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Did you know? 💡 In 2022-2023, 534 students with intellectual disability attended college through federally funded Transition and Postsecondary Programs for Students with Intellectual Disability, or TPSID, programs. This is over a 10% increase seen from the previous year's data! 👏 Learn more about what we learned from last year's TPSID cohort in our annual report at https://buff.ly/3W4PHhz.

Stakeholders were asked to identify promising practices that support the teaching and learning of students with disabilities (SWDs) in CTE programs. The results of the survey provided the foundation for a statewide research project examining challenges faced and the support needed at the classroom, building, and district levels to equitably address the unique needs of SWDs. Key insights from the project will equip attendees to implement best practices, proven methodologies, and policies to promote a successful CTE experience for all students. https://ow.ly/ioF650U7ins Register at https://ow.ly/txEy50U7int

✨ New on the blog! ✨ Meet Viki Stein, an EBLI teacher on a mission to help students once labeled "unteachable" discover their true reading potential. 📚 While teaching EBLI to others, Viki also reaped its life-changing benefits, helping her overcome her own literacy trauma. 💡📖 Her powerful, inspiring story is one you won’t want to miss! 💥 Read her journey in our latest blog post, "How I Rewired My Dyslexic Brain" 🔗 https://lnkd.in/e_5vWS4g

📣 Don't miss your chance to learn from Stacey Prusak and Mary Margaret Shulte as they dig into a little something called MORPHOLOGY at the International Dyslexia Association Georgia conference this Saturday. 📣 🔷 Morp- shape, form 🔷 -ology the study of something Morphology, the study of word parts and structure (like prefixes, suffixes, and root words), plays an essential role in reading development, especially for students with reading difficulties such as dyslexia. 📣 Improve word recognition 📣 Support spelling skills 📣 Enhance vocabulary 📣 Increase reading comprehension The Schenck School ReadSource #morphology #readrisefly #untileverychildcanread #dyslexia #scienceofreading #teaching #reading

Professionals - educators, therapists, clinicians - and parents are highly encouraged to read this paper. Vanessa and team have invested considerable effort in elucidating the experiences of highly/profoundly gifted children, those who are the 1 in 10,000 kids in your district or home. Many people lack a true appreciation for the variation in giftedness among those more than 3 SD from the mean. Lack of awareness about the unique lived experience of these students means that services are not easily modified to meet their needs, and there is a high risk for misdiagnosis with a mental health condition or disorder. There may also be missed diagnoses, such as learning disabilities, that the giftedness is masking. In special education, we have the RTI (response to intervention) model, but in gifted education I have found that a similar tiered response is not robust, and there is very little (if any) requirement to measure the extent to which services are creating opportunities for academic growth and engagement with school. Too many kids are missed in the identification process as well due to poor access to frontloading materials that would help them be familiar with the screening tests used. The entire gifted ed construct is deeply flawed, and we have a massive mountain to climb in order to rectify this situation. As Chair of the Gifted Citizens' Advisory Committee in Virginia Beach, we are working very hard to raise awareness about the extreme variation in presentation of giftedness and are helping the division to draft their next Local Plan for the Gifted (2025-2030). This is arduous work, but this recently published paper offers an opportunity for administrators, therapists and clinicians to learn more about these unique individuals - hopefully before a potential misdiagnosis or poor educational placement. If you are curious about this population, I recommend Vanessa's podcast, Room With a View. Her pod was part of my deep dive a few years ago when our family was in some distress due to poor educational environment for our son. 18 months ago I decided to put my butt back in school so I could be a better parent and partner, and shift our entire family system to continue creating opportunities for our sons to thrive, even within the public school system. If you're curious to learn more about what I do now to help parents, adults, and young adults thrive...hop over to www.coachalli.com.

