These findings highlight some differences in the challenges that youth with an IEP faced in the decade after IDEA 2004, depending on their disability. Although the characteristics and experiences described capture only a subset of those discussed in this volume, prior research suggests that they could be important indicators of students’ later outcomes (see, for example, Mazzotti et al. ; Zablocki & Krezmien ). Youth in disability groups that are less likely to perform typical daily living tasks; engage with friends and in school activities; or prepare for college, careers, and independent living might be at higher risk for not making the kinds of postsecondary transitions that IDEA 2004 promotes.
According to Dr. Weimer, there’s a lot of talk these days about evidence-based instructional practices. Seven studies were examined (and listed at the end). Not all of the studies report the same positive results, but if they are viewed collectively, the use of quizzes seems to yield some impressive benefits.
But the devil is in the details, as in the specific combination of factors and conditions that produced the results. When I looked closely at this subset, I was amazed at the array of details that could potentially affect whether quizzes improve learning.
10 Things You Should Know about ABLE Accounts
1. What is an ABLE account?
ABLE Accounts, which are tax-advantaged savings accounts for individuals with disabilities and their families, will be created as a result of the passage of the Stephen Beck Jr., Achieving a Better Life Experience Act of 2014 or better known as the ABLE Act.
The beneficiary of the account is the account owner, and income earned by the accounts will not be taxed. Contributions to the account made by any person (the account beneficiary, family and friends) will be made using post-taxed dollars and will not be tax deductible, although some states may allow for state income tax deductions for contribution made to an ABLE account.
2. Why the need for ABLE accounts?
Millions of individuals with disabilities and their families depend on a wide variety of public benefits for income, health care and food and housing assistance. Eligibility for these public benefits (SSI, SNAP, Medicaid) require meeting a means or resource test that limits eligibility to individuals to report more than $2,000 in cash savings, retirement funds and other items of significant value. To remain eligible for these public benefits, an individual must remain poor. For the first time in public policy, the ABLE Act recognizes the extra and significant costs of living with a disability. These include costs, related to raising a child with significant disabilities or a working age adult with disabilities, for accessible housing and transportation, personal assistance services, assistive technology and health care not covered by insurance, Medicaid or Medicare. For the first time, eligible individuals and their families will be allowed to establish ABLE savings accounts that will not affect their eligibility for SSI, Medicaid and other public benefits. The legislation explains further that an ABLE account will, with private savings, “secure funding for disability-related expenses on behalf of designated beneficiaries with disabilities that will supplement, but not supplant, benefits provided through private insurance, Medicaid, SSI, the beneficiary’s employment and other sources.”
3. Am I eligible for an ABLE account?
The ABLE Act limits eligibility to individuals with significant disabilities with an age of onset of disability before turning 26 years of age. If you meet this age criteria and are also receiving benefits already under SSI and/or SSDI, you are automatically eligible to establish an ABLE account. If you are not a recipient of SSI and/or SSDI, but still meet the age of onset disability requirement, you could still be eligible to open an ABLE account if you meet Social Security’s definition and criteria regarding significant functional limitations and receive a letter of certification from a licensed physician. You need not be under the age of 26 to be eligible for an ABLE account. You could be over the age of 26, but must have had an age of onset before the individual’s 26 birthday.
Good games can provide immersive experiences for students. Like novels, films, plays, and other media, games can be high-quality materials a teacher uses to enable students to access the curriculum. Classrooms with high-functioning game-based learning are not ones in which the teacher hands a game to students to play. Nor do the teachers "gamify" their rooms, turning them into a game. Instead, effective game-based classrooms involve each of these components. Students are provided with learning experiences driven by play.
The following are three approaches to bringing game-based learning to your classroom. They’re not distinct from one another - so try mixing two or all three.
1. Games as Shared Experience
In 2015, Benjamin Stokes compared the experience of playing games to taking a class on a field trip. With a field trip, you first let students know what to expect and then give them freedom to explore an out-of-school location. Back in the classroom, you facilitate connections to the curriculum. Games, like field trips, provide meaning for students. You can put students in Minecraft and have them build structures. When night comes and creepers attack, only the students who stayed in fortified structures survive. After play, discuss the difficulties of setting up a colony in a hostile environment, like Jamestown. Students understand the dangers of settling new worlds because they have experienced them.
As smartphones and tablets blur lines between work, home and social lives, parents are grappling to balance it all, a new small study suggests. Parents' use of mobile technology around young children may be causing internal tension, conflicts and negative interactions with their kids, suggests the qualitative study in the Journal of Developmental & Behavioral Pediatrics. It's a challenge both parents and health care providers should tune in to.
"Parents are constantly feeling like they are in more than one place at once while parenting. They're still 'at work.' They're keeping up socially. All while trying to cook dinner and attend to their kids," says lead author Jenny Radesky, M.D., a child behavior expert and pediatrician at University of Michigan C.S. Mott Children's Hospital who conducted the study with colleagues from Boston Medical Center.
"It's much harder to toggle between mom or dad brain and other aspects of life because the boundaries have all blurred together. We wanted to understand how this was affecting parents emotionally. We found that parents are struggling to balance family time and the desire to be present at home with technology-based expectations like responding to work and other demands."
The study involved in-depth interviews with 35 caregivers, which included moms, dads and grandmothers.
Participants consistently expressed an internal struggle between multitasking mobile technology use, work and children, information overload and emotional tensions around disrupting family routines, such as meal time. As one mom in a focus group described it, "the whole world is in your lap."
