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Scooped by Mary Perfitt-Nelson onto School Psychology in the 21st Century |
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Since all children suffer from certain fears as they grow up, it is crucial that parents know what to do as well as what not to do when kids are anxious.
My perception is that many behavioral difficulties at school can be attributed to anxiety over something related to the environment. Determining the nature of the problem is key. Check out these 10 tips for intervention.
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Dyslexia information, advice and the latest from xtraordinary people and their dyslexia campaigning for children. Xtraordinary People believes that with the right support, dyslexics can achieve extraordinary things. Our aim is to ensure that anyone with dyslexia can be empowered to succeed. Via Collection of First, susan koceski
Mary Perfitt-Nelson's insight:
Helpful for discussions around low achievement 
susan koceski's curator insight,
January 4, 12:53 PM
This is a new website from England that I have run across with some interesting quotes from celebrities with dyslexia. Could be helpful for doing presentations about dispelling the myths of low acheivement. Delete the scoop?
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IOWA STATE (US) — It may be possible to alter memory simply by suggesting different information, but timing and context are key.
Mary Perfitt-Nelson's insight:
"If, for example, students are discussing a class lecture and one student inadvertently provides the others with the wrong information, that could make it more difficult to recall the correct information on the test." This relates to the notion that we do not want kids memorizing the wrong information. The importance of immediate, correct feedback is highlighted. Delete the scoop?
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As has been widely publicized and discussed, the American Psychiatric Association (APA) has recently issued a revised version of the Diagnostic and Statistical Manual of Mental Disorders (DSM), a b...
Mary Perfitt-Nelson's insight:
A discussion of the DSM V and changes from DSM IV Delete the scoop?
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Scooped by Mary Perfitt-Nelson |
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Certain forms of help can dilute the recipients’ sense of accountability for their own success. Support, don’t substitute.
Great reminders!
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"And therein lies the problem: how can we help our children (and our spouses, friends and co-workers) achieve their goals without undermining their sense of personal accountability and motivation to achieve them?
The answer, research suggests, is that our help has to be responsive to the recipient’s circumstances: it must balance their need for support with their need for competence. We should restrain our urge to help unless the recipient truly needs it, and even then, we should calibrate it to complement rather than substitute for the recipient’s efforts."
We all need good support so when we bump our knee someone is there to help us. We need less interference in the process and more readiness to help overcome bumps on the road.
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Scooped by Mary Perfitt-Nelson |
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"Jack tells me that lots of kids are doing way worse things, but you ignore them and pick on him."
"Are you saying Mandy is a liar?"
"As far as I know, three kids did the same thing, yet Ben was th
One of my favorite mantras: "Accept what's messed up and change how you are looking at it!"
Listen as an educator to the story the parent is telling. Yes, parents can be over the top with their advocacy. What are the reasons for that?
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Rescooped by Mary Perfitt-Nelson from Students with dyslexia & ADHD in independent and public schools |
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Professor Baucom & some (amazing!) students sharing stories of #LD at 7 pm: http://t.co/sD6kqjHuGY #LearnDifferently #Dyslexia #LCSharks
Good on Landmark College and Prof. Baucom for the history lesson and the inspiring observance. I was recently asked by some seniors at Lawrence school if I had a learning disability. I answered truthfully: "no" I said, "I have dyslexia. I can learn"--Lou
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Scooped by Mary Perfitt-Nelson |
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Children who failed to acquire a basic math skill in first grade scored far behind their peers by seventh grade on a test of the mathematical abilities needed to function in adult life, according to researchers supported by the National Institutes...
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Scooped by Mary Perfitt-Nelson |
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How I Experience Empathy http://t.co/mbnBLw3Vl6 via @Soundless2
"It's not lack of feeling anything that is the issue, but rather expressing it."
I have witnessed this myself in people on the spectrum.
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Scooped by Mary Perfitt-Nelson |
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Scooped by Mary Perfitt-Nelson |
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Scooped by Mary Perfitt-Nelson |
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I've had a theory brewing for a few decades. It's about ADHD. My theory is that some people have been gifted with the adroit ability to think and move quickly; they ride life like a stallion, seein...
new blog entry..........
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Rescooped by Mary Perfitt-Nelson from Specific Learning Disabilities |
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A new brain imaging study of dyslexic students and other poor readers shows that the brain can rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction.
http://www.sciencedaily.com/releases/2008/08/080805124056.htm
This study supports a ever growing body of research that suggests that teaching actually helps rewire the brain.
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Scooped by Mary Perfitt-Nelson |
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Shared with Dropbox
A great article discussing the pros and cons of a "Young Fives" program prior to kindergarten.
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Scooped by Mary Perfitt-Nelson |
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In my recent scoop from the New York Times entitled "Defining Dislexia" (http://sco.lt/50a4g5) I read a particularly interesting piece:
"Traditionally, a diagnosis is something devised by distant experts and imposed on the patient. But I believe we must change our understanding of what role we should play in defining our own diagnoses."
