SELECTED ARTICLES: SPECIAL EDUCATION & SERVICES
  Author Article Title Posted Date Article Sum Article Downloads
View Robert K. Crabtree, Esq. Mistakes People Make in the Special Education Process. Part 3 - Mistakes Made by Independent Evaluators 7/5/2006 As informed and articulate as some parents may be, they usually cannot make a case for particular services or programs for their child without the help of a competent and credible independent evaluator. In due process hearings there is usually no more important witness for the family. Even with such an evaluator it can be a steep uphill fight for services because of the deference that is given under IDEA to school districts in special education proceedings, but without such an evaluator there often is no chance at all.
4267
View Marie Dunleavy Classroom Management Techniques For Obsessive-Compulsive Students 2/17/2007 Differently abled students, particularly those with obsessive-compulsive disorder may find school challenging. This may be a tricky task among teachers and parents. OCD, or what is sometimes called the generalized anxiety, affects children’s learning. A child with obsessive-compulsive behavior changes his mind as fast as a blink of an eye or performs the same habits many times. Children with obsessive-compulsive behavior generate obsessive thoughts that oftentimes cause difficulty in learning.
4373
View Toan Dinh My Baby Fingers - Expanding Communication With Sign Language Classes For Teens 11/24/2009 Growing in popularity, the concept of pre-verbal communication with infants has benefited many families.
1997
View Nicole Beurkens Learning to Think: Part Three - Continuing Mindfulness Throughout the Day 12/2/2008 How useful are rote skills if your students don’t know how to apply them in everyday life? Here are some strategies that will help students learn to think independently.
2404
View Boris Gindis, Ph.D. Educational Classification for Your Internationally Adopted child: How Important Is It? 1/28/2011 I wrote articles and spoke about school issues of internationally adopted children many times because schooling is the major activity of a child between 5 and 18: it affects all other aspects of their psychological functioning. Success or failure at school are critical not only for the future achievements of a child, they are a validation (or a lack of it) of self worth, the basis for a peer group selection and acceptance in it. School activities are on the background of emotional and behavioral stability in the family. No wonder that parents of IA children do everything they can to get help at school for their struggling children, and this, unfortunately, is not a straightforward process.
4211
 
[ 1 2 3 4 ]
 

Copyright ©2003-2018
Last update: January 5, 2018

   
NAVIGATION