Source: Social Media
Whether you're living with ADHD or just have trouble focusing from time to time, today's world is full of concentration killers. Psychologist Lucy Jo Palladino, PhD offers a few tips to manage distractions, starting with social media. It's easy to connect with friends -- and disconnect from work -- many times an hour. Every status update zaps your train of thought, forcing you to backtrack when you resume work.
Social Media Suggestion
Avoid logging in to social media sites while you're working. If you feel compelled to check in every now and then, do it during breaks, when the steady stream of posts won't interrupt your concentration. If you can't resist logging in more frequently, take your laptop someplace where you won't have Internet access for a few hours.
Source: Email Overload
There's something about an email -- it shoots into your inbox and itches to be answered immediately. Although many emails are work-related, they still count as distractions from your current project. You won't make much progress if you constantly stop what you're doing to reply to every message.
Email Overload Suggestion
Instead of checking email continuously, set aside specific times for that purpose. During the rest of the day, you can actually shut down your email program. This allows you to carve out blocks of time when you can work uninterrupted.
Source: Your Cell Phone
Perhaps even more disruptive than the ping of an email is the ringtone on your cell phone. It's a sound few of us can ignore. But taking a call not only costs you the time you spend talking -- it can also cut off your momentum on the task at hand.
Cell Phone Suggestion
Put caller ID to good use. If you suspect the call is not urgent, let it go to voicemail. If you're working on a particularly intense project, consider silencing your phone so you're not tempted to answer. Choose specific times to check voicemail. Listening to all your messages at once can be less disruptive than taking every call as it comes in.
Caffeine no longer improves alertness or mental performance after a few nights of sleep restriction!
"The data from this study suggests that the same effective daily dose of caffeine is not sufficient to prevent performance decline over multiple days of restricted sleep," Dr. Doty said in an American Academy of Sleep Medicine news release.
The study included 48 healthy volunteers whose sleep was limited to five hours a night for five nights. The participants took either 200 milligrams of caffeine or an inactive placebo twice a day. (An average cup of coffee has 95 milligrams.) In addition, the volunteers were given mental skills tests every hour while awake.
For the first few days, those who took caffeine had better test results than those who took the placebo. But that was not the case over the last few days of sleep restriction, the researchers found.
"We were particularly surprised that the performance advantage conferred by two daily 200-milligram doses of caffeine was lost after three nights of sleep restriction," Dr. Doty said.
Adults should sleep seven to eight hours each night, according to the U.S. Centers for Disease Control and Prevention. The findings, published online in the journal Sleep.
Students can use it to help them with reading comprehension. The way it works is easy: you paste your text, customize some of the tool’s settings and click on ’summarize’.
Smmry does the rest and provides you with a synopsis of the text containing few topic-focused sentences. The second application is an iPad app called Clipped and is especially ideal for news readers. Clipped summarizes long news articles into bullet points extracting unnecessary information and data leaving you only the gist of the story.
SMMRY's mission is to provide an efficient manner of understanding text, which is done primarily by reducing the text to only the most important sentences. SMMRY accomplishes its mission by:
• Ranking sentences by importance using the core algorithm.
• Reorganizing the summary to focus on a topic; by selection of a keyword.
• Removing transition phrases.
• Removing unnecessary clauses.
• Removing excessive examples.’
The American College of Pediatricians urges educators and legislators to reject all policies that condition children to accept as normal a life of chemical and surgical impersonation of the opposite sex. Facts – not ideology – determine reality.
1. Human sexuality is an objective biological binary trait: “XY” and “XX” are genetic markers of health – not genetic markers of a disorder. The norm for human design is to be conceived either male or female. Human sexuality is binary by design with the obvious purpose being the reproduction and flourishing of our species. This principle is self-evident. The exceedingly rare disorders of sex development (DSDs), including but not limited to testicular feminization and congenital adrenal hyperplasia, are all medically identifiable deviations from the sexual binary norm, and are rightly recognized as disorders of human design. Individuals with DSDs do not constitute a third sex. 1
2. No one is born with a gender. Everyone is born with a biological sex. Gender (an awareness and sense of oneself as male or female) is a sociological and psychological concept; not an objective biological one. No one is born with an awareness of themselves as male or female; this awareness develops over time and, like all developmental processes, may be derailed by a child’s subjective perceptions, relationships, and adverse experiences from infancy forward. People who identify as “feeling like the opposite sex” or “somewhere in between” do not comprise a third sex. They remain biological men or biological women. 2,3,4
The study, published in the Journal of Child Neurology, is the first of its kind to link nighttime instant messaging habits of American teenagers to sleep health and school performance.
"We need to be aware that teenagers are using electronic devices excessively and have a unique physiology," says study author Xue Ming, professor of neuroscience and neurology at Rutgers New Jersey Medical School. "They tend to go to sleep late and get up late. When we go against that natural rhythm, students become less efficient."
The American Academy of Pediatrics reports that media use among children of all ages is increasing exponentially; studies have found that children ages 8 to 18 use electronic devices approximately seven-and-a-half hours daily.
Ming's research is part of a small but growing body of evidence on the negative effects of electronics on sleep and school performance. But few studies, Ming says, have focused specifically on instant messaging.
"During the last few years I have noticed an increased use of smartphones by my patients with sleep problems," Ming says. "I wanted to isolate how messaging alone - especially after the lights are out - contributes to sleep-related problems and academic performance."
To conduct her study, Ming distributed surveys to three New Jersey high schools - a suburban and an urban public school and a private school - and evaluated the 1,537 responses contrasting grades, sexes, messaging duration and whether the texting occurred before or after lights out.
She found that students who turned off their devices or who messaged for less than 30 minutes after lights out performed significantly better in school than those who messaged for more than 30 minutes after lights out.
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