Group items tagged

High intelligence, whether expressed in cognitive abilities such as the capacity to generalize, conceptualize, or reason abstractly, or in specific abilities such as creative behavior, results from the interaction between inherited and acquired characteristics. This interaction encompasses all of the physical, mental, and emotional characteristics of the person and all of the people, events, and objects entering the person’s awareness. Our reality is unique to each of us.

Specific Learning Disability (SLD)

There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.

Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills.

dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.

When a child has a learning disability, he or she:

Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. If it’s convenient, meet in your child’s classroom so you can get a sense of their physical learning environment.Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how to help your child reach them.Listen carefully. Like you, your child’s teacher wants to see them succeed at school. Listen to what they have to say—even if it is sometimes hard to hear. Understanding your child’s challenges in school is the key to finding solutions that work.Share information. You know your child’s history, and your child’s teacher sees them every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.Ask the hard questions and give a complete picture. Be sure to list any medications your child takes and explain any other treatments. Share with the teacher which tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if they are eligible for any special services to help with learning.

A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills

There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need.

The diagnostic category of pervasive developmental disorders (PDD) refers to a group of disorders characterized by delays in the development of socialization and communication skills. Parents may note symptoms as early as infancy, although the typical age of onset is before 3 years of age

Symptoms may include problems with using and understanding language; difficulty relating to people, objects, and events; unusual play with toys and other objects; difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns.

IEPs are developed by a group of professionals at school. One member of this IEP team typically acts as a case manager and oversees the IEP. You’re part of your child’s IEP team, too. That means you’ll be involved in the process as the IEP is made. The IEP team will use the results of your child’s evaluation testing to design the plan. The scores show the specific areas your child struggles with. Having that information allows the IEP team to provide the individualized instruction and supports your child needs.

Here are some of the things the IEP will include: Your child’s present level of performance in school (PLOP) Individualized instruction and related services , such as occupational therapySupports like accommodations and

Your role in creating your child’s IEP doesn’t stop once the plan is done. In fact, it’s very important that you go over the IEP carefully and make sure it has everything it should have, and that you agree with what the school has proposed.

Gifted and talented children and youth are those students with outstanding abilities, identified at preschool, elementary, and secondary levels. The potential of gifted students requires differentiated and challenging educational programs or services beyond those provided in the general school program. Students capable of high performance include those with demonstrated achievement or potential ability in one or more of these areas: general intellectual, specific academic subjects, creativity, leadership, and visual/performing arts.

Resources for Educators, Schools and FamiliesAcceleration is an option for students who are academically advanced compared to peers in their age group. The Acceleration Institute website informs parents, educators, researchers and policymakers of the research and practices concerning academic acceleration. Visit the Acceleration Institute website. Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject is a resource available to guide policymakers, school administrators, and educators to create or modify acceleration policies at the local level. View Developing Academic Policies: Whole Grade, Early Entrance & Single Subject. Sample whole grade acceleration procedure

NICHCY is a national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals.

focuses on children and youth from birth to age 22

Resources on the NICHCY website and NICHCY information specialists are available to answer specific questions; offer referrals to disability organizations, parent groups, and professional associations at the state and national leve

ENVoY Nonverbal Classroom Management is based on the 7 Gems, microstrategies rooted in influence rather than power for student focus, engagement and productivity. Created by Michael Grinder, corporate and educational non-verbal communication expert, ENVoY Gems and refinements give teachers and staff specific strategies that dramatically decrease management problems and increase achievement.

The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, color, sex, national origin, age, and religion

A person with a disability is someone who: has a physical or mental impairment that substantially limits one or more major life activities, has a history or record of such an impairment (such as cancer that is in remission), or is perceived by others as having such an impairment (such as a person who has scars from a severe burn).

The human brain is magnificent and complex. The brain is made up of many parts, each with a specific and important function. It controls our ability to balance, walk, talk, and eat. It coordinates and regulates our breathing, blood circulation, and heart rate. It is responsible for our ability to speak, to process and remember information, make decisions, and feel emotions. Every brain is unique, ever-changing, and extremely sensitive to its environment.