In the workshops I offer teachers about fostering student self-esteem, I pose the following questions: “Do you believe you have a long-lasting impact on the lives of your students? Five, ten, twenty years from now, will your students remember you or experiences from your class? And if so, what do you hope they will remember?”
How can educators regularly support the social and emotional learning (SEL) of students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD)? Here are some recommendations from educators who have made this a core focus of their instruction and student support.
Genesis Gonzalez began her career as a paraprofessional in Shira Moskovitz’s special education classroom, and that’s where the mentorship began. Now, Genesis has a special ed. class of her own but the lovefest of their mentor/mentee relationship isn’t over.
A nueropsychologist and former middle special education teacher lists the qualities of an ideal teacher for kids with learning disabilities. “I am optimistic,” he says, “for I have been to the classroom (hundreds of them, in fact) and there is light.”
The movement toward inclusion of students with disabilities into general education classes has become the overwhelming trend in education (Chow & Kasari, 1999; Mamlin, 1999). Not only does inclusive education for children with disabilities bring improved academic functioning (Manset & Semmel, 1997; Sideridis et al., 1997), but it also offers them the opportunity for socialization with their peers without disabilities in general education classrooms (Giangreco, Dennis, Cloninger, Edelman, & Shattman, 1993; National Center for Educational Restructuring and Inclusion, 1994).
Blanche Podhajski, Ph.D. is the founder and President of the Stern Center for Language and Learning in Williston and White River Junction, Vermont. She is also an Associate Clinical Professor of Neurology at the University of Vermont College of Medicine.
In this excerpt from Tutor in a Book by Alexandra Mayzler and Ana McGann, parents are encouraged and given advice on how to become their child’s “study partner.” This excerpt provides information on building a strong academic partnership with your child.
