An IEP, or Individualized Education Plan must be in place for a student to receive special education services.
Chris Harris, the Director of CHC’s Esther B. Clark School, explains what an IEP is, the eligibility requirements for an IEP, and how it differs from a 504 plan. Learn about the types of goals that should be included in an IEP, accommodations, and how parents and guardians can be an advocate for their student. Read more ›
Learn the most effective practices for in-school and at-home management of ADHD. Read more ›
CHC’s Vivien Keil, Ph.D., and Ann Smith, Executive Director of Gifted Support Center, define what it means to be twice exceptional — that is, both gifted and challenged by a learning difference.
The presenters also discuss the mental health needs of the twice exceptional child, support strategies and treatment options. Read more ›
In this presentation from the Palo Alto Unified School District’s Family Leadership Summit, CHC’s Lisa Parnello builds a basic understanding of dyslexia: what it is, how it presents, and the type of instruction that benefits students with language-based learning differences. Read more ›
New Penn State research suggests that children’s executive function deficits may be an important risk factor for academic difficulties.
Preliminary findings from a three-year National Science Foundation-funded project, recently published in Child Development, show that executive functions in kindergarten predict children’s mathematics, reading and science achievement, as well as their classroom behavior, in second grade. Read more ›
Each of us navigates daily life — learning, work, recreation and relationships — thanks to intrinsic skills called executive functions. Read more ›
Children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments—may increase the risk. Research suggests that some children with disabilities may bully others as well. Read more ›
Think about the series of commands you might give your child on a school night: “It’s time for bed! Put away your toys, change into your PJs, and brush your teeth!” Maybe your child put away his toys and got into his PJs, but forgot to brush his teeth. If your child frequently loses track of tasks like these, it’s possible he may struggle with working memory. Read more ›
An important aspect of developing Executive Functioning (EF) skills is the ability to manage oneself and one’s behavior.
This session covers EF and the relationship of the mind and body in developing self-awareness. Learn strategies to increase self-monitoring and self-regulation in kids with EF challenges. Read more ›
Does your child have a hard time keeping one bit of information in mind while he’s doing something else? For example, if he’s helping make spaghetti and the phone rings, does he forget he needs to go back and keep stirring the sauce? If he often has trouble with such tasks, he might have working memory issues. Read more ›