Today, on World Dyslexia Day, I feel a deep connection to millions around the world who, like me, navigate the daily challenges and misconceptions of dyslexia. Throughout my life, dyslexia has made things like spelling, public speaking and understanding simple texts more difficult and created some fears in my mind. However, these challenges have also been a source of immense personal growth. - public speaking is not part of that growth process. I was particularly moved by Jane Miller OBE, British High Commissioner, who shared her own struggles and triumphs with dyslexia. Jane, your story is not only inspiring—it’s a beacon of hope that reminds us of the power of sharing our own truths. My strength grew through visual learning, which has transformed my approach to personal and professional challenges, allowing me to thrive despite the difficulties. This journey of adaptation and learning has been crucial in shaping who I am today. I 'm not saying that I still don't struggle. There is also strength in accepting and acknowledging your weaknesses. I’m sharing my story to foster greater understanding and encourage supportive and inclusive learning environments for everyone. Let’s celebrate our unique minds and continue to push for a world that recognizes and values all forms of intelligence. Thank you, Jane, for leading the way with courage and openness. Together, we can create change and empower every learner, no matter their style. https://lnkd.in/etwSZBzc #WorldDyslexiaDay #InclusiveEducation #DyslexiaAwareness #LearningDifferences #VisualLearning

REPAIR-ED launch - June 26th Register here for the online launch of Oxford University's Repair-Ed project on Weds 26th June, 4-5pm. Led by Prof Arathi Sriprakash, the Repair-Ed project explores how racial and class injustices can be addressed through reparative action in education. It will examine past and present struggles for justice in education and consider how reparative frameworks can create new imaginative possibilities for educators, researchers, and activists... https://lnkd.in/eyQtWgb7

We so much look forward to our Spelling strengths and challenges across the school-age span (primary -secondary-HE) and across orthographies symposium that I chair with my colleagues Aris Terzopoulos, Janet Vousden, @Saskia Kohnen, Anna Lithgow @Vasilis Papadimitriou. This is an international and national collaboration on spelling. Being a competent speller and writer impacts success in school/university and the workplace. Thus, knowing how to best identify and support learners with spelling/writing difficulties across ages and orthographies (opaque English and transparent Greek) is essential. The four papers start with older learners, conclude with younger ones, and investigate the quality of spelling pronunciations in English students, spelling errors in free writing in Greek adolescents, cognitive predictors, and tools to assess spelling in primary-age children. Knowledge of the quality of spelling pronunciations and errors across ages and orthographies can help us intervene and better understand spelling strategies and needs. I will also present the new spelling test we are developing for the assessment of single word and morphological awareness in primary schools (Spelling Profiling Test SPA) and the bespoke literacy intervention for students (children and young people) with dyslexia we have co-developed with Aris Terzopoulos and @Wendy Hawkins and the #GlocestershireDyslexiaAssociation (GDA) 😁 We look forward to seeing you and sharing ideas and evidence :) #BathSpaUniversity #MASPLD/DYSLEXIA BSU #spellings #dyslexiastrengths #literacy

Rebuilding in the field of childhood requires a review of all programs, orientations, institutions, and pedagogical approaches used. While humanity is advancing and opening up to new boundaries in educating children, we remain dreaming of finding a magic formula based on recycling the old, renovating it, and dressing it in a new guise of flashy terms and worn-out, outdated concepts. It is certain that amid this clear lack of theoretical references in the childhood sector, alongside the current inflation of imposed programs and the ease of implementing them, we are in urgent need of finding a balance in perspectives and strategies and discovering new methods, where shock treatment could be one of its main components and foundations. What do we mean by shock? And shock treatment? Before delving into defining the key concepts of our topic, it is necessary to point out the most important takeaways from the previous discussion and analysis concerning the impact of trauma and contemporary challenges on children, as well as the role of free time and images in shaping their identities.

𝐖𝐡𝐚𝐭𝐞𝐯𝐞𝐫 𝐡𝐚𝐩𝐩𝐞𝐧𝐞𝐝 𝐭𝐨 𝐏𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐭𝐢𝐨𝐧? 𝐆𝐨𝐨𝐝 𝐩𝐫𝐚𝐜𝐭𝐢𝐜𝐞 𝐝𝐨𝐰𝐧𝐥𝐨𝐚𝐝𝐬 𝐚𝐧𝐝 𝐫𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐧𝐠 𝐨𝐧 𝐰𝐡𝐞𝐫𝐞 𝐚𝐫𝐞 𝐲𝐨𝐮 𝐧𝐨𝐰 … Hart’s – Ladder of participation Hart’s ladder of participation distinguishes between different levels of participation, ranging from 1 to 8. The first rung of the ladder is called ‘manipulation’ rising to the final rung of ‘child-initiated, shared decisions with adults’. Therefore, at the top of the ladder there are activities initiated by children and decisions about these activities are shared by children and adults... Read more and check out further resources here >> https://lnkd.in/eip7c4VT