Individuals with traumatic brain injury, deafness, oral language deficits or genetic disorders such as Down Syndrome are also more likely to have weak working memory. The purpose of this fact sheet is to describe the function of working memory, discuss the impact that weak working memory has on learning, and offer suggestions and resources for improving working memory and learning. Read more ›
Five years after a sweeping overhaul of the diagnostic criteria for autism, research suggests that the changes have led fewer people to be identified with the developmental disorder. Read more ›
A substantial percentage of students with ADHD symptoms severe enough to affect them both academically and socially are not getting any support in school for the disorder, says a new study based on the experiences of nearly 2,500 children and youth. Read more ›
Written by Lisa Parnello, Literacy Specialist & Wilson Credentialed TrainerIn a sea of professional development opportunities for teachers, how do you decide what’s most important for teachers to learn? What will make the biggest impact on the students? Read more ›
Your child’s evaluation includes a bunch of scores and some recommendations. Even though your evaluator talked through all the scores with you, you’re still not sure what they mean or how to translate those into meaningful IEP goals for your son/daughter. Learn more about IEPs from CHC’s Chris Harris, MEd so that you can effectively advocate for your child. Read more ›
Attention-Deficit/Hyperactivity Disorder (ADHD) is typically described by the problems it presents. But ADHD may also bring with it an advantage: the ability to think more creatively. Read more ›
March Madness is around the corner: a time of anticipation and excitement for college basketball fans around the globe.
Many students, however, especially those with learning and attention differences, are experiencing another form of madness altogether: midterms, projects, deadlines and a pressure to succeed. In a recent study, 45% of teens reported feeling stressed “all the time.” Many parents feel helpless as they wonder how best to help their kids stay afloat.
When a student on an IEP gets to high school age, the focus and format of the IEP should change. IEPs should become student-centered, strength-based and future-focused. How does a parent support their child in the revised process? CHC’s Chris Harris describes the best practice for making the transition IEP participatory, informative and effective. Read more ›
If you feel guilt around your child’s learning and attention issues, it’s important to know you’re not alone. Feelings of guilt and shame are common among parents of kids with learning and attention issues. Read more ›
LD OnLine offers a guide for parents on how to help their children succeed titled Life Success for Students with Learning Disabilities: A Parent’s Guide. It was developed by the Frostig Center and based on more than twenty years of ground-breaking research on the lives of children and adults with learning disabilities. This is offered to you as part of LD OnLine’s efforts to bring you the latest research to help you raise your children with learning disabilities. Read more ›
