The typical school campus presents students with multiple, constantly changing challenges every day. For the child with nonverbal learning disorders (NLD) these demands can prove to be totally overwhelming and may appear insurmountable at times.
An “urban legend” is a story or belief that has been told, retold and told yet again. Because the tale is repeated so often and so widely, it comes to be viewed as “fact”. However, these stories are generally exaggerated, expanded or even totally untrue.
Rick Lavoie brings teachers information on how to integrate children with special needs into their mainstream class. The Council on Exceptional Children asked students with good social skills for their suggestions to school staff. Here are some of their requests: a) time to “hang out” with peers with disabilities, b) taking a stand against bullying and teasing of students with disabilities, and c) choosing peers to work with students with disabilities carefully.
Children who are socially rejected by their peers often are preoccupied with their isolation and can’t concentrate on their schoolwork. Here are some ways teachers improve kids “social stock” and help them build friendships.
A valuable resource educators of children with ADHD. The U.S. Dept. of Education shares and easy-to-read outline of tips and legal considerations. Causes, legal requirements for evaluations, treatment options, and hints for effective educational performance are included.
Susan Lafond is a long-time educator and parent of a child with Attention-Deficit/Hyperactivity Disorder (ADHD). She’s been on both sides of the parent-teacher table and shares her experiences on how teachers, administrators, and support staff can better understand how to support children with learning differences in the classroom.
