Hello everyone,
Welcome back to the Meeting Mighty People Podcast! I am delighted to be here again with a new episode.
I’ve taken a bit of a break from the podcast because I recently graduated and am now attending College of the Rockies. I am currently working toward earning my Human Services Certificate, with the goal of gaining more knowledge and skills to make a meaningful difference in my community.
Today, we have the privilege of being joined by Stephanie Mervyn. Stephanie is neurodivergent herself and is passionate about supporting students throughout their educational journeys.
The intention of this episode is not only to help listeners better understand neurodiversity—a broad term that describes the many ways people’s brains work differently, including conditions such as ADHD and autism—but also to share valuable insight into navigating college and university with diverse abilities.
We discuss how post-secondary education is both similar to and different from high school. College offers students greater independence, autonomy, and rights, but it also comes with increased responsibility and self-advocacy. I also want to reassure everyone that College of the Rockies provides excellent Student Services and supports to help students succeed and maintain their well-being.
Join us as we hear from a highly educated and inspiring individual who shares her personal journey through life, education, and the experiences that have shaped her passion for helping others.
Thank you for listening, and I hope you enjoy this episode!
See Transcript starting Here
Hello, everyone. Today we are pleased to be joined by Stephanie Murvin. Stephanie has a neat background in inclusive education, psychology, and kinesiology. Stephanie, Stephanie is, has a neat position, a background in a bunch of good stuff. So Stephanie, can you please tell us about yourself? Yes. Thanks for having me, Alexis.
This is exciting. So I’ll share. So I actually am neurodiverse myself, so I don’t typically share that in professional context. Not that I’m ashamed or anything, but just that there’s definitely still a stigma attached at times. But for you, Alexis, I will share. So I have ADHD myself, and I was late diagnosed, so I was just diagnosed last year actually.
So my whole life I didn’t know what was going on, but I knew there was something, and all the other things that were going on, the diagnoses just didn’t make sense. And then, yeah, I finally got that figured out, which has been really, really helpful and insightful. And then, yeah, about myself, so I’m a mother, I’m a teacher, I’m an accessibility services coordinator.
I’m just covering for a parental leave right now. And then, yeah, I would just say, I don’t know, I love to stay busy and be active, and my brain doesn’t stop and my body doesn’t stop, and I’m always doing fun things with my kiddos when I’m not working. Awesome. That’s a very, that’s a very interesting intro to yourself.
I’m, I’m glad you’re so passionate about movement and accessibility. Please tell us why getting all this wonderful education is important to you and your, your future roles and career and success. So I think, honestly as a woman, I think it’s really important for us to get the highest education that we can and find jobs where we can have the highest earning potential and be able to take care of ourselves financially.
Um, I also really, I love school. I’m always in some kind of a course, and in fact, I’m currently taking a university course, so I’m taking a course in counseling right now. I just like never stop learning. I really honestly think that education can change the world, and it’s, it’s powerful. So, yeah. So true.
That’s actually why I took my human services, because some, some education is better than zero education. Even though life experience is some education, human services still has some counseling in it, but it’s not bound by the guidelines that we, that master’s of counseling is. So it’s kind of fun. Totally, and education is power, honestly.
Yes. Mm-hmm. What, what inspires you to just continue to go on? Is there s- is there a story behind what inspired you to continue to go on, or is it just your general self-authenticity? Yeah, so like with schooling, like for me, again, like I love learning, so that’s one thing. I’ve always just loved school, always loved learning.
I always wanted to be a teacher. So in order to be a high school teacher, you need a bachelor’s degree, so I got a kinesiology degree, and I majored in physical education and minored in home ec, and I was really into like health and fitness and healthy eating. I got into weightlifting in high school, and then I was really passionate about becoming a PE teacher.
So then I got my Bachelor of Education, um, which is like a condensed program you take in a year. Um, then I got into teaching, and I taught in a high school, and I taught PE, and then I started my Master’s of Education in Educational Leadership. Then I got pregnant, had a kid. I had to actually stop my master’s program for a little bit, went back into it.
I was in it, got pregnant again, had a baby, and I was like determined I was not gonna give up, so I brought my newborn baby, and I finished my master’s degree. So I would just bring her to school with me, and I got it done. Um, I don’t know. I think I just … Like I said, I just loved learning, and I knew what I wanted to do, and I just wasn’t gonna give up no matter what.
And I mean, like I was the first person in my family to complete a bachelor’s degree, so I think they call that like first generation or something like that. And yeah, just really when I look back, I’m like, that’s kind of a big deal really, so, um, it’s kinda like breaking that or look- starting a new generational cycle for my kids, right?
