From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Ever wonder why your child behaves in troubling ways that drive you crazy: dawdles, won’t read, fights with David and Brian? We can’t explain everything that might influence his behavior, like his genes, his DNA, his neurology, his body chemistry, or David and Brian’s behavior. We know little about these. But we can tell you about PEATERR (pronounced Peter). PEATERR identifies many important factors that cause behavior. Using it might help you learn what’s currently causing your child’s troubling behavior, an important step in finding solutions. Read more...
behavior, Dyslexia, dyslexic, dyslexics, Learning Disabilities, learning disability, Parenting, problem solving, Reading Disabilities, reading disability, reading problem, reading problems, resilience, Resiliency, strengthening resiliency, struggling reader, Struggling Readers, troublesome behavior
Why Is He Behaving “That Way?” The Answer: PEAT
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Ever wonder why your child behaves “that way?” Wonder why he dawdles, why he won’t read, why he fights with David and Brian? We can’t tell you about his genes, his DNA, the chemicals in his body, each of his neurons, or David and Brian. We don’t know all the causes of troubling behaviors, especially for individual children. But we can tell you about PEAT. Using PEAT might help you learn what’s currently causing his troubling behavior, an important step in figuring out a solution. Read more...
berhavior, Dyslexia, dyslexic, dyslexics, Learning Disabilities, learning disability, Parenting, problem solving, Reading Disabilities, reading disability, reading problem, reading problems, resilience, Resiliency, strengthening resiliency, struggling reader, Struggling Readers, troublesome behavior
Here are 15 guidelines that can strengthen the effectiveness of your advocacy.
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Have your child evaluated by experts who can identify your child’s needs.
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Make sure you understand his needs before you meet with school personnel to discuss his needs and possible interventions.
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Make specific requests (in writing) for meeting his needs; support your requests with reports from well-credentialed experts, experts whom the school respects.
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Treat people with respect, even if you disagree with them, even if they reject your requests. Read more...
Advocacy, advocating for children, Dyslexia, dyslexic, dyslexics, IDEA, IDEA 2004, IEP, IEP meeting, IEP meetings, IEPs, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, Learning Disabilities, learning disability, monitoring of reading, parents, problem solving, Reading Disabilities, reading disability, Reading Materials, reading problem, reading problems, Special Education, struggling reader, struggling readers IEP
Nothing can ensure that your child’s IEP meeting will be productive. However, you can increase the odds that it will be. Here’s one way. Before the meeting, meet with your child’s case manager and agree on how the meeting should be organized. You have a right to do this as you’re an important member of the IEP Team.
Fortunately, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA-2004) and the format of the IEP offer an excellent sequence for developing the IEP. Unfortunately, the sequence is often ignored and critical parts of the IEP are given the short shrift. Read more...
benchmarks, Dyslexia, dyslexic, dyslexics, frustration level, goals, IDEA, IDEA 2004, IEP, IEP meeting, IEP meetings, IEPs, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, monitoring of reading, objectives, parents, problem solving, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, short-term objectives, Special Education, struggling reader, struggling readers IEP
