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?
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.
A Parent’s Perspective You 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 — one that is filled with love, uncertainty, and at times, heartache. Join Alex as she seeks answers and finds they aren’t so easy to come by. An Energetic Daughter My daughter is energetic. She feels everything at about 150% and laughs with all of her being. She is…
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.
40 years after Larry P. v. Riles, schools are still discriminating against kids of color. What does disproportionality look like in 2019? And what can schools do about it?
As it stands, the Individuals with Disabilities Education Act (IDEA) requires states to adopt criteria for the identification of specific learning disabilities (SLD). What you may not realize, however, is that within these IDEA regulations, there is still plenty of room for debate.
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?