For an insightful and sensitive podcast about inclusion by Kathern Burke (Executive Director, Learning Disabilities Association of Alberta, Canada) and parent of children with special needs, download the podcast from http://www.blogtalkradio.com/specialneedstalkradio/2011/09/09/inclusive-classroom. Below is Inclusion: Why Can’t We Be Friends?, a post that she let us reprint.
Why Can’t We Be Friends?
Guest Post by Kathryn Burke
Executive Director
Learning Disabilities Association of Alberta
Alberta, Canada
Some memories are so vivid it almost seems like a DVD is being played in your brain when they are being recalled. The memory I want to share is like that for me – so vivid I am still able to recall everything from the smell of the room to the buzz of the fluorescent lights. Read more...
conflict, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, inclusionists, Kathern Burke, Learning Disabilities, learning disability, parent, parents, research, research on inclusion, SNTR, special education rights, Special Needs Talk Radio, struggling reader
Free Podcast at www.reading2008.com
Getting And Keeping Special Education Services In Tough Economic Times
Staci Greenwald, Esq.
Special Education Attorney
Sussan & Greenwald
1249 South River Road
Cranbury, N.J. 08512
www.special-ed-law.com
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Chapters 7 through 13 of Reading Disabilities: Beating the Odds discusses federal special education laws and shows how you can apply them to improve the odds of getting and monitoring the services your child needs.
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A Note on Reading Disabilities: Beating the Odds (www.reading2008.com) Read more...
Advocacy, attorney, due process, IDEA, IEP, Parenting, related services, Special Education, special education laws
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Parents often ask me, “When should I speak to a special education attorney?” For an answer, I turned to Jayne Wesler, an attorney with Sussan & Greenwald, a Cranbury, NJ law firm with an outstanding reputation for integrity, fairness, and effectiveness. Below is Mrs. Wesler’s response. – Howard Margolis
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When To Contact A Special Education Attorney
Jayne Wesler, Esq. Read more...
attorney, Dyslexia, dyslexic, dyslexics, FAPE, free appropriate public education, IDEA, IEP, Individualized Education Program, Individuals with Disabilities Education Improvement Act, lawyer, Learning Disabilities, learning disability, Reading Disabilities, reading disability, reading problem, reading problems, special education attorney, special education lawyer, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Last week, we discussed five evaluation and IEP traps that often harm children with reading disabilities. Today, we’ll discuss five more.
Agree or Disagree: It’s fair to ask a school to measure a child’s progress once or twice a year, but asking a school to objectively measure progress weekly is simply asking too much. It’s “overkill.” Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, evaluation, evaluations, IDEA, IDEIA, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, Special Education, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Last week, we presented ten statements to expose evaluation and IEP traps that often harm children with reading disabilities. Today, we’ll discuss the first five.
Agree or Disagree: For an evaluation to help a child, it should focus on testing the child with widely used standardized tests that compare him to other children of his age or grade. Read more...
Advocacy, Dyslexia, dyslexic, dyslexics, evaluation, evaluations, IDEA, IDEIA, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, Special Education, struggling reader, Struggling Readers
Evaluation and IEP Traps
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child is eligible for special education and you’re involved in developing his IEP, you may want to think about and respond to these statements. Next week we’ll post our responses. Read more...
- Agree or Disagree: For an evaluation to help a child, it should focus on testing the child with widely used standardized tests that compare him to other children of his age or grade.
- Agree or Disagree: Schools should use a child’s test scores to determine the method(s) most likely to help her.
Advocacy, Dyslexia, dyslexic, dyslexics, evaluation, evaluations, IDEA, IDEIA, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Parenting, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, Special Education, struggling reader, Struggling Readers
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child has autism, what’s the best program or method for teaching him? Despite lots of hype, lots of claims, lots of testimonials, no one knows.
But unfortunately, many parents and school personnel mistakenly believe that all children with autism need the same instructional program or method, that only one program or method is universally recognized as the best, that only it is appropriate, that only it can help these children.
The Literature
The professional literature contradicts this view. Here’s a sampling: Read more...
Advocacy, applied verbal behavior, Autism, autistic spectrum disorder, discrete trial instruction, discrete trial teaching, discrete trial training, IDEA, IDEIA, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Lovaas, Parenting, program planning, remediation, Skinner, verbal behavior
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
No matter what laws, court rulings, or research studies say, inclusion is in danger of collapsing or becoming a hollow, ineffective, and perhaps harmful option for placing and educating children with disabilities. This is due, in part, to budget cuts and the corrosive effects of public policy on teachers.
First, we’ll list some of the more critical factors needed for inclusion to work. Then we’ll discuss how public policy is undermining them. Finally, we’ll suggest what you can do to support meaningful inclusion. Read more...
Dyslexia, dyslexic, dyslexics, IDEA, IDEIA, inclusion, Individuals with Disabilities Education Improvement Act, intervention, Learning Disabilities, learning disability, least restrictive environment, mainstreaming, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, reading remediation, remedial reading, remediation, struggling reader, Struggling Readers, teacher, teachers
From Reading and Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan & Dr. Howard Margolis
How to Reduce Anxiety: Yours and Your Child’s—Part II
In late March, we described three ways you can use relaxation strategies to reduce anxiety—yours and your child’s. We described meditation, progressive muscle relaxation, and diaphragmatic breathing. And we quoted the research from 1990. Here’s a more recent statistical analysis:
The [literature shows] consistent and significant efficacy of relaxation training in reducing anxiety. (Manzoni et al., 2008, p. 9 of 12) Read more...
anxiety, breathing, children with disabilities, diaphragm breathing, diaphragmatic breathing, Dyslexia, dyslexic, dyslexics, IDEA, IEP, imagery, intervention, Learning Disabilities, learning disability, meditation, muscle relaxation, Parenting, progressive muscle relaxation, Reading Disabilities, reading disability, reading intervention, reading problem, reading problems, related service, relaxation, relaxation training, self-efficacy, self-esteem, slow breathing, strengthening resiliency, stress, struggling reader, Struggling Readers, visual imagery
Why Can’t We Be Friends?
Guest Post by Kathryn Burke
Executive Director
Learning Disabilities Association of Alberta
Alberta, Canada
Some memories are so vivid it almost seems like a DVD is being played in your brain when they are being recalled. The memory I want to share is like that for me – so vivid I am still able to recall everything from the smell of the room to the buzz of the fluorescent lights. Read more...
conflict, Dyslexia, dyslexic, IDEA, IDEA 2004, inclusion, inclusion ideology, inclusionist, inclusionists, Learning Disabilities, learning disability, parent, parents, research, research on inclusion, special education rights, struggling reader
