The Condition of Education 2015 presents 42 key indicators on important topics and trends in U.S. education. These indicators focus on population characteristics, such as educational attainment and economic outcomes, participation in education at all levels, as well as aspects of elementary, secondary, and post-secondary education, including international comparisons.
Eye training or other vision therapies will not treat dyslexia in children, say researchers who found normal vision among most children with the learning disability. The findings confirm what eye doctors have known for a long time, said Dr. Mark Fromer, an ophthalmologist at Lenox Hill Hospital in New York City. "Dyslexia is a brain dysfunction, not an eye disorder," said Fromer, who was not involved in the study. "There are no studies that clearly identify that visual training can be helpful for the dyslexic patient."
Depending on the definition used, as many as one in five school-aged children in the United States may have dyslexia, the researchers said. If severe reading difficulties associated with dyslexia aren't addressed, they can affect adult employment and even health, they added.
The new findings, published online May 25, will appear in the June issue of the journal Pediatrics. The researchers tested over 5,800 children, aged 7 to 9, for a variety of vision problems, including lazy eye, nearsightedness, farsightedness, seeing double and focusing difficulties. The 3 percent (n=174 children) of children with dyslexia who had severe difficulty reading showed little differences in their vision than children without dyslexia. And 80 percent of children with dyslexia had fully normal vision and eye function in all the tests, the findings showed. A slightly higher proportion of those with dyslexia had problems with depth perception or seeing double, but there was no evidence that this was related to their reading disability. After making adjustments for other contributing factors, this finding seemed due to chance.
When when a parent comes home with a brain injury or mental illness like PTSD or depression, it can be much more confusing for children. The injury is invisible, and the ways in which dad or mom has changed are much less predictable. That's why it's important for kids to get help understanding how their parent has been affected, and what to expect.
But being clear about these challenges is part of being the best parent you can be. Kids are going to notice changes in their mom or dad whether or not they know what's going on. Therefore, it's a good idea to try to talk to them about what's going on. Otherwise, they're left to fill in the blanks themselves, and may come up with other ways of explaining the changes in the parent, like "Mommy must be mad at me because I didn't write her" or "Daddy is happier without me around."
To help children understand a brain injury or psychiatric disorder, it may be helpful with younger children to talk about "invisible injuries." Even though you can't see the hurt, it's there, like a stomachache. Give examples of some of the changes the child may notice, like anger and frustration, forgetfulness, or sleepiness.
Gear your conversation about Mom or Dad's injuries to each child's developmental level. For instance:
This wonderful list of talks specifically curated for those who used to hate math when they were students. Contrary to the stereotypical picture of math as a boring and dry school subject, these talks portray the inspiring and cool aspect of mathematics. For instance, mathematician Hannah Fry shared her math-verified tips on finding the right mate. Terry Moore delves deep into the mysterious and funny story behind the use of X as a symbol for an unknown. Cartoonist Randall Munroe seeks answers to simple what if questions using logic, math and physics while “mathematician mathemagician Arthur Benjamin races a team of calculators to figure out 3-digit squares, solves another massive mental equation and guesses a few birthdays.” Check out the talks below to learn more. Enjoy
Chicken Soup for the Soul: Recovering from Traumatic Brain Injuries: 101 Stories of Hope, Healing, and Hard Work
With a traumatic brain injury (TBI) occurring every 18.5 seconds in this country - concussions the most common - chances are you have been touched in some way by this experience. TBIs occur due to accidents and sports, and are also common in returning soldiers.
The personal stories in this book, by TBI survivors and those who love and support them, will help and encourage you and your family on your road to recovery.
Whether you are recovering from a traumatic brain injury or supporting someone with a TBI, this collection of 101 inspiring and encouraging stories by others like you will uplift and encourage you on your healing journey.
For the study, Dr. Munro Cullum, a neuropsychologist at the University of Texas Southwestern Medical Center in Dallas, and his colleagues collected data on 28 former NFL players, aged 63 and older. Eight suffered from memory and attention problems and had a history of concussion. Seventeen had a history of concussion with loss of consciousness. Researchers found that former players with a history of concussion but who showed no problems with memory and learning had normal but lower scores on a test of verbal memory compared with a control group of people who had no history of concussion or football.
Former players with memory problems and a history of concussion did worse on the memory tests than people without a history of concussion or athletes without memory problems, the researchers found. However, retired football players who had at least one concussion with loss of consciousness had a smaller hippocampus compared with retired players who never had a concussion or people who never suffered a concussion or played football.
Dr. Cullum noted that a concussion with loss of consciousness may increase the risk for memory problems beyond the normal risk associated with an aging brain.
Dr. Robert Glatter, director of sports medicine and traumatic brain injury at Lenox Hill Hospital in New York City, said, "We are now beginning to understand that repetitive hits to the brain over time -- without concussion or loss of consciousness -- can be an important marker for mental impairment and memory loss and potentially other neurodegenerative disease such as dementia or Alzheimer's," he said.
Dr. Robert Duarte, a neurologist and concussion expert at North Shore-LIJ's Cushing Neuroscience Institute in Manhasset, N.Y., agreed that losing consciousness isn't necessary to cause brain damage that can lead to memory problems. "We see that people who have several mild concussions over time also have a decrease in hippocampal volume," he said.
SOURCES: C. Munro Cullum, Ph.D., neuropsychologist, University of Texas Southwestern Medical Center, Dallas; Robert Glatter, M.D., director, sports medicine and traumatic brain injury, Lenox Hill Hospital, New York City; Robert Duarte, M.D., neurologist and concussion expert, North Shore-LIJ's Cushing Neuroscience Institute, Manhasset, N.Y.; May 18, 2015, JAMA Neurology.
Children and teens recovering from a concussion may experience difficulty with school work longer than anticipated, a new study suggests. "The most notable finding was the range and degree of problems and concerns that students with concussions and their parents reported with school," said study lead author Gerard Gioia, chief of neuropsychology at Children's National Medical Center in Rockville, Md. "The brain is one's organ of learning. When it is injured, it should not be surprising that learning will be affected."
Gioia and his colleagues surveyed 239 student-parent pairs plus another 110 parents about any concerns they had regarding school work after students experienced a concussion. The students, aged 5 to 18, were evaluated within a month of having had a concussion with several thinking, memory and concentration tests. Students not experiencing any symptoms and performing well on the tests were classified as having recovered, while those still experiencing symptoms were considered not recovered.
Study participants who had not yet recovered reported experiencing various school-related difficulties.
The mental health of today’s college students continues to be a top-level concern for institutions of higher education, whether it is viewed from the perspective of staffing mental health services on campus, responding to after-hours crises in residence halls, providing accessible treatment with limited budgets, managing behavioral threats, or maintaining student safety during personal crises.
With the backing of more than 280 counseling centers, multiple national organizations, and the addition a full-time project manager in 2014, the Center for College Mental Health CCMH is striving to infuse the national dialogue about college student mental health with high quality data that is capable of informing policy.
As student debt surpassed more than $1 trillion in 2011, students and their parents started to question what they were getting in return for the high cost of a college degree. The survey, completed by some 800 vice presidents, deans, and directors at two-year and four-year colleges, focused on their attitudes about the value of their degrees, strategies to measure the outcomes of their graduates, and what skills higher education should provide to students.
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