Auditory Or Visual Processing
Children who have Sensory Processing Disorder will almost always have, to various degrees, some level of auditory or visual processing deficits. No child is born with perfect auditory processing. This is a learned, developed and acquired skill. An Audiologist cannot perform a reliable Auditory Processing Evaluation until the child is seven years old, and developmentally at least halfway through the first grade. There is much intervention that can be done in the interim, to aid them in developing more efficient processing prior to school age. Auditory Processing: When you speak to a child that seems not to hear you, even though their hearing has been checked and was within normal limits, gently touch a shoulder, or crouch down in front of them, and speak directly to them. Think of this in adult terms, and you'll understand. "KIDS! Can we understand, and give them a minute to respond? We can teach them to remind themselves as they walk away, what they are trying to remember. Consider this:
Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities
By: Russell Gersten and David J. Chard (2001) Abstract We describe the concept of number sense, an analog as important to mathematics learning as phonemic awareness has been to the reading research field. Understanding the concept of number sense and relevant research from cognitive science can help the research community pull together fragmented pieces of earlier knowledge to yield a much richer, more subtle, and more effective means of improving instructional practice. More than three decades have passed since Kirk and Bateman (1962) proposed that auditory processing was one of the psycholinguistic process deficits underlying specific learning disabilities. We believe that there may be an analog as important to mathematics learning as phonemic awareness has been to the development of reading. In our approach, we rely on Cobb's (1995) conceptualization of constructivism as a joint approach. In this article, we draw analogies between phonological awareness and number sense.
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IEP, Special education , Section 504 , ADA, St Human Rights, NCLB , ect., disabilities' rights group to educate and support one another, so please expect to be reasonably available to interact with fellow members when requesting assistance. Also, list-owner cannot type like she used to so you will need to call her as shown in the repeated email on consultations the group gets. Our FB sister group (send list-owner your email addy to get an invite!) 1st Step! When you ask for a list of "good IEP goals," you are putting the cart before the horse!
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Emotional Intelligence | What It Is and Why It Matters
"All learning has an emotional base."-- Plato The ability to express and control our own emotions is important, but so is our ability to understand, interpret, and respond to the emotions of others. Imagine a world where you couldn't understand when a friend was feeling sad or when a co-worker was angry. Psychologists refer to this ability as emotional intelligence, and some experts even suggest that it can be more important than IQ. What is Emotional Intelligence? Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. continue reading below our video play video Loaded: 0% Progress: 0% Since 1990, Peter Salovey and John D. The Four Branches of Emotional Intelligence Salovey and Mayer proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability reason using emotions, the ability to understand emotion and the ability to manage emotions. A Brief History of Emotional Intelligence Learn more: Hein, S.
Enabling Our Children
by Deborah Thorpe I hear it everyday. I belong to a parent support group for children with learning disabilities and ADHD, one of the largest Internet listserv groups for parent support for these disabilities. There seems to be a constant, recurring topic among our group: "The teacher says I am enabling him to be the way he is" or "The teacher says if we gave him more discipline he'd be fine." Parents of children with invisible disabilities are constantly being blamed for their child's difficulties. What is the problem here? I understood her frustration. The psychologist said it was better for his ego to not produce anything than to produce and look foolish or even fail. We, his parents understood, but could I get the teacher to understand this? I was simply shocked. I was so taken by surprise that I cried and cried in front of her. It was a relief to talk to my son's psychologist about this. Parents struggle so much to get these children to become independent. I see that day coming.
Hi2u 4 people with hidden impairments.
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