Tuesday, May 28, 2013

News, Resources from the 2e Newsletter Publishers

LD AS A GIFT. "You see and learn differently from the other kids. But different is good. This is your gift, even if it doesn't feel like it." A long time ago, that's what a special ed teacher told a young man who had difficulty reading. He remembered it, but wasn't sure he knew what she meant about the "gift" part. Decades later, as an author who generated a lively discussion about his book and his life at a reading fair for fifth and sixth graders, he came to understand the "gift" part after a comment by one of the attendees. Find out more.

VISUAL TASK CORRELATED TO IQ. In a series of experiments, researchers have found a .6 or .7 correlation between the ability to filter visual motion and IQ as measured by standardized intelligence tests. The researchers think that the filtering exercise could serve as a non-verbal, culturally-unbiased marker of intelligence. Find out more.

ABILITY GROUPING. The former president of NAGC has written an article for Education Week Teacher in which she endorses ability grouping as a way to boost performance in both high and low performing students. Read more about Paula Olszewski-Kubilius' ideas. (Free registration may be required.)

NIHM, DSM. A blogger at "Mind Hacks" elaborates on why the National Institute of Mental Health seems to be going in a different direction than that espoused in the DSM when it comes to categorizing mental disorders. We've blogged on this topic before; if it interests you, read Mind Hacks.

SLDs BUNDLED. You probably knew that, but an Australian study found that "children are frequently affected by more than one learning disability and that specific learning disabilities co-occur more often than expected. For example, in children with attention-deficit hyperactivity disorder (ADHD), 33 to 45 percent also suffer from dyslexia and 11 percent from dyscalculia, a learning disability in mathematics." The researchers found a variety of disorders that give rise to LDs, even, by gosh, "in children of normal or even high intelligence." The study authors also advocate for "specialized support" for kids with LDs, support tailored to the individual's profile. Read more.

RESOURCE. A member of the 2e community (thanks, Marcie) pointed us to the website Children's Neurobiological Solutions, an organization with a two-part mission:
  • To catalyze the development of brain repair therapies and cures by supporting cutting-edge, collaborative research on brain damage due to childhood illness, injury, or any other cause; 
  • To provide up-to-date information and resources for families and health care providers to help them make the best possible decisions for children struggling with neurological challenges.
If your family -- or your student -- needs information about conditions stemming from brain injury, check out the site

SO MANY TED TALKS, SO LITTLE TIME. If you're a teacher of kids who can be frustrated (or frustrating), you might be inspired by a TED talk by a 40-year veteran teacher talking about what she's learned every student needs to be successful -- someone to be their champion, someone to connect with, someone to help dig out of the negative self-perception that failure brings. This teacher was talking mostly about low-income kids, but her lesson applies to those who teach all kids. Find the talk.

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