It's a funny thing. The people doing the diagnosing are basing their decisions on scientifc "facts". Indeed, "facts" are more often proved wrong by science, for one reason or another, over time. Science is more art than the scientists want to believe. New information over time changes how we understand the world.
If you want to understand something like dyslexia (or ADHD, for example), you will need to live it; live "with" it or observe it with a keen eye, firsthand, and over time. Only then will you see the gifts that "come with". They are plenty.
I have questioned the deficit model with which we view these things for decades. This view is a straight jacket for the person being observed. It is a 'glass is half empty" approach to a situation in which the school environment is most often a poor match for those things that are the individual's livelihood. The high-stakes testing and increased requirements for core academic content compound the misery for certain populations of students.
If your training/experience and expectations from your employer cause you to grab a Wechsler to understand the student, please consider spending an equal amount of time learning who the student is; what makes them tick; what are they passionate about; how do they spend their free time. Recommendations should reflect a plan of support that celebrates, supports and encourages the strengths. After all, this is what will carry them long after they leave the halls of our schools.
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Scooped by Mary Perfitt-Nelson |
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Perhaps I’ve succeeded not despite, but because of, my disability.
"the dyslexic brain, which processes information in a unique way, may impart particular strengths. Studies using cognitive testing and functional M.R.I.’s have demonstrated exceptional three-dimensional and spatial reasoning among dyslexic individuals, which may account for the many successful dyslexic engineers. Similar studies have shown increased creativity and big-picture thinking (or “gist-detection”) in dyslexics, which correlates with the surprising number of dyslexic entrepreneurs, novelists and filmmakers."
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I believe that scientific evidence and social observation will continue to show that defining dyslexia based solely on its weaknesses is inaccurate and unjust, and places too grim a burden on young people receiving the diagnosis."
Great article to wake up to. Indeed, the strengths have ALWAYS been there. The problem is, people with testing kits tend to use a form of confirmation bias by focusing on the weaknesses and building programs around "filling the gap". These programs essentially point out the obvious to the child several times per hour . How does one deal with having their weaknesses given the spotlight for years on end? Who can do that? How can they do that? We continue to fill our rooms for "emotionally impaired" students who cannot read or write, wondering how to unpeel the layers after 10 years of toxic environments.
We create toxic environments for these creative children when we do not identify and enthusiastically support their strengths.
This article reminds me of a video that is posted on this page, the Journey into Dyslexia (HBO Documentary), which reviews data that indicates a overwhelming number of entrepreneurs have dyslexia. most of them say it was because of their dyslexia that they were successful not despite it. also speaks to the controversy about the label-SLD or Dyslexia. Many people resent the term SLD as they feel that they are not "disabled" but have a specific medical condition.
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Rescooped by Mary Perfitt-Nelson from Psychology |
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Perhaps no choice is as vital to marketing as color. Whether you are selecting the color for a product or for your email marketing campaign, color has
Lovely!
Consider the impact of color when desiging a classroom.
I have always loved the effect of color on people - it is fascinating!
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Scooped by Mary Perfitt-Nelson |
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Does distraction matter — do interruptions make us dumber?
Most people who are good at divided attention COME trained for distractions.
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Scooped by Mary Perfitt-Nelson |
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Shows a blog entry in detail
13 apps perfect for students with special needs.
Blog Viewer - National Association of School Psychologists
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Rescooped by Mary Perfitt-Nelson from Specific Learning Disabilities |
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The amount of language children hear in their first three years plays an important role in their future learning: the more talk from parents, the better.
Here is updated research on the science for language development in early childhood. This article references some of the seminal research in the field with application.
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Scooped by Mary Perfitt-Nelson |
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After events like Newtown, we all have an idea of what grief in school looks like. Here's insight into how grief counselors help suffering students.
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Scooped by Mary Perfitt-Nelson |
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A marked increase over the last decade in diagnoses of attention deficit hyperactivity disorder could fuel growing concern that the diagnosis and its medication are overused in American children.
I have struggled with understanding ADHD for decades.
On one hand, I feel young children with driven, physical behavior; lack of impulse control and minimal "mindfulness" are at serious risk for other mental health issues. I also worry about life-quality risks because of the sheer number of times people have to intervene, redirect and often "punish". I've witnessed, first-hand, how medication can decrease all of that to a very large degree.
Still, I've also witnessed first hand how all of this can change over time. Impulse control and mindfulness can increase; the physically driven behavior can decrease.
It is a conundrum. Medication may increase things that are good for the child and decrease the things that are not so good for the child. But at what cost? It truly can change 'who they are'. There is a cost.
Loving relationships that are tolerant and non-punitive will go a long way toward teaching the child skills they currently lack.
It is important that they emerge in adolescence still able to like the person in the mirror.
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