You’ve taken your child to the doctor. You’ve communicated with the school. You’ve filled out a million forms. You’ve answered a million questions. Now, at the end of what feels like an excruciatingly slow process, you’ve been told that your child has a disability. Now what?
A Parent's PerspectiveYou may recall our friend Alex from the story Inclusion: A Parent’s Perspective.Today, as Alex prepares for her daughter to enter Kindergarten, she embarks on a new journey…
Having a learning disability doesn’t just mean that writing is hard, it means it’s hard for a reason. And that reason is brain-based.
Our friend and fellow behavior analyst, Alex, is pretty passionate about inclusion. She’s so passionate that we asked her to write an article about it.
Schools are the ideal place to support kids with trauma. Districts can help by incorporating trauma-informed practices into their multi-tiered system of supports (MTSS). By building healthy relationships and creating nurturing environments, educators create space for young brains heal.
Most people think of trauma as something acute, obvious, and rare. Perhaps it’s a single terrifying event, or maybe a prolonged period of abuse, that sticks with a person forever. Unfortunately, the true nature of trauma is more complex and prevalent.
In the first article of this series, we left you with the CDE’s important message that, “when a student has demonstrated limited or slower-than-expected progress, additional assessment is needed.” So, what exactly does that mean?
Early identification and treatment of dyslexia is highly effective. We've summarized the California Department of Education dyslexia guidelines and offered recommendations for identification and supports.
As a parent of an exceptional student, we understand that you want to partner with your child’s school to ensure the best programming. We help you understand what inclusion is, how it can benefit children with and without disabilities, and what recommendations are research-based.
While many people can identify what problem behavior they are interested in reducing such as tantrums or aggression, the reason for the behavior—the why—is often not revealed until a Functional Behavior Assessment (FBA) is done.