media department. I feel very lucky for me and my family to attend this school as it is highly supportive of Rosie’s needs. Many international schools may encourage students to do service work on the weekends to work with children with disabilities, but ISB is unusual in the fact it has a special Life Centered Education unit that supports ten international students with complex needs. Most of these students have other neurotypical students who attend the school, and I know all families are very grateful. The teachers, speech therapists, and support staff in this unit are simply outstanding humans whose vocation is to support and work with vulnerable children. The progress Rosie has made under their guidance is quite extraordinary. Although she is still speaking little, she is learning mathematics, writing, and self-management skills. It took a while to adjust to the high level of support Rosie receives and not having to constantly stress and worry throughout the day as we know she is being looked after so well. I could go on and on about this, but recent highlights are her planting and growing vegetables, attending a running club with other children, and learning kung fu. Perhaps most meaningful is how the school pairs Rosie up with a homeroom class where young children her age look after her and consider her to be a friend. One lovely little girl even bought her pink earmuffs last winter as she recognized Rosie didn’t like the feel of her hat.

During your TEDx talk, you mentioned you were resistant to accepting Rosie’s disability. Why do you think that was?

I guess subconsciously, yes. I would say that we held on to hope for as long as possible that Rosie was just a slow developer. Coming to terms with a severe neuro-disability is very challenging as it isn’t determined physically, and it is something that slowly comes into focus. All parents want the best for their children, and it is simply heartbreaking to look at a 4-year-old girl and give up hope that she will go to college, travel the world, find happiness, etc. I also feel societies make this hard for parents to accept. Most people show kindness and empathy to children with physical disabilities but may judge those with neuro-disabilities to be badly behaved or to have negligent parents. This causes in some ways a fight-or-flight defense in parents, which can slow down the acceptance process. We know how many kind people there are in the world who supported us on this journey, but hurtful words or actions from the less-informed majority can be very hurtful. Plus, the background of a global pandemic made this extra challenging. Through all this, I have thought about just how challenged disadvantaged communities must be in similar situations.

You coined a very interesting term during your talk. What do you mean by being “reptile-skinned”?

Being reptile-skinned is about living with hope, fear, sadness, and joy all at the same time. Often, we are taught to isolate and compartmentalize these strong feelings, but I feel they are all part of an ongoing cycle of growth.  Often people, especially males, may be expected to be thick-skinned and toughen up when having a hard time.  Being [reptile-skinned] is about learning to accept and feel the sadness you experience in a challenging situation.  Don’t ignore it, but feel and process it no matter how hard as this is part of the healing process and letting your new layer of reptile skin push through with greater wisdom and hope. I really feel this mental health metaphor could be very helpful to many people going through different challenges as the visual metaphor means it can be understood by people of different languages.

Why did you want to share your story? Was it difficult to bring yourself to share your personal life with strangers?

As soon as I saw that there was going to be a TEDx in Beijing, I knew I wanted to share my story. I was unsure how to go about this as I found it so hard to talk about something emotional and personal without getting overwhelmed. I was motivated by the pain many parents face that isn’t widely known about and felt I could use my educational background as well as previous speaking experience to give [a]voice to others. I was very careful to not assume other parents would experience things in the same way as I did but wanted to share how I felt. As it turns out, many people have felt similar feelings and got in touch. I also think as a teacher it is important to show students how to be honest and open about how you feel. I still feel there is stigma about speaking about mental health, but to be honest, it just felt like the right thing to do to speak up for Rosie.

What do you hope the audience will take away from your talk?

I hope the audience will remember the reptile skin metaphor in my talk, and it could help them if they are also experiencing an ongoing challenge or will in the future. I also hope it can help them understand that parents of children with disabilities live with significant stress and challenges – both everyday aspects and planning for the future.

Do you have a specific goal in terms of changing the audience’s perspective or inspiring them to take action?

