Five years after a sweeping overhaul of the diagnostic criteria for autism, research suggests that the changes have led fewer people to be identified with the developmental disorder. Read more ›
A substantial percentage of students with ADHD symptoms severe enough to affect them both academically and socially are not getting any support in school for the disorder, says a new study based on the experiences of nearly 2,500 children and youth. Read more ›
Written by Lisa Parnello, Literacy Specialist & Wilson Credentialed Trainer
In a sea of professional development opportunities for teachers, how do you decide what’s most important for teachers to learn? What will make the biggest impact on the students? Read more ›
Your child’s evaluation includes a bunch of scores and some recommendations. Even though your evaluator talked through all the scores with you, you’re still not sure what they mean or how to translate those into meaningful IEP goals for your son/daughter. Learn more about IEPs from Chris Harris, MEd, Director of EBC Schools, so that you can effectively advocate for your child. Read more ›
Attention-Deficit/Hyperactivity Disorder (ADHD) is typically described by the problems it presents. It is known as a neurological disorder, marked by distractibility, impulsivity, and hyperactivity, which begins in childhood and persists in adults. And, indeed, ADHD may have negative consequences for academic achievement, employment performance, and social relationships.
But ADHD may also bring with it an advantage: the ability to think more creatively. Read more ›
Written by Vivien Keil, PhD, Neuropsychologist and Clinical Director at CHC
March Madness is around the corner: a time of anticipation and excitement for college basketball fans around the globe. Many students, however, especially those with learning and attention differences, are experiencing another form of madness altogether: midterms, projects, deadlines and a pressure to succeed. In a recent study, 45% of teens reported feeling stressed “all the time.” Many parents feel helpless as they wonder how best to help their kids stay afloat.Read more ›
When a student on an IEP gets to high school age, the focus and format of the IEP should change. IEPs should become student-centered, strength-based and future-focused. How does a parent support their child in the revised process? Chris Harris, Director of Esther B. Clark Schools describe the best practice for making the transition IEP participatory, informative and effective. Read more ›
If you feel guilt around your child’s learning and attention issues, it’s important to know you’re not alone. Feelings of guilt and shame are common among parents of kids with learning and attention issues. Read more ›
More students with disabilities are being educated alongside their typically-developing peers, according to new federal data.
Nearly 95 percent of kids with disabilities spent at least part of their day in a regular education classroom in 2016. Over half — 63 percent — were in such classes at least 80 percent of the time. That’s up roughly 6 percent from a decade prior. Read more ›