Like I especially want my daughter to know that she can Do all the education that she wants, and it’s worth it, and you can do it even when you’re a mom with kids and you’ve got lots going on. Yeah, and then I just completed my inclusive education certificate through Queen’s. So I was also a learning services teacher, so I was working with students with diverse abilities and disabilities, um, in my previous school district.
But in order to get a job in inclusive education in the school district here, you need to complete the certificate. So you have to have experience and education. So I just completed that, and yeah, I don’t know, I might go on to do another master’s, depending on what direction I head in. I’m looking at school psychology.
Part of it, too, honestly, a bit of it is the ADHD piece. You get really hyper-focused. You don’t wanna give up, and then also you get into something and you, you wanna change and do something else. So I think I just, I just keep going, and I just keep doing school, and I just love it. Awesome. I’m glad that you love it.
And wow, what such a powerful story for your daughter, and, and a good, and a good role model for first generation, and congratulations. Thanks, Alexis. Now, the question that I have, if at all, has having diverse needs yourself and children, and working in supportive roles with many different people allowed you to see the world from the view of others with unique talents?
So I think, like for me, I have that lived experience, and the thing is that everyone’s experience with diverse abilities and disabilities is, is very unique. So even though, you know, my kids have diverse abilities, it might be very different than someone else’s kids with diverse abilities. But I do think that we have one common thread, and that’s just that we never stop advocating.
So I feel like advocating for myself, I probably do a better job of advocating for my kids, honestly. But I have the compassion and understanding of navigating complex systems and trying to do the best we can. Like, having a diverse ability is a gift, however, in our society it’s not always seen in that light.
And so I think, like, I work really well with a strengths-based approach and supporting and advocating for students. I mean, every time I meet someone, I learn something new. So I try not to ever judge a book by its cover, and I say try not because it’s human nature to judge. Even if we don’t think we are, we are always viewing the world and others through our own biases, biases.
But I just try to get to know each person and find their unique strengths and talents, and I try to remember one fun fact about everyone that I work with. So when I was a teacher, well I still am a teacher, I try to just remember one fun fact about each student, and I try to do the same thing in my role in accessibility.
Um, and just, yeah, like get to know something about them on a personal level. So like, just a fun example, for example, like my son, so he has autism and I’ve seen like the most incredible talents he has. So he can remember everything. Like, like seriously, his brain is a sponge. He will read like a book, and he could literally tell you every fact from that book.
He loves like nonfiction. It’s unbelievable. Like the stuff that he knows and the things that he remembers, it’s, it’s unreal. And I just find that like systems don’t always use that strengths-based approach, and instead they, th- we work off deficits and it’s a deficit-based model which I don’t love, but we have to navigate the systems that way unfortunately to get what we need.
Yes. So yeah. Yeah. You do a fantastic job at working with deficit systems. I’ve seen it. So thank you. Thanks. And congratulations on being, again, just being, being a good role model for your kids, showing them what’s possible, showing up for them and showing them that yes, you have challenges, but yes, you can be mighty at the same time.
Thank you. Yes, I agree. Now that
we’re into your role back at Accessibility Services, what words of advice would you give students entering college with a d- diverse ability in September?
So I think, I mean, there’s probably lots, but I think if I had to give one piece of advice, like, a- and it’s cliche and kind of cheesy maybe, but seriously, just, like, you can do it. Like, you can do whatever you put your mind to, and reach out for supports, and know that the supports are in place to put students on a level playing field.
So even though, yeah, we do work in deficit-based models, we’re, we’re looking … Like, I like to view it as strengths. So as much as you can, highlight your strengths when you’re looking for supports. Highlight what you’re really good at, but also do highlight some of, of the stretches, right? Because that’s where, you know, it is helpful to put those supports in place to be on that level playing field.
And I would say the biggest thing is, like, keep a- advocating and be proud of who you are and what you bring to the college. And then don’t be afraid to, like, start up a student committee or, yeah, start up a group. Maybe getting a group of, like, neurodiverse students together would be really powerful. I, I agree with those words of advice.
And I think that’s for everyone that’s diverse, and I think that’s just good to know that, yes, you can put your mind to anything and everything. Totally. Totally. Don’t let anyone tell you you can’t. And you- I- Now, a lot of people are concerned about the college system after experiencing high school. Can, can you give us a basic rundown of what the difference is just- Just a very short rundown- Yeah
what expectations are of teachers and students- For sure … at the college? So it’s nice because I’ve worked in both, so I’ve seen how it works in both. There’s definitely a shift. So in K to 12, like, it’s a really, like, wraparound system. You’re really well-supported. You know, a lot of the adults in the building are doing the things for you, and they’re working to transition you to an independent environment.
And when you get to the college, like, in short, basically it’s a collaboration between the student, the instructor, and the college, so, you know, the accessibility services team supporting you. So we work as a team to ensure you’re supported, but students are adults and are treated as adults, so there’s a big shift in responsibility.
