Children’s Health Council is pleased to announce two key new members of our leadership team: Carlina Ramirez Wheeler, PhD, has joined as our new Director of Training, effective July 8, and Tara Keith, MS, MA has been named Director of the Esther B. Clark schools, effective July 15. We are excited to welcome both of them to CHC.
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Children’s Health Council (CHC), a leading provider of mental health and learning difference services in the Bay Area, is pleased to announce the appointment of Garfield Byrd to succeed Terence Boyle as its new Chief Financial Officer (CFO). Garfield brings exceptional experience to CHC, having served in financial leadership roles across prominent nonprofit institutions for over 20 years.
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For years, the Schwab Learning Center (SLC) has been a place for Stanford University students with dyslexia, attention-deficit/hyperactivity disorder (ADHD) and other learning differences to embrace their strengths, address challenges and better understand the ways their minds work. Read more ›
Dr. Rosalie Whitlock, CEO of Children’s Health Council, today announced that the Schwab Learning Center at CHC will open this fall. The Center is supported by a generous endowment gift from The Charles and Helen Schwab Foundation. The program will provide supportive services to university and high school students with learning and attention challenges as well as the mental health issues that often accompany them. Read more ›
One in eight students in California receives special education services, but the state’s schools are often “ill-equipped” to serve them, and funding for students with disabilities has not “kept pace with district costs,” according to a collection of research papers released Tuesday by Policy Analysis for California Education. Read more ›
California Commission on Teacher Credentialing commissioners will distribute the California Dyslexia Guidelines across the full spectrum of educator preparation programs in California including teacher preparation, induction, administrator preparation, and pupil personnel services programs. Read more ›
International Dyslexia Awareness Month was established by the International Dyslexia Association (IDA) to raise awareness and educate others about dyslexia. 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 ›
The number of children diagnosed with attention deficit hyperactivity disorder (ADHD) has reached more than 10 percent, a significant increase during the past 20 years, according to a recent study. Read more ›
There are a growing number of assistive therapy (AT) tools to help students with Autism Spectrum Disorder to work independently and navigate classroom routines. Not all AT tools are high-tech: They can be simple, adaptive tools like highlighters and organizers, automatic page-turners, or book holders. They can also be high-tech tools like robots. Read more ›
Offering students with attention deficit hyperactivity disorder extended testing time or frequent breaks does not appear to help them perform better on a standardized test than other students with ADHD who do not get such accommodations, says a new study published in Learning Disabilities, a Multidisciplinary Journal.
In the study Academic Testing Accommodations for ADHD: Do They Help? researchers examined the accommodations and test results of 96 Maryland students with ADHD in grades 3-8. Read more ›
Bullying is a problem that affects almost all students in some ways, but for disabled children it’s a problem that seems to last throughout their school years.
Disabled children, including those with learning disabilities, were about 20 percent more likely to report being bullied than other students in surveys taken at a New England school district. And that difference remained steady from third through 12th grades, the researchers found. Read more ›
Young children with multiple disabilities who are enrolled in Head Start have better literacy, reading and math scores than children who aren’t in the federally funded program, indicates a new study by Michigan State University researchers. Read more ›
From online news articles written at five different reading levels to algorithms that create personalized vocabulary lists, ed-tech tools are rapidly expanding the ways in which teachers can differentiate their literacy and reading instruction.
Experts say the new technologies have the potential to transform learning, one child at a time. Bernadette Dwyer a board member of the International Literacy Association says, “The problem up to this point is that when we’ve designed curriculum, we’ve done it with a mythical ‘average student’ in mind, then tried to fix the curriculum after the fact to address the needs of particular children, but digital tools can help us anticipate the needs of children upfront, particularly for struggling readers.” Read more ›
Identifying children with dyslexia as early as first grade could narrow or even close the achievement gap with typical readers, according to a new study by researchers at the University of California, Davis, and Yale University.
When it comes to feeling happy and fulfilled, what really matters to young adults with learning and attention issues?
It turns out to have little direct correlation with traditional school work, and everything to do with connections—to a supportive and nurturing family, to friends and the community, and even to themselves, in the form of self-confidence and ease at dealing with emotional problems and making friends. Such youth are “navigators” of their lives, as opposed to being just “copers” or even “strugglers.” Read more ›