I would say the dream would be to somehow find a way to write down these ideas and thoughts in illustration books. Sometimes jargon-heavy language can be hard to understand, and I hope to make digital or physical reproduced texts that can be shared with people for free. I feel the aim isn’t for the talk to get many views but to speak deeply to people who resonate with it. I have already been contacted by parents like me in different parts of the world.

Is there a supportive group in Beijing?

There are many supportive communities in Beijing. At ISB, some American embassy families introduced us to the Disability Action Group, and Rosie even got to meet the US Ambassador. There are also many companies and organizations supporting children with complex needs, and it is great to connect with the parents of Rosie’s classmates. At the same time, some of the biggest support I personally receive as a parent is being with friends who share my passion for art and long-distance running. Although I don’t like to be away from my family too often, it is necessary to have a breather and focus on other activities with kind and like-minded individuals. I find inspiration in the depth of thought and creative problem-solving with artistic friends and, not surprisingly, resilience, determination, and goal-setting with people I run with.

It was such an inspiring speech. How did you prepare for it?

Well, it was a lot of preparation as I wanted it to go well. The organizers of TEDx arranged for me to work online with a speaker coach in the US, which was the most amazing experience. The first time I met Jess (coach) I am pretty sure I waffled incoherently, and I have no idea how she helped me organize and process my thoughts. Doing a TEDx talk takes commitment, and we would have fortnightly morning meetings at 6am. I probably drafted and redrafted around ten times and received constructive criticism from organizers such as Keith and Sebastian. Sebastian would look at each word with scrutiny to help get the tone right. One of the best bits of advice Keith gave me was to understand the difference between a written and spoken story. What seems natural on a script may seem out of place when it comes out of your mouth. I am very grateful for all the help and feedback, and at the same time would say it is essential you can take on board and respond to constructive criticism when planning a talk.

What do you think makes the TEDx platform special for sharing your ideas?

I think it is so special as once the talk is published, it can be there forever and people can access it in their own time. TEDx will not automatically publish talks and check them carefully, so it is important to understand that feedback is all essentially geared towards having your talk eventually published. I feel very privileged to be able to have my speech recorded with such high-quality visual and audio recording. It is hard not to cringe when you first hear it back, but it’s been lovely to hear the feedback from people around the world who have watched it.

Click on the link below to watch Stewart’s full talk.
https://m.youtube.com/watch?v=DSu2O5twi5A

Images: Joseph Stewart                           

It may be freezing cold in Beijing but you can still warm yourself, starting from the heart, by visiting the “2nd International Inclusive Art Exhibition” organized by Auesome Place and its partners in support of special needs education here in the capital city.

Since last November in Beijing when the first snowfall heralded the onset of early winter, the grand opening of the “2nd International Inclusive Art Exhibition” took place just beside the historical Lama Temple in a courtyard where the past and present meld.

This exhibition is not merely a celebration of art but a communion of souls. It showcases works from children of diverse backgrounds where each painting, each musical note, and each dance step reflect the inner world of its creator. As you stroll through the exhibition, every piece seems to narrate stories of bravery in the face of challenges, self-discovery, and the relentless pursuit of dreams.

Stepping into the warm exhibition hall, the walls are adorned with the children’s artworks. In these pieces, we see not only a display of color and form but also feel the unique spirit and emotions of each child. Their creations sparkle in the dim light of winter, showcasing their love for life and aspirations for the future.

Auesome Place believes that every child possesses a unique light waiting to be discovered and understood by the world. Each attempt and expression by these children is worthy of cherishing and applause. They celebrate not just the opening of an art exhibition but also the growth, courage, and creativity of these young minds.

The visitors pause to admire the artworks, their faces illuminated by the glow of the paintings, eyes sparkling with emotion and admiration. Every conversation, every smile within the exhibition hall radiates warmth and preciousness. These moments, just like the falling snowflakes, though fleeting, leave a lasting imprint in everyone’s hearts.

