Socioeconomic differences are conventionally indexed by such demographic variables as household income and parents’ education and occupation, alone or in some weighted combination.
In 1964, Dr. Frostig began promoting theories and findings that were truly “cutting edge” for her time. She proposed the belief that “perceptual development precedes conceptual development” and identified the strong correlation between learning and visual/perceptual abilities. Her theories and her assessment tools were used extensively for over a decade to identify and remediate children’s learning problems. Her pioneering work spawned hundreds of research projects … and some of those studies debunked and contradicted her early theories.
This text presents IDEA, other pertinent federal laws, and federal cases in a clear, well-organized manner in order to help educators understand and apply their knowledge in concrete situations. This practical book emphasizes students’ understanding at a conceptual level rather than mere memorization of the detailed provisions of these laws. Educators are thereby prepared to adjust to future amendments to IDEA and other laws and to apply statutory provisions to specific situations. The four sections of the text address the Constitutional Frameworks of education laws, IDEA, RA and ADA, and other legal issues such as No Child Left Behind, tort liability, and high stakes testing.
The following resources provide information for educators on some of the issues surrounding the requirements in teaching students with IEPs or 504 plans.
Children with specific language impairment (SLI) have difficulties with oral language that first become apparent in the preschool years, prior to formal schooling. Although the pace of oral language development varies widely among typical youngsters, children with SLI have language difficulties that are clearly outside the typical range and that can be diagnosed by a speech-language pathologist.
Our mission is to empower future speech-language pathologists by providing the most accurate, up-to-date, and accessible information available. Our team is dedicated to guiding individuals through the journey of becoming an SLP — whether you’re just exploring the field or actively pursuing a degree. We specialize in delivering reliable insights on state-by-state availability, affordability, and the fastest paths to certification and licensure. Our goal is to help you make informed decisions based on real data, trusted resources, and the evolving needs of the profession. With a strong commitment to educational clarity and career transparency, we’re here to support and simplify your path toward a rewarding future in speech-language pathology.
Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated. Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the content of the writing is excellent.
In the well-researched and compelling Standardized Minds, former journalist and economist Peter Sacks launches an exhaustive attack on the national obsession with testing — and lands a few hits. If you think you’ve heard every argument against standardized tests, think again. Sacks methodically picks away at our feeble attempts to measure the mind, reaching back into the history of testing with unsettling revelations about the creation of the first intelligence test and its many flaws. He deftly illustrates how the belief of inferior cultures motivated the creator of the SAT college entrance exam and takes on all that standardized testing has wrought: ability grouping, gifted programs, state accountability efforts — even the effect on parents whose perceptions of their own children are often shaken by scores on a sheet of paper. Standardized Minds is a persuasive must-read for parents, educators, and lawmakers that challenges our basic assumptions about intelligence and pays homage to the talented minds we may have overlooked in our fervor to rate the human brain.
Every state defines who is eligible to receive special education and related services. Some states, such as Maryland, choose to define special education students using the same disability criteria as the federal Individuals with Disabilities Education Act. However, not all states choose to follow this formula and many make their own “student with disabilities” definition. The state definition serves as a guide, along with specific disability definitions, for determining eligibility criteria when evaluating a child for inclusion in special education programs.
