Nancy Bley is an educational therapist who received her bachelor’s and master’s degrees in special education with an emphasis in curriculum and instruction. With over 40 years of teaching experience, Nancy has dedicated her life to supporting students in grades K-12 in mainstream and special education programs. Nancy served as an educational therapist and academic dean of students and curriculum at Park Century School in Los Angeles for over 38 years. She has also maintained a private special education consulting practice, working with children with a variety of learning differences. As an educational therapist, Nancy works one-on-one with students in person and virtually, and regularly reads and interprets testing reports, conducts informal assessments, addresses remedial reading, writing and math needs, attends IEP meetings, and communicates with parents and any therapists, educators and faculty that may be part of a student's support team. Additionally, Nancy specializes in providing Executive Functioning and general study skills support, as well as helping students and schools implement technology. Nancy is also trained to support students with exam preparation and timed writing for private school admissions. She is equipped to support students as they prepare for all levels of the ISEE, and is trained as a Step Up to Writing instructor, able to provide structured writing support to students of all grade levels. In addition, Nancy is trained in Singapore Math. Aside from teaching, Nancy has authored various articles and texts focused on mathematics, technology, and learning disabilities. Most recently, the fifth edition of her book "Teaching Mathematics to Students with Learning Disabilities" was published by ProEd in February 2019. She has also presented at numerous education conferences including the Learning Disabilities Association of America, the International Dyslexia Association, the Council for Learning Disabilities, the British Dyslexia Association, Computer Using Educators, the Association of Educational Therapists, and the Council for Diagnostic and Prescriptive Mathematics. At the collegiate level, Nancy has taught at UCLA Extension, subjects including the diagnosis and remediation of mathematical difficulties to students with learning disabilities. She also presents webinars and is on the webinar committee for the Association of Educational Therapists. In her free time Nancy enjoys reading, crossword puzzles, art museums, music, theater, and spending time with friends.

 

We Asked, Nancy Answered 

  • What is one of your fundamental beliefs about education?

    I want education to assist and enable students to become confident, curious and independent learners. To do this they need a strong support system with adaptive scaffolding that allows them to learn about themselves, how they learn and, most importantly, feel comfortable exploring and learning from their own and others' mistakes.

  • What is your favorite subject to teach and why?

    I have to answer this question by giving two answers: math and executive functioning. I love teaching math to students even if they "hate" the subject. My goal is the same in math as the belief I stated about education: to become a confident learner and to let mistakes guide them and broaden their outlook and confidence. Students don't have to come away wanting to major in math; they should, however, feel comfortable knowing where math fits into life. Regarding executive functioning, EF is so important to success in all areas/subjects.

  • Share an anecdote about a time your student hit a wall and how the student overcame it.

    Many years ago a 2nd grader game to the school I was working in. Her dyslexia and language processing was a major stumbling block, not only academically but also with her peer interactions. I worked with her primarily in math but also addressed reading and written language over the years. Throughout her elementary and middle school years, using and decreasing scaffolding skills, she not only progressed into an avid reader by 8th grade, who loved to write (few computers at that point!) but she also opted to take math all four years in high school. She moved on to college, got her bachelors and master's degree and then became a teacher working with students with learning disabilities.

  • What makes Hayutin different?

    The Hayutin community is one of the best examples of how education should be approached: supporting learners and encouraging out of the box thinking on the part of students and educational therapists. Even though most of us work individually with students, the administrators are actively involved in each case and maintain contact with a variety of schools. A result of this coordination is that we, the education specialists, can help our students learn not just in a one to one situation but they also learn how to apply the executive functioning skills in the larger classroom setting.

  • What is the favorite thing you've learned from a student?

    Struggling yet successful students have taught me the importance of encouraging students to feel comfortable asking questions, regardless of how "silly" or "stupid" they may feel the question is. The act of asking a question is hard and learning to do so in a benign environment is an important first step to asking questions going forward.
     

  • Other than education, what is something you are passionate about?

    Allowing myself time to do some of the activities I enjoy such as reading, listening to music and knitting or doing needlepoint. Having the time to be with friends is essential.

  • What’s something you learned about yourself after high school that you wish you knew back then?

    It wasn't until I was in my senior year in college that I really understood that it was okay to process less quickly than many of my peers. Especially in high school I always felt that in order to "keep up my grades" and "keep up with my friends" I had to be able to work quickly.

  • What is a stretch you experienced growing up?

    In middle and high school I struggled with math even though I felt I understood the material. When I was planning for college my college counselor suggested I not take math since it had been such a struggle. I listened to her and skipped all math subjects. After graduating and working in an elementary special education setting I wanted to teach at my old high school. My high school teacher was still there and offered me a job teaching geometry. I reminded him of how much extra time I needed to complete geometry then and he reminded me (1) it's the only job available at the moment and (2) "You learned differently and you'll teach differently." I no longer struggle with high school math provided I let my students draw the figures (even on the Zoom board) and I remind them of the importance of showing work even though it takes time.

  • If you could tutor any historical figure, who would it be and what would your focus be?

    I wouldn't label them historical figures but I would like to tutor two of my previous math teachers to show them how well they understood learning disabilities even though they did not have a clue what the term meant. To sum up their approach, at least verbally: "If you practiced and studied you could do it." Academically they were both "out of the box" thinkers.

  • What’s the book on your nightstand you are dying to read?

    At this point in my life a book doesn't last long on the nightstand without my reading it. I most enjoy historical fiction.

  • Anything else you'd like to say that we can quote you on?

    Enjoy your students and encourage them to understand that education is a partnership.

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