learning disabilities

When our beliefs, behaviors, or attitudes conflict within ourselves we are experiencing cognitive dissonance, according to a theory developed by Leon Festinger (1957). Imagine you are trying to save money for a down payment on a house and you order a $50 steak or buy a $200 pair of jeans. That nagging or uneasy feeling…

Read more Could it be cognitive dissonance?

Every time I hear the term “sped student” it absolutely makes my skin crawl. Not only is this not person first, it also automatically assigns an identity to the student being referenced. How often is the term “gen. ed student” used in reference to one particular student? I will answer that, rarely, or never. Students…

Read more Advocacy Series # 10 Special education is a resource not an identity…

The goal of intervention is to help students develop skills. As educators when we recognize that a student may need additional support in a skill area, interventions must ALWAYS be considered before special education services. The skill area may be academic, speech and language, social, functional, behavioral, organizational, or a specific focus unique to the…

Read more Advocacy Series #9 Intervention begins with self-reflection…

The foundation of any Individual Education Program (IEP) or Educational Evaluation that is done within the United States is truly rooted in the laws outlined by the Individuals with Disabilities Education Act (IDEA). Yet, my goal will not be to detail those verbatim because quite honestly that would be really boring for me to write…

Read more Advocacy Series #1 Yes, it is a legal process, but that shouldn’t scare you away…

The picture at the top of this post is one of my most favorite. It was taken about six years ago on a family trip to Myrtle Beach. We have a larger version of it hanging in our living room and it caught my eye as I was sitting back and observing the conversation between…

Read more Thank You Siblings!!

Implementation is the residue of design, and when done with fidelity provides a proactive and responsive approach to teaching. EVERY student in our classrooms can be supported during implementation when we believe… …that it is our ROLE to support the learning outcomes of EVERY student. …that we need to establish RELATIONSHIPS with EVERY student. …that…

Read more How Do You Implement?

Planning… such an essential component of education. There is a definite scope and sequence to our work. A process that supports effective instruction and classroom management. When we plan we consider so many factors; curriculum, test scores, class size, time, resources, classroom management, systems and routines, just to name a few. Each derived from expectations…

Read more How Do You Plan?

The word “ownership” always comes to mind for me when I think about how we identify and support the learning outcomes for EVERY student in our classrooms. Who “owns’ the responsibility of supporting those learning outcomes?  As I shared in What is Equitable Teaching?, I am of the opinion that the learning outcomes should be…

Read more Can You Identify?

Differentiation is one of those buzzwords in education that is often misunderstood. For many it brings up a sense of feeling “overwhelmed” or having to do “extra work”. Teachers will attempt to differentiate by creating different work for students based on their skill level and over time this becomes such a daunting task that many…

Read more Do You Differentiate?