Thursday, March 9, 2017

Ability Grouping, Creativity & Neurodiversity, Imaginational OEs, and More

GIFTED CHALLENGES. This blog, in a recent posting, takes on the topic of ability grouping, contending that it works and that it's essential once a student gets to middle school. Psychologist Gail Post debunks the rationale for the mixed-ability classes and points out why middle school is an important time. Find the blog.

TiLT PARENTING presents a podcast with Kathryn Haydon on the connection between creativity and neurodiversity, especially giftedness. According to podcast host Debbie Reber, "Kathryn’s passion for gifted and creative education are incredibly inspiring, and her vision for helping schools and parents use a “strengths-based” approach in the way they teach and parent is one we can absolutely get behind!" "Strengths-based" is certainly a term readers of 2e Newsletter have heard over the years. Find the podcast.

HOW'S YOUR IMAGINATIONAL OE? Yes, you, the gifted adult reader here. If you've got one and you're a gifted adult, you're invited to participate in an online survey from the University of Denver on fandoms, a community dedicated to the love of a particular person, team, fictional series or a character, etc. Find out more.

LD DOCUMENTATION can be important when it comes time for the transition to college, points out an article from Landmark College. According to the article, there is a "disconnect between the disability documentation available to students when they graduate from high school and the type of documentation expected by postsecondary service providers." The article discusses the legal underpinnings of required disability documentation, and describes how "disability documentation is now morphing into a portfolio of evidence." Find out more. Separately, Landmark now offers an online dual enrollment program for high school students who learn differently. Find out more.

AUTISM PREVALENCE is potentially determined by several factors besides the "real" incidence -- for example, diagnostic criteria and rising awareness. An article at Scientific American explains how these factors and and others have contributed to the decades-old rise in the incidence of autism diagnosis. Find the article.

SMART KIDS WITH LEARNING DISABILITIES has posted a first-person piece on self-acceptance. Written by an intelligent young woman with dyslexia, it recounts the shame of not knowing why one is not achieving like one's friends are, the relief of a diagnosis, and a special "aha moment" you'll have to read about for yourself. Find the piece.

HEAD INJURIES can adversely affect hundreds of genes in the brain that put people at high risk for diseases including Alzheimer's, Parkinson's, post-traumatic stress disorder, stroke, ADHD, autism, depression, and schizophrenia, life scientists report. The researchers have identified for the first time potential master genes which they believe control hundreds of other genes that are linked to many neurological and psychiatric disorders. Scary? Find the study write-up.

U.S. EDUCATIONAL POLICY AND LAW. Anyone interested in how proposed or enacted changes to educational policy and law might affect twice-exceptional students can check these recent articles:

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