But then with that responsibility comes power, right? Like, it’s a good thing. So you’re, you as a student are responsible for obtaining accommodations and supports and communicating with your instructors, um, and the instructors are responsible for delivering the education, communicating and collaborating to ensure accommodations are implemented.
And then my role, for example, is to help support both the student and the instructor through this process. So one thing I’ll say, too, is most instructors … So when you go to high school, most teachers are trained, I think almost all teachers have to take a course in disability and diverse ability, at least if they’re, they’re a newer teacher, they’ve taken it in the last, you know, 15, 20 years.
So they have some understanding, right? And then of course, you have your specialty teachers, your learning support teachers in K to 12 that have an in-depth understanding. When you get to the college, most instructors actually aren’t trained in diverse abilities and disabilities. And so instead of that, looking at that as, like, a negative thing, it’s actually a fantastic opportunity for students to help teach their instructors and teach their instructors about certain needs.
Um, you don’t have to disclose your disability at the college, and lots of the time we, you know, we recommend, like, whatever you’re comfortable with. But we say, like, “You don’t necessarily have to.” They’ll know that you’re a student with accessibility, so there’s some type of disability. Um, but maybe you do, and you’re sharing different information, and you’re teaching and helping them learn as well.
So I think the big key is just that the responsibility shifts onto the student. So it’s a, it’s a bit of a step, but it’s also an exciting step. Yeah. And- Not gonna lie, it kind of is some feeling of control. When you’re an adult, you get to kinda help yourself and stand up for what’s wrong and what’s right without being told to, “This is how it is.”
Absolutely. I fully agree with that. Yeah, like that’s what I mean, that responsibility, there’s power in that, right? It’s exciting. There’s power and it’s excitement, but it’s also, like, nerve-wracking at times for a student. Totally. It’s a massive shift, for sure, and that’s why I think the key is just accessing the supports as much as you can and knowing that there are people to help guide you through that, which is also a good piece too.
Yes. Yeah. Focus on the good. Totally. Don’t dwell on the gray. Yeah, 100%. Sometimes there’s-
great mediocre instructors, and sometimes you’ll meet wonderful instructors like at the college Yeah, exactly. Exactly. Speaking of that, what is one of the most impactful things all staff can do at colleges to work r- well with accessibility and inclusion in pr- best practice? So, well, I would say, first of all, the fact that we have all these supports at the college is awesome, and, and having a dedicated accessibility services department, like, that’s really helpful, the coordinators.
So that’s the first great s- or the first, a great first step to access all supports, ’cause we can kinda connect you to all pieces around the college. But then, yeah, I think specifically to your question, I think communication and learning about creating a culture of inclusion is really key for staff, for sure.
And I think that the staff do a really good job of this. Like, we’re a small college, we work really well together, we’re always collaborating, we’re always connecting, and we’re always working to support students, number one. Because, like, let’s be real, without students, we, we don’t have jobs. That’s the key.
Yes. I’m actually really impressed with, at College of the Rockies, how well you guys communicate and how well you respond to students. You don’t always- Yeah … you didn’t always experience that in high school, so thank you. You’re welcome. I’m glad that you’re enjoying it and that you see that and feel it.
That’s awesome. There’s empathy and compassion there, as is. Absolutely. Yes. Last question before I end with a final thank you: What is, what do you think makes a mighty person? Ooh, okay. Well, that’s another big question, Alexis. So I think what makes a person mighty is their resilience and ability to keep going no matter what.
So really, like, never giving up. And that doesn’t mean that you don’t change directions or change paths, but just that y- you keep going. So I really think, like, for example, I had this happen to me lots, people telling me I couldn’t do something, so I would just prove them wrong. So I think if someone tells you you can’t do something, for example, like, you, you don’t listen to them.
You know yourself best, and so a mighty person just keeps going and proves everyone wrong. Mm. I think that, and I think just being kind and having an open mind and an open heart are key. Yes. I agree with you 100%, and that’s why you’re such a good fit for accessibility, ’cause you, you wanna help people. You don’t want people sinking in the gray.
You actually wanna help decrease stress. And most of you at this college want to do the same thing. You have the same mission. Yeah. Thank you, Alexis. Definitely. I love this job. Yep, I’ll be full-time again in September Nice. Well, thank you for the interview today, Stephanie. It was a pleasure getting to hear your story.
Awesome. Well, thank you. I was honored, like I said, when you asked me to be your interviewee. It’s exciting, and I’m happy to be a part of it, and I’m just … I, when I looked at, like I said, I’ve looked at all of your accomplishments, and a pretty amazing person. You are a mighty person, that is for sure, Alexis.
It’s been really cool getting to know you and working with you. Thank you. Thank you
Meeting Mighty People by Alexis Folk 