Thursday, May 10, 2018

Kaufman Interview, Mythbusting, Breakthroughs Video, Spring Sale, More

SCOTT BARRY KAUFMAN fans might enjoy an NPR interview with him about "ways schools and teachers can help these twice exceptional, or '2E,' students thrive." It's prompted by his recent book, an edited compilation on the topic of twice-exceptionality featuring many authors familiar to the readers of 2e Newsletter. Find the interview.

SENSORY PROCESSING THERAPY. Psychologist Devon MacEachron, in Part 6 of her "Mythbusters" series. tackles the topic of the usefulness of sensory integration therapy for autism. She takes a conservative view. Read "Mythbusters."

MISDIAGNOSIS? OR REAL DIAGNOSIS? Psychologist Gail Post starts off a recent blog entry this way: "...while gifted intelligence and social/emotional issues can provoke their own set of unique troubles, sometimes... sometimes... the issue is a mental health problem." Don't ignore symptoms or simply attribute them to giftedness, she urges, and get help when needed. Read more.

BREAKTHROUGHS IN TWICE-EXCEPTIONAL EDUCATION starts today in Manhattan. (Find out more.) Julie Skolnick, of With Understanding Comes Calm, is there and promises live Facebook interviews with presenters and attendees. To get the flavor of the event, check out Julie's Facebook page.

SPRING SALE. Until May 15, our "Spotlight on 2e" series booklets are on sale. See our website. Paid newsletter subscribers, check your inbox for even better prices.

HOW FAR WE'VE COME is Jen the Blogger's look-back (in apparent astonishment) at her experiences with 2e kidsos (her own) over the past decade or two. If you're just starting on your 2e journey, this post is definitely something you want to read. Yes, things can turn out well. Find it.

TiLT PARENTING's newest podcast is about Eye to Eye and its mission of matching mentors to kiddos with learning challenges. Eye to Eye has released an app which, according to TiLT, makes "Eye to Eye’s mentoring and advocacy skill building program accessible to kids from around the world." Find the podcast.

DOES SOCIAL MEDIA CAUSE DEPRESSION? That's the question addressed this week in an article at the site of the Child Mind Institute. As the article notes in its opening paragraph, "In several recent studies, teenage and young adult users who spend the most time on Instagram, Facebook and other platforms were shown to have a substantially (from 13 to 66 percent) higher rate of reported depression than those who spent the least time." Read more.

NAEP REPORT CARD. You've probably seen references to "The Nation's Report Card" on educational progress released recently. One part of the report card deals with the progress of students with disabilities. Smart Kids with Learning Disabilities gives a quick snapshot of the lack of progress there. Read it.

STUDENT SELF-ADVOCACY is the topic of a blog entry at the site of the Landmark College Institute for Research and Training (LCIRT). At Landmark College, self-advocacy is built into the curriculum as a "student learning outcome" for year one. Read the blog. Separately, the application deadline for LCIRT summer PD courses in June 17. Find out more.

ASK FOR A SPECIFIC TEACHER for your child with learning issues? Understood offers advice for parents tempted to do that. Find the advice.
COPAA, the Council of Parent Attorneys and Advocates, has released its annual report, covering its mission and goals, structure, activities, and financials. Find it.
GIFTED RESOURCES NEWSLETTER. Jo Freitag's May edition is out. Her Australia-based organization is "an independent not for profit information service which aims to provide news of support groups, conferences, lectures, workshops, programs and resources relating to giftedness and 2e issues which are available online and face to face." Find the newsletter.
NAGC recently announced the release of a "microcredential" to help educators recognize indicators of potential giftedness in students in traditionally underrepresented populations. NAGC has three more microcrentials in development: for supporting social-emotional development in the gifted; for implementing evidence-based instructional practices; and for implementing the appropriate level of challenge to support gifted students. Find out more.

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