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.
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?
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.
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.
Paraprofessionals are essential to effective special education teams. By preparing them, appreciating them, and supporting them, schools become more successful and kids thrive.