Learn.Do by Psyched Services is a learning management system for school psychologists.
Every year, the National Association of School Psychologists (NASP) holds its Annual Convention, and we had the pleasure of being presenters and exhibitors.
Collaborative assessments might be the key to giving quality and legally sound psychoeducational evaluations during COVID-19 and beyond.
Rest assured, there is really important and useful information in every IEP, but translating that information into reality is not always intuitive.
To school psychologists, it often feels like testing is used as the default solution for obstacles in special education. Is that always best for kids?
I called my mentor and cried. My mentor said to march right into the principal’s office and tell her there is no way I could do it. The principal smiled, said, “Yes you can,” and walked away.
Districts are increasingly moving toward a pattern of strengths and weaknesses model for assessment of learning disabilities. Here are some things to know before you get started.
It is common for children with autism, ADHD, and emotional disorders to experience overlapping symptoms and co-occuring conditions. The key to differentiating is to determine why, when, and where behaviors occur. These tools can help.
Every child, no matter how far behind, is on a developmental path hard-wired for growth and learning. Using strength-based language doesn’t mean ignoring or sugar-coating weaknesses. It means keeping the focus on student growth.
SELPA guidelines do not always support culturally responsive assessment. In fact, they sometimes promote, rather than reduce, cultural bias in assessment. As sworn advocates for children, what can school psychologists do to invoke true and lasting change?