Video Resource of the Week: What’s Going On Inside A Dyslexic Student’s Brain?

[Source:  Ted-Ed via Mind Shift]

There’s no such thing as a “normal brain.” In fact, there’s a lot of diversity in how different brains process information — a challenge for educators tasked with teaching a diverse group of learners. Dyslexia is a common variation that affects how kids read, but what’s really going inside the brain of someone affected by it? Kelli Sandman-Hurley’s TED-Ed video explains.


Watch this Excellent Ted-Ed Video on MindShift

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Posted in Psych, SLP, Special Ed | Tagged , ,

Instagram Post of the Week: DIY Ice Packs

dawnHere is a great idea for School Nurses with a Limited Budget!

Make disposable ice packs with ziplock freezer bags and Dawn dish soap.   The Dawn doesn’t freeze completely and makes a gel like the soft type you can buy.

Please note:  These are *just* as cold as any other ice packs, so make sure you give good instruction and place a towel of some type between the ice pack and the child’s skin.

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Posted in School Nursing | Tagged , , ,

Early Intervention Can Curb Aggression in Kids

agression[Source: Psych Central]

Timely new research discovers aggressive children are less likely to become violent criminals or psychiatrically troubled adults if they receive early school and home-based interventions.

The Fast-Track Project study, by researchers at Duke, Pennsylvania State, Vanderbilt universities and the University of Washington, began in 1991 with the screening of nearly 10,000 five year-old children in Durham, Nashville, Seattle, and rural Pennsylvania for aggressive behavior problems.

Nearly 900 children were deemed at high risk, and of those, half were randomly assigned to receive the Fast Track intervention, while the other half were assigned to a control group.

Participating children and their families received an array of interventions at school and at home.

Read the Rest of this Article on Psych Central

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Report: Early Intensive Behavioral Intervention Effective for Autism

[Source:  Best Practice]

bestpracticesIt is well established that early intervention is a critical determinant in the course and outcome of autism spectrum disorders (ASD). Early intensive behavioral intervention (EIBI) is considered a central feature of intervention programming for children with autism. EIBI programs are among the most and best researched of the psychoeducational interventions. A new comparative effectiveness review prepared for the Agency for Healthcare Research and Quality (AHRQ) finds that there is substantially more evidence for behavior therapy in treating autism than just a few years ago. The report, Therapies for Children With Autism Spectrum Disorder: Behavioral Interventions Update, is based on research conducted by the Vanderbilt Evidence-based Practice Center and brings practitioners up to date about the current state of evidence related to behavioral interventions.

Evidence from the original report published in 2011 and the current update suggests that early behavioral and developmental intervention based on the principles of ABA delivered in an intensive (>15 hours per week) and comprehensive (i.e., addressing numerous areas of functioning) approach can positively affect a subset of children with ASD. Across approaches, children receiving early intensive behavioral and developmental interventions

Read the Rest of this Article on Best Practices Autism

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Special Education Corner: Teacher Evaluation, Should SPED Teachers be Held to a Different Standard?

[Source:  Teaching Children with Special Needs]

by Neva Fenno, M.S.Ed. MLIS

acheivementLast time we talked about summative assessment, the cumulative, usually annual, measures of student achievement. The annual part of the bargain seems to be changing, there may now be semi-annual online exams in some states, but the focus of this blog has been student evaluation over the past few weeks.

A larger issue, still evolving at the state and district levels, is teacher evaluation. The climate of paranoia over how we will all be evaluated as teachers has risen to a fever pitch. The main scary point has been the drive by education reformers to tie teacher evaluations to student achievement test scores. We all know the picture has only started to become clear for the assessment of special education teachers and students. Some of the biggest questions like “how can we hold special education students to the same standards as ‘regular’” kids are being asked and debated nationally.

We have learned to write specific IEP’s to try to use existing laws to our advantage while protecting our students from unreasonable testing requirements. We are actively aligning our curricula to Common Core State Standards and hope the process will be informative.

But what about the teachers? If we haven’t really ironed out student evaluation issues for special education, how are we going to fairly evaluate teachers? We all want to know how we are doing as we are compared to our peers in SPED classrooms.

Read the Rest of this Article on Teaching Children with Special Needs

Posted in Special Ed | Tagged , , ,