IF YOU LIVE IN NEW YORK CITY, you might be interested in The Lang School, a "progressive K-8 independent school for high potential and gifted children with AD/HD, language-based learning differences, anxiety, [and] organizational challenges," according to the founder. The school will open in September of 2010 with a combination-age class of 5th-graders. You may find out more about the school at an information session for parents to be held on December 17th at 6:30pm at The New York Open Center, 22 East 30th St., Room 3B, NYC (between Madison and 5th Avenue). Find out more.
INTERESTED IN SCHOOL REFORM? Washington Post columnist Jay Matthews wrote excitedly about a recent report defining 21st-century education, by education analyst Craig Jerald. Find out about the report -- and Matthews' own opinions on future education -- in the column.
BRAIN-BASED EDUCATION. A recent article in the journal of a professional education association provided a thorough tutorial on brain-based education, "the active engagement of practical strategies based on principles derived from brain-related sciences." The article provides a history and background of the movement and contends that the movement is now a legitimate force in education. Find the article.
RESPONSE TO INTERVENTION. If you haven't yet read a cogent description of what RTI is and why it's important, check out an article in the Harvard Education Letter. The article also describes why it's so important to find struggling readers early, before they've had a chance to fail. Find it.
CHILD RAISING. Reacting negatively and automatically to a child's misbehavior is certainly less desirable than taking time to think about the best way to react, but most of us -- at least some of the time -- fall into that trap. Reacting well is especially important with children who misbehave in creative and persistent ways, two traits often found in 2e children. A recent study reported in Science Daily indicates that poor working memory in the parent leads to more negative reactions to misbehavior, and suggests that parenting skills may be improved by working memory training in the adult, not the child. Read the report.
TESTING AND ASSESSMENT OF GIFTED CHILDREN. Carolyn K has posted the PowerPoints from her recent NAGC presentation. The presentation covers types of testing, terminology, grade-level tests versus out-of-level tests, achievement and ability tests, and IQ testing, among other topics. Also included -- several slides on how to use testing and assessment to identify gifted/LD children. Find the presentation.
2e IN VANCOUVER. Parents in Vancouver, Canada, have formed an organization called GOLD, for "Gifted Learning Disabled Program." It's an academic program for grades 8 and 9. According to the group's page on the Vancouver School Board's website, "The goal of the program is to improve the students' self-concept by helping them understand their own strengths and difficulties, while they learn effective strategies and skills to be successful at school." Also at the site is a PDF titled Gifted and Learning Disabled: A Handbook, 4th edition, which defines gifted/LD, provides curricular needs and strategies, lists local British Columbia services for G/LD students, and provides resources and readings for those interested in G/LD-2e children.
NEW GIFTED BLOG. A parent of gifted children has created a blog/site for gifted children and their parents can find information, resources, and support. The parent, Christine Fonseca, is in the process of writing a book called Emotionally Intense! that will be published by Prufrock Press. In conjunction with the book project, she is looking for input from children and parents on topics such as what it means to be gifted, what's hard about it, and favorite and most difficult school experiences. (The request is in a post from November 16th.) Find the blog.
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