As they leave this space filled with art and emotion, and step back into the snow-dusted streets of Beijing, their hearts are filled with warmth and hope. In this prelude to winter, Auesome Place and all the participants have together composed an ode to inclusive education, demonstrating to the broader world the true essence of inclusion, understanding, and love.

Auesome Place’s 2nd International Inclusive Art Exhibition runs until March 2024 at 和Flow, B1/F, 3 Wudaoying Hutong, Dongcheng District. The easiest way to navigate is to go to Costa Coffee at Yonghegong and then walk 30m towards Wudaoying Hutong, on the west side of the street.

Auesome Place is an educational organization catering to special needs youths from Beijing’s expatriate families and the local community alike. For more information, contact info@auesome.cn

Images: Courtesy of Auesome Place

KEEP READING: Here to Help!: SENIA and Auesome Place’s Special Mission for Inclusivity

On April 2nd, the Special Education Network and Inclusion Association (SENIA) is hosting an Autism Awareness event in celebration of World Autism Awareness Day. The free event will take place from 2pm to 6pm in Shuangjing and open to the general public.

The Autism Awareness event is designed to promote awareness and acceptance of autism, celebrate neurodiversity, and provide a fun and inclusive experience for individuals with autism and their families. The event will include a variety of sensory-friendly activities, arts, crafts, and sports stations, educational booths, a raffle, performances and entertainment, and food and refreshments. The proceeds of the event will go to 蜗牛我行 (Wōniú wǒ xíng) and 融爱融乐 (Róng ài róng lè), two organizations that work tirelessly to increase awareness and promote advocacy and inclusive environments for those with autism.

“The Autism Awareness event is an opportunity for the community to come together to learn about autism, celebrate neurodiversity, and support individuals and families affected by autism,” said Stephenie, the event organizer. “We believe that by raising awareness and promoting acceptance of autism, we can create a more inclusive and supportive community.”

The event will feature interactive educational booths where participants can engage in sensory simulations, craft solutions to social dilemmas, and discover books on neurodiversity curated by librarians and students to better understand autism. These fun and engaging activities, along with the arts and crafts stations and speakers and performances, give the community an opportunity to come together and celebrate our diversity. The event is designed to be inclusive and welcoming to individuals with autism and will provide a variety of sensory-friendly activities to ensure that all participants can enjoy the event.

Our raffle will include prizes both for kids and families with autism, and prizes for allies of the autism community. The outpour of support for autism awareness has been incredible, with local businesses and organizations generously sponsoring a wide array of products, services, and experiences for raffle prize winners! Raffle tickets can be purchased at the event or by contacting event organizers.

“We believe that everyone deserves the opportunity to participate in and enjoy community events, and we have taken steps to ensure that the event is accessible and inclusive for individuals with autism,” said Gerald, chairman of SENIA-Beijing. “We hope that this event will be a positive and empowering experience for everyone who attends.”

The Autism Awareness event is free and open to the public. For more information about the event, please scan the code below.

KEEP READING: More Open Houses and Family-Friendly Events Coming in March

Images: Pexels

“Why can’t I go, too?” The child couldn’t say the words, but the expression in the eyes conveyed the message clearly. These are the moments many parents dread: Recognizing a child’s longing to be included, knowing all too keenly the profound pain of being left out, and wanting desperately to make it better. For children with learning differences, there is a strong desire to belong, but the obstacles can seem insurmountable.

An important element of freedom is our right to make choices and self-determination in our own lives. For some individuals, summer is not a time of freedom and fun, but a time of stagnation and boredom. Children with learning differences are faced with a bleak landscape of things to do and are often limited to their houses, not just on the occasional afternoon or weekend, but every single day. Moreover, families who have children with learning differences often find their choices significantly limited, as they are directed toward programs that are segregated – specific programs that are catered to children with learning differences.

Many of these programs come from an assumption that children with learning differences are optional members of the community. This assumption is deceptive, as it says to the families of children with learning differences: “We, the broader community, can choose to include your child, or not, based on our choice, not yours. Your child is optional to us, rather than a rightful and vital member of the community.”

