ALSO FROM AUTISM SPEAKS, a college graduate on the spectrum describes his experiences in elementary and high school, as well as being the first NCAA athlete and basketball player at Michigan State University. The man is now an advocate and motivational speaker. His core advice: use your resources. Read more.
WHAT A HIGHLY CREATIVE CHILD WOULD LIKE US TO HEAR. At creativitypost.com, an educational consultant has written a piece from the point of view of a highly creative child, offering advice to parents and teachers on a variety of situations -- such as "he's smart, he's just acting lazy." Find the article.
DO YOU RAISE OR TEACH AN INTROVERT? You'll be interested in a posting (text, not video) at TED.com called "How to Teach a Young Introvert." Susan Cain points out that perhaps one-third to one-half of students in the U.S. are introverts, yet "our most important institutions, like schools and workplaces, are designed for extroverts." She offers tips such as not setting social standards for what is normal -- eg, acknowledging that it's okay to have just a few friends; building quiet time into the day; and provide choice for how "you get your learning and how you get your restorative time." Read more.
WRIGHTSLAW offers some back-to-school resources, including "The Back to School Checklist" (15 items, including "make an information folder about your child for the teacher" and "record every conversation" in your school contact log) along with pointers to reduce stress on school mornings. Find Wrightslaw's Special Ed Advocate.
MORE BACK-TO-SCHOOL RESOURCES are offered by NAGC -- for parents, administrators, educators, students, and advocates. (Don't fit any of those categories? What are you doing reading this?) Not surprisingly, many of the resources come as the result of NAGC membership. Check it out.
CHILD WELL-BEING -- what is it? Two academics propose a theory of child well-being: "First, a child is considered to be doing well if that child develops capacities appropriate to his or her developmental stage that equip the child for successful adulthood, given the child's social ecology. Second, that the child engages with the world in child-appropriate ways, such as curiosity and exploration, spontaneity and emotional security." Note the phrase "appropriate to his or her developmental stage," something often not taken into account with gifted or 2e kids, we think. Read more.