Monday, September 26, 2016

Giftedness and Achievement, Holding Down the Special Ed Budget, and More

GIFTED, NOT NECESSARILY HIGH-ACHIEVING. A writer at the Midland (Texas) Reporter-Telegram notes that gifted might not equate to high achievement or high performance. The writer, a GT specialist and district GT coordinator, notes characteristics of gifted young people and then explains how those characteristics, combined with common educational settings, can preclude admission to a gifted program. One telling statement from the article: "Remember, these students are intrinsically motivated to learn -- not to perform." Not performing can earn the "L" label -- lazy. The writer continues: "They must be held accountable for their performance, no doubt, but we must also be careful to conserve their love of simply learning and engaging in discovery." Find the article.

MORE FROM TEXAS. How can you hold down your special education budget? Apparently one way is to simply cap the percentage of students who should receive special ed services. The Washington Post reports on an investigation by the Houston Chronicle into the Texas Education Agency, which saved billions of dollars "but denied vital supports to children with autism, attention deficit hyperactivity disorder, dyslexia, epilepsy, mental illnesses, speech impediments, traumatic brain injuries, even blindness and deafness..." So how's that make you feel? Read more.
CHILD MIND INSTITUTE. This organization has published on its website a couple articles dealing with anxiety: "Why Childhood Anxiety Often Goes Undetected" and "What to Do (and Not Do) When Children Are Anxious." Check them out if anxiety is in issue in your household.
TiLT PARENTING. This site for parents of "differently-wired kids" has posted a new podcast, this one titled "How Developing Emotional Intelligence Can Strengthen Parent-Child Relationships." The podcast is about your emotional intelligence, Dear Parent. Says the podcast host, "What I love about this conversation is that finding more peace and joy in parenting is something we as parents can do, regardless of what’s happening in our children’s lives." Find the podcast.
LD ONLINE. This organization has issued its September e-newsletter, and it focuses on the parent-teacher conference, putting forth questions that can "help parents and teachers get on the same page and have a productive conversation." Find the newsletter.
SCHOLASTIC ART AND WRITING COMPETITION. The 2017 Scholastic Art and Writing Awards is now open for submissions. If you raise or teach a writer or artist who might benefit from focusing on getting some of his or her work "out there," check out the details of the competition.
ADHD is the subject of several postings, studies, and articles over the past week:
  • ADHD into adulthood. Evidently the persistence of ADHD symptoms into adulthood depends on who you ask, the "patient" or the patient's family members. "By asking a family member about the adult's symptoms and using adult-based definitions of the disorder, you typically find that around half of children with moderate to severe ADHD still show significant signs of the disorder in adulthood." Read more
  • ADHD worldwide. About 7 percent of children worldwide have ADHD, according to a recent study. The incidence in the U.S is higher. Incidence in adults worldwide is reported to be 3.4 percent. Find out more
  • Comorbidities in girls. Girls with ADHD are also more likely to also show oppositional defiant disorder and conduct disorder, according to new research. Depression and anxiety are also additional risks. Read more
AND FINALLY, THIS. Scientists studied the aerobic fitness levels of children and youth across 50 countries. America placed 47 out of 50. 'Nuf said, but read more if you want.

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