Having witnessed this firsthand, together with the intention of ensuring that all children have equal opportunities to be included, this summer, we welcome our first venture — Auesome Summer Workshop.

The idea of Auesome Summer Workshop was conceived out of a commitment to giving young people with learning differences the opportunity to make significant contributions to our community in their own way so that each of them feels empowered, effective, and inspired. Each child is included, celebrated, and supported by a team of educators to leverage their individual gifts and strengths. Every child’s feelings and thoughts matter – each child is unique, each is important.

Inclusion is not a place, program, or a time-limited opportunity, it is an experience, a state of being, and a way that shows the whole community that “all are welcome.” It is a willingness to see the potential in everyone and match skill with challenge. Simply, it is the belief that all children can make friends, all children can participate, and all children can be successful. Auesome Place recognizes that each member, regardless of abilities, is a contributing member of the community. They have a purpose. Empowering students to practice kindness and create positive relationships with one another is a worthy goal. From being a good friend to helping clean up after lunch, Auesome participants know that they are valued and needed.

Inclusion provides the opportunity to form relationships, learn who we are, and flourish. It also cultivates resilience. When members feel a sense of purpose, they can adapt – and help each other build their inner resilience and adaptability – to any new circumstance. We have witnessed resilience demonstrated over and over again during the workshop. We genuinely hope that the experiences members have at Auesome Place will help them each day, in every facet of life, all year long. While goodbyes may be tough, next summer is always right around the corner!

In every initiative which Auesome Place has worked to reach out in promoting friendships and creating new opportunities for its students, the work was championed by dedicated people who made this their focus. This makes it possible for all children to come together, and participate in recreational activities such as arts and crafts, culinary, physical fitness, and more.  More importantly, it allows children with and without learning differences to create friendships that may have not been possible in other parts of their lives.

Inclusion was where it begins. Belonging is what we need to strive for as it offers the joy and celebration of lives embedded in a rich circle of relationships that honor us as whole beings. If you believe in the power, potential, and necessity of emotional support, social connections, and relationships, then you are ready to embark on this meaningful journey.

What is important is that the conversations begin.

Auesome Place goes beyond education. It is a community where everyone is valued and included. To learn more about their programs and services, scan the QR code below.

Auesome Place is located at 北京燕莎中心S111， S111 Kempinski Lufthansa Center.

KEEP READING: Buckle Up, Kiddo: China Implements Car Seat Law, Again

Images: Courtesy of Auesome Place

Are your little ones out of school and driving you up the wall yet? Well, if they’ve got energy to spare that you don’t, perhaps these summer camps tailored for younger ones are just what you need.

Auesome Place Summer Camp

Priding themselves on turning challenges into possibilities, Auesome Place focuses on school-age children with diverse self-care and learning abilities who might require special education support. During the two-part summer camp, participants will be led through yoga, arts, cooking, dancing, and guided reading activities by nurturing and caring teachers.

Ages: 6-10 years old
Summary: Give your little ones a safe and fun space to learn and play this summer.
Who: Auesome Place
Where: S111, Kempinski Lufthansa Center, Chaoyang District
When: Jul 19-23, Jul 26-30
Teacher to Child Ratio: 1:4
Language: English
Prices: RMB 1,200 / kid
Topics: Cooking, Movement, Crafts, Guided Reading
About: The idea of Auesome Place was conceived out of a commitment to give young people with learning differences the opportunity to make significant contributions to our community in their own way so that each of them feels empowered, effective and inspired. Auesome is truly one-of-a kind in China. We take pride in creating a forward-thinking learning space that places just as much emphasis on our students’ academic success as their socio-emotional well-being. Our students’ feelings and thoughts matter – each child is special, each is important.
More Info: Scan the QR code on the poster below for more information.

