Lear­ning to Learn in “Mana­gea­ble Pieces”

Ashley Karls/ October 10, 2009/ Sharing Stories

When Anne and Tyler Engel came to see me about their 15-year-old son TJ, it was hard at first to see why. He was bright, good-looking, and outgoing, asking me about the Indian artifacts in my office. Were they old? Were the big woven baskets for some special ceremony?  In turn, I asked him a little about his life. What

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What is Response to Intervention (RTI)?

Ashley Karls/ October 10, 2009/ Special Features

By Barbara Resnick, MS, Educational Specialist/School Liaison This is the last of a three-part series designed to educate and assist parents as they work with their child’s school in securing assessment and services relative to special needs. Part I focused on the various stages related to conducting a psychoeducational assessment battery. Part II, explained how eligibility for special education services

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What Is So Special About Special Education?

Ashley Karls/ October 10, 2009/ Sharing Stories

For those of us dedicated to the study of how neuroscience informs everyday life, the relationship between emotions and memory is particularly fascinating. For example, we know that learning which is accompanied by emotional content will form longer-lasting memories than learning that does not contain this emotional component. This is especially true if the emotions are not so personally intense

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“All I Do Is Homework, Homework…”

Ashley Karls/ October 10, 2009/ Sharing Stories

The other day in the clinic, Tommy, a fourth grader, complained about “just not having enough time for anything I like…all I do is homework!” Even Tommy’s mom seemed concerned, stating, “We have so much homework that it’s hard for us to get it all done each night.” As I thought about their comments, it became painfully clear to me

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