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What is People First Language?
People with disabilities are – first and foremost – people who have individual abilities, interests and needs. They are moms, dads, sons, daughters, sisters, brothers, friends, neighbors, coworkers, students and teachers. About 54 million Americans — one out of every five individuals — have a disability. Their contributions enrich our communities and society as they live, work and share their lives.
Students With Physical Disabilities Speak Out on Challenges in School
MARCH 28, 2013 • BY CINDY LONG
Jay Spencer, a physically disabled sixth grader at Hayfield Elementary School in Alexandria, Virginia, says he wishes his mainstream teachers knew what it felt like to see how he sees.“It’s like if you put your finger in between your eyes and then it disappears,” he says.Jay, 12, has Leber congenital amaurosis (LCA), an inherited retinal degenerative disease. People with this disorder typically have severe visual impairment beginning in infancy, or in Jay’s case, when he was two years old. His fine vision is lost, and he can’t detect light and color, but he can see shadows of figures.
Cary High’s Club Unify welcomes special needs students into the spotlight
When Lucas Welch heard about Club Unify, a student-led group at Cary High School that encourages students with and without disabilities to spend time together and learn from one another, his first thought was that he already does that at home.
Welch’s younger brother has low-functioning autism. But Welch attended a meeting two years ago to see what the club was all about. Before his freshman year at Cary High was over, he found himself hanging out in the special education classrooms nearly every day.
The College Board
Using Clickers? A Note of Caution
If you’re using personal response systems, or clickers, a new study provides a note of caution: While they seem to boost students’ ability to retain factual knowledge, that may come at the cost of deeper conceptual understanding.
Tips for Tackling Timed Tests and Math Anxiety
By Youki Terada
Understanding the Unique Instructional Needs of English Language Learners
Elizabeth Brooke, Ph.D., CCC-SLP, Chief Education Officer, Lexia Learning and Rosetta Stone
What do we know about English Language Learners?
English Language Learners (ELLs) are one of the fastest-growing sub-groups among the school-aged population in the United States. The ELL population is diverse due to differences in students’ exposure to English as well as individual competence in their first language. These differences, along with other social and environmental factors, influence each child’s ability to successfully learn to read and speak English. To best support ELLs, educators must have a clear understanding of their students’ backgrounds, and must focus on providing personalized reading instruction, with varying levels of support.
We all know that summer reading is good for kids. Without it, experts say, reading skills can decrease. Encourage parents to include reading in their summer plans, and help them keep their kids reading by making summertime reading different from what they do at school.
What Research Says About Reading
How Does Reading Develop?
Learning to read is a relatively lengthy process that begins very early in development, before children enter formal schooling. The quantity and quality of language and early literacy interactions during the preschool years profoundly affect the acquisition of the language building blocks that support skilled reading (Snow et al., 1998). As noted in all of the NAEP reading results for the past quarter of a century, reading failure is most prevalent among children from disadvantaged environments. The gap between these children and their more affluent peers begins early. Lonigan (2003) found that low-income preschool children were significantly less adept at identifying and manipulating the sound structure of language—a skill known as phonological sensitivity—than were middle- and high-income children. Low-income children also experienced significantly less growth in knowledge of phonemes, letter names, and letter sounds.
Reading Strategy and Reading Program Resources
- The Florida Center for Reading Research http://www.fcrr.org
- The National Reading Panel http://www.nationalreadingpanel.org/
More reading resources:
These organizations are great resources for families and educators. Academic Language Therapy Association (ALTA) ACT Assessment for College Children and Adults with Attention Deficit Disorder (CHADD) Council of Educators of Students with Disabilities (CESD) Financial Aid and Scholarships HEATH Resource Center International Dyslexia Association (IDA) International Reading Association (IRA) LD OnLine Learning Ally (Formerly RFB&D) Learning Disabilities Association of America (LDA) Meadows Center National Institute of Child Health and Human Development (NICHD) Schwab Learning Texas Center for Learning Disabilities Texas Education Agency (TEA) Texas Education Agency (TEA) Special Education
These organizations are great resources for families and educators.
Academic Language Therapy Association (ALTA)
ACT Assessment for College
Children and Adults with Attention Deficit Disorder (CHADD)
Council of Educators of Students with Disabilities (CESD)
Financial Aid and Scholarships
HEATH Resource Center
International Dyslexia Association (IDA)
International Reading Association (IRA)
Learning Ally (Formerly RFB&D)
Learning Disabilities Association of America (LDA)
National Institute of Child Health and Human Development (NICHD)
Texas Center for Learning Disabilities
Texas Education Agency (TEA)
Texas Education Agency (TEA) Special Education
In this swiftly changing techy era, it’s tough to sort through what apps are must-have. When it comes to sharing (or creating!) books with your kids, we’ve got you covered. Dig into this list of nifty and distinctive phone and tablet apps.