Beanstalk International Bilingual School (BIBS) Superhero Camp

Do your children fancy themselves superheroes and spies? Then this sports-turned-science camp is made for them! Open to kids as young as 3, all the way to 12 years old, the BIBS summer camp will have campers involved in sports such as gymnastics, fencing, and basketball in the mornings, followed by forensic science and detective sleuthing activities in the afternoon. Professional, bilingual instructors will entertain and educate kids through fun explorations of superheroes like X-Men and Iron Man in an amazing sports facility in Haidian.

Ages: 3-12 years old
Summary: Kids will be exposed to sports and science discovery through superhero-themed activities.
Who: Beanstalk International Bilingual School in partnership with Flips & Kicks
Where: Beanstalk International Bilingual School Haidian Academy
Qingmiao, Haidian Xiaoqu, Si Ji Qing Zhen Jiu Shan Lu 21 Hao
When: Jul 5-16
Language: English and Chinese
Prices: RMB 12,000 (additional transport fee of RMB 250/week)
Topics: Sports and Science
About: BIBS empowers its students to become bilingual, multi-cultural, and globally-minded citizens who are equipped with the knowledge and integrity to function successfully, responsibly, and effectively in an ever-evolving environment.
More Info: Scan the QR code below for more information.

KEEP READING: Summer Camp Profiles: Creative Mongolian Experience & European Football Camp

Images: Courtesy of vendors 

It’s hard enough being an expat parent. Helping your child adjust to a new environment, school, friends, food, etc. is a hefty task under the best circumstances, but being an expat with a differently-abled child offers some unique challenges.

The same is true of expat teachers. Navigating the social customs in a foreign school, designing a new curriculum, and figuring out how to function in your day to day life while still providing the best possible resources to your students and families brings it to an entirely new level when you know one of your students requires extra attention and support.

These are not complaints. Parents and teachers do what they do out of love and a desire to give all of our children the best possible life and education, respectively. But everyone needs a little help once in a while. That is where SENIA can be an invaluable resource to anyone working with differently-abled children.

SENIA is a nonprofit Special Education Network and Inclusion Association. It is a global network of educators, professionals, and parents on a mission to advocate, support, and provide resources for differently-abled individuals. There are more than 25 chapters including one right here in Beijing. They provide newsletters, specialist listings, events, and networking opportunities.

In addition to the conference, SENIA Beijing has a WeChat group for parents and educators to stay current on resources and happenings, as well as find support among like-minded Beijingers. You can find them on WeChat under the group name SENIA-Beijing! To join, contact Dr.Gerald Anthony on WeChat (ID: DCW-Gerald) to be added.

One of the most difficult things about moving a family with a child who requires extra attention is to keep care consistent. It can be difficult to find a specialist at all, much less one your child likes. Luckily, Beijing is a cosmopolitan city with resources…if you know where to look. Possibly the most beneficial part of the SENIA program for parents is their professional directory. A multi-tab spreadsheet found on their website lists professionals in education, medical and mental health. They list not only their area of expertise and the region of Beijing as well as the hospital they practice in, but also the languages they speak plus their email addresses. The latest version can be downloaded from the website for easy reference.

As an educator, I was curious about the resources available to teachers. Dr. Gerald W. Anthony, Chairman of the SENIA-Beijing board of directors had this to say about the impressive program, “SENIA-Beijing provides many resources throughout the year to support teachers such as the SENIA Happy-Hour podcasts, book recommendations, and making our community aware of upcoming events, awareness activities, as well as like-minded local organizations such as the Best Buddies Program.     

Our “calling card”, however is our annual conferences.  This is where we create local conferences for the four hundred plus local members to come together to network, exchange ideas and develop, not only a city but as a shared community.”

In addition to all of this, SENIA also offers award and scholarship programs. If you know of a worthy individual in the community who makes a difference in an area of inclusiveness, you can nominate them for the World Changer award. There is also a Student Award that provides scholarships for differently-abled students. Find out more details on their website (www.seniainternational.org/beijing/).

KEEP READING: SENIA Beijing Springs Into Action With Their April Conference

Images: Courtesy of SENIA

This article appeared in the jingkids 2021 May issue