Disability

8 05, 2017

The Dyslexia-Stress-Anxiety Connection

kristina@partnerstx.org2024-04-12T14:34:37-05:00

Stress is the reaction of the body and brain to situations that put us in harm’s way. The stressor may be a physical threat (e.g., a baseball coming quickly toward you) or a psychological threat (e.g., a worry or fear that you will make a mistake delivering your lines in a play or write a passage that won’t make sense to the reader). Stress, or more specifically, the stress response, is our body’s attempt to keep us safe from harm. It’s a biological and psychological response. When we’re under stress, the chemistry of our body and [...]

The Dyslexia-Stress-Anxiety Connectionkristina@partnerstx.org2024-04-12T14:34:37-05:00

8 05, 2017

Need for Functional Skill Training

kristina@partnerstx.org2017-06-30T15:19:11-05:00

Functional Skills are defined as life skills that people use every day, in different environments. Functional skills focus on different areas such as home, family, self help skills, social skills, independent living skills. Also, skills needed for employment and job retention, recreation, community living, as well as functional academics that can be used every day. While academic skills are important for all children with disabilities, many parents and advocates seem to overlook, the importance of functional skill training and instruction. These skills need to be addressed during a child’s school career, but absolutely during the child’s transition from high school to [...]

Need for Functional Skill Trainingkristina@partnerstx.org2017-06-30T15:19:11-05:00

2 05, 2017

The State of LD: Understanding Learning and Attention Issues

kristina@partnerstx.org2017-06-30T15:29:17-05:00

1 in 5 children in the U.S. have learning and attention issues Children with dyslexia, ADHD and other kinds of learning and attention issues are as smart as their peers. But without the right support, many fall behind academically and struggle socially. They’re more likely to repeat a grade, get in trouble at school or with the law, drop out and struggle as adults to find work. But this downward spiral can be prevented. This data-intensive report form NCLD provides insights into the challenges facing the 1 in 5 as well as specifics on how to improve outcomes in school, work and [...]

The State of LD: Understanding Learning and Attention Issueskristina@partnerstx.org2017-06-30T15:29:17-05:00

6 02, 2017

8 Tools for Kids With Dysgraphia

kristina@partnerstx.org2019-10-03T11:11:21-05:00

If your child has dysgraphia, this list of tools and apps from Understood.org can make writing easier. Your child may already use some of them at school, but it can help to have them at home, too. Most tools are sold in online catalogs for occupational therapists.

8 Tools for Kids With Dysgraphiakristina@partnerstx.org2019-10-03T11:11:21-05:00

16 01, 2017

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?

kristina@partnerstx.org2017-06-30T15:56:46-05:00

Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities. The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what is required in grade-level achievement standards due to needed modifications; however, the essence of the content at grade level should not change. […]

How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?kristina@partnerstx.org2017-06-30T15:56:46-05:00

16 01, 2017

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?

kristina@partnerstx.org2017-06-30T15:57:26-05:00

Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas de lo que estos estudiantes deben lograr con respecto al contenido del grado pueden ser diferentes de las que se requiere en los estándares de logro del grado escolar debido a [...]

¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?kristina@partnerstx.org2017-06-30T15:57:26-05:00

CONTACT US

Find us on Facebook

Recent Posts