Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)

We are an all-volunteer organization dedicated to be your source on such AD/HD issues as

school, teachers, children, adults, women, girls, work, accommodations, diagnosis, resources, family, marriage, couples.

Teen Turns Texting Into Anti-Bullying Tool

0

Posted on : 30-Jan-2011 | By : admin | In : Bullying, Education

Education Week, January 29, 2011

Wantage, N.J.

Ashley Craig recalls a turning point in her life.

She was an 8th grader at Sussex Middle School when a classmate sat her down at a desk. “I’m going to end it,” she recalls him saying. “I don’t have any friends. People make fun of me. I’m going to end my life.”

She promised to keep his secret but immediately told a guidance counselor. The boy went into therapy, and later thanked her for saving his life.

Craig, a victim of taunting herself, decided to take a stand against bullying. After eight months of research, the now-14-year-old presented an anti-bullying campaign to the High Point Board of Education, and the board unanimously approved her initiative, “Students Against Being Bullied,” as a student group.

Craig, with assistance from school officials, is now implementing her three-tiered plan, which relies largely on teen favorite for communication: text messaging.

“It was my bullying experience, my friends, and, overall, just seeing the enormity of the issue (that motivated me),” she said. “It’s being called an epidemic now.

Please click here for the source

Read Full Article

Special Ed Court Decisions on the Rise

0

Posted on : 30-Jan-2011 | By : admin | In : Education

Education Week Blog

By Christina Samuels on January 28, 2011 9:24 AM

“After two decades of decline, education litigation appears to be on the rise, with special education leading the way, according to an analysis from Lehigh University professor Perry A. Zirkel, an expert in special education law.

“Zirkel’s paper on his findings will appear in full in an upcoming issue of West’s Education Law Reporter . . .”

Please Click Here to Go to the source

Read Full Article

Understanding shut-down learners

0

Posted on : 05-Nov-2010 | By : admin | In : Education, Family

Seven strategies to help your child climb from struggles to success.
By Dr. Richard Selznick

Throughout preschool and her early elementary grades, Emma was sunny, confident, and engaged in school. Now 12 and in sixth grade, her teacher’s comments paint a different picture: “Emma enters class pleasantly, and she seems to get along nicely with the other kids. During class, however, Emma never participates, and it seems that her mind is elsewhere. Emma’s work reflects a general lack of effort. It’s almost as if she doesn’t care.”

What happened to the sunny, confident, and engaged Emma?

Jacob, age 9, loves playing with Legos and other hands-on materials. Building elaborate cities and complex scenes, he is confident and very capable. In class, though, Jacob is unenthusiastic. An observer watching Jacob’s lack of connection and energy would probably think his light bulb was dim. Often he looks pained in class — particularly during open-ended writing assignments.

A recent sample of Jacob’s writing about a school experience offers insight into his in-class struggles: “One day in scool it started as and ordenary day but at resec we hade a safty meet and I got my posit (post) I got to raes the flag It was cool because every morning I hade to come to scool erly to raseis the flag and tack down the flag I was cool because I was incharg of the flag that is one thing that happond to me.”

While these children are quite different in style and personality, both manifest the signs of a shut-down learner. These signs typically start to emerge in the upper elementary grades and become much more pronounced by high school. They include:

  • A sense that the child is increasingly disconnected, discouraged, and unmotivated
  • Fundamental skill weaknesses with reading, writing, and spelling, leading to diminished self-esteem
  • Increased avoidance of school tasks such as homework
  • Dislike of reading
  • Hatred of writing
  • Little or no gratification from school
  • Increasing anger toward school

Read Full Article

Five ways to help your child focus

0

Posted on : 05-Nov-2010 | By : admin | In : Family, Parents of

By GreatSchool Staff

Many young kids have trouble sitting still and staying focused. But as students get more homework, they need to be able to stick with a task and finish it.

Here are some ways to help your child stay focused:

Get the ya-yas out first.

Turn off screens and cell phones.

Make a to-do list.

Use signals.

Take breathers.

Please click here for the article

Read Full Article

Tackling Behavior Problems In High Schools

0

Posted on : 06-Sep-2010 | By : admin | In : Education

By Christina Samuels on July 20, 2010 1:57 PM, [Education Week]

It’s no surprise to educators that bright-and-shiny educational initiatives often hit the wall when it comes to high school implementation.

High schools are big. There may be dozens or hundreds of teachers; hundreds or thousands of students. High school students face pressures that younger students do not, and their problems manifest themselves in different ways.

All those issues are in play when it comes to starting a positive behavioral intervention and support program in high school, said Brigid Flannery, a professor at the University of Oregon and a presenter at the Office of Special Education Programs Project Directors’ Conference in D.C. this week.

PBIS is a tiered intervention framework for managing student behavior. Evidence-based practices are used for all students, and those who have more challenging behaviors get intensive behavioral supports.

The framework has shown success in many schools, but Flannery said high school PBIS programs are often slow to get off the ground and may fizzle soon after starting. Those who are interested in learning more about PBIS at the high school level should take a look at this monograph published by the Technical Assistance Center for Positive Behavioral Interventions and Supports.

It’s not easy: administrators and support teams all have to collaborate closely, and support teams need to have access to good information on each student to ensure that the interventions are really working. One key is to continue reassessing the work, Flannery said. “We want this program to be successful by design and not by chance,” she said.

Flannery’s Powerpoint presentation is also available as a PDF here.

Please click here for the original article.

Read Full Article

Previous
Next