Good reading comprehension is the ultimate goal of reading instruction at all grade levels and for all children, including those with learning disabilities. However, many scientific investigators of reading agree that further work on measures of reading comprehension is essential.
Assistive technology is any kind of technology that can be used to enhance the functional independence of a person with a physical or cognitive disability. Get the basics in this fact sheet from the Center on Technology and Disability.
In this webinar from the Center on Technology and Disability, two experts demonstrate and discuss various apps and Assistive Technology (AT) options, including wearable technology to support students with autism.
It is important for parents to understand the “language” of assistive technology so they can be informed advocates for their child’s technology needs. The following glossary of terms can help parents learn about the kinds of assistive technologies that are currently available and how they can be used.
There is a wide range of assistive technology (AT) services and devices to which a child may be entitled. It is important for families to understand how Federal laws affect their child’s right to AT. Provided below are brief summaries of laws that impact the provision of assistive technology and special education services.
Felice Kaufmann, M. Layne Kalbfleisch, F. Xavier Castellanos
“Gifted” and “ADHD” used to be consider mutually exclusive, but researchers have realized the two can coexist. And when they do, misdiagnosis often occurs; typically a gifted student is mistakenly identified as ADHD. But the other misdiagnosis occurs as well; the ADHD of a gifted child is ignored. But once identified as LD and gifted, what happens? Learn more about the situation as well as possible actions.
National Dissemination Center for Children with Disabilities (NICHCY)
National Dissemination Center for Children with Disabilities provides a basic fact sheet on ADHD, with tips for parents and teachers. Symptoms and treatment of ADHD are discussed.
Foster parents know all too well the many needs of the youth for whom they provide care that include academic services associated with special education. The reality is not a surprise given the literature reports at least 50% of youth in foster care require intense academic and behavioral interventions at school. What should foster parents do?
This book reveals how the authors’ findings from their research in psychology, neuropsychology, special education, and medicine can help clinicians assess and remediate reading and attention disorders. Valuable directions for future research are also offered.
