Readiness and Adjustments to School for Children With Intrauterine Growth Restriction (IUGR) 
Children with extreme intrauterine growth restriction who were followed from birth through kindergarten and first grade showed adjustment difficulties, lower school achievements, more impulsive behavior, but typical socioemotional competencies relative to matched controls. |
Tourette Syndrome: A Collaborative Approach Focused on Empowering Students, Families, and Teachers
This article will (1) present factual information to increase knowledge about TS, (2) present TS from perspectives of a teacher and a family to positively change misconceptions, and (3) suggest ways that collaboration can improve the academic and social experience of children with TS. |
Eamining Individual and Ecological Predictors of the Self-Determination of Students With Disabilities
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. |
Strategies for Helping Children With Diabetes in Elementary and Middle Schools
Understanding the diabetic condition, developing an individualized health care plan that addresses the medical and academic needs of children, and working as a team to minimize school-related factors that would constrain a child’s education potential are all critical elements of diabetes management in school. |
Teaching Students With Developmental Disabilities: Tips From Teens and Young Adults With Fetal Alcohol Spectrum Disorde
This study examines the educational experiences of individuals with FASD, with a view to determining what factors related to their persistence in high school. |
Teaching Creative Dramatics to Young Adults with Williams Syndrome
A creative dramatics program helps students with Williams Sydrome. Includes an overview of the disability, traditional responses, and how talent development and schoolwide enrichment programs can enhance these students' natural talents. |
Teaching Children with Tourette Syndrome
Tourette Syndrome (TS) is a neurological disorder characterized by repeated, involuntary body movements (tics) such as blinking, twitching, shoulder shrugging, or leg jerking and vocal sounds such as throat clearing or sniffing. |
Adapted Physical Education-FAQ (updated April 2000)
|
Dealing With Cancer in the Classroom: The Teacher’s Role and Responsibilities
When youngsters are battling a catastrophic illness such as cancer, resuming their school routine helps them regain some control and normalcy in their lives. Teachers need to become knowledgeable and sensitized regarding these studtents' medical condition and how to support their academic, physical, emotional, and social adjustment. |
Mobility Training Using the MOVE® Curriculum: A Parent’s View
A new mobility curriculum for a young child with cerebral palsy takes advantage of activity-based instruction opportunities. Includes parental concerns and expectations and their evaluation of the MOVE curriculum. |
Meaningful Inclusion of All Students in Team Sports
Students at various grade levels are actively participating in team sports, thanks to the creative adaptations their teachers have made. Ways to take what we know about adapted physical education and boost students' capabilities and self-esteem in innovative, fulfilling ways are described. |
Music & Minds: Using a Talent Development Approach for Young Adults with Williams Syndrome
Researchers examined patterns of talent development in music and the efficacy of providing a talent development summer program to persons with Williams Syndrome. Information about the program and enhancement of academic deficits through enrichment that focuses on the musical strengths of participants is discussed. |
Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits
Current research indicates that the vast majority of children with dyslexia have phonological core deficits. The severity of the phonological deficits varies across individuals, and children with these deficits have been shown to make significantly less progress in basic word reading skills compared to children with equivalent IQs. |
