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Mona’s Blog

TAG: Special Education

The information contained on this blog is not a substitute for training, continuing education, clinical supervision, or the importance of individual consultation for each child and family. All identifying information, including names and other details, has been changed to protect the privacy of individuals.

Improving the well-being of children and families is a priority for Dr. Rosalind Picard, a professor at the Massachusetts Institute of Technology who studies “affective computing,” which uses sense technology to increase individuals’well-being using new ways to understand and respond to emotion. Dr. Picard has developed wearable sensors that reveal an individual’s level of cognitive, [...]

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Rodney came from a family of athletes, so it wasn’t surprising that he was physically active from the time he was a toddler. Tall and strong, he crawled for just a couple of days before he learned to walk, and, soon after, run.

Rodney thrived at his preschool, where children could freely move between the [...]

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Sitting on my office couch, Shawna let out a sigh. “We need help,” she said, barely getting the words out before she began to cry. Her face was gaunt and she had dark circles under her eyes.

Over the next hour, she explained what had led her to seek my help. Shawna and her husband [...]

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When parents enroll their children in a school, they often don’t realize they’re choosing not only a program, but a whole approach.

I was reminded of this when I was asked to observe a little girl at a state-sponsored preschool for children with developmental differences. “Ana”, 3, was happily playing when she noticed that a [...]

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I recently visited a kindergarten classroom to observe a child with “behavior problems.” When I arrived, the little boy was busying himself with an art project. He and his classmates were building towers out of cardboard box pieces. Everything seemed fine until a peer suddenly grabbed the glue from him, knocking his beloved project to [...]

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Since his first day of kindergarten, “Justin” had struggled to manage the demands of his new school. When teachers asked him to transition from one activity to the next, he would often fuss, kick or run away. He routinely “overreacted”  to simple tasks and activities, and it seemed that no matter how much praise, or [...]

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Every IEP team should assure that a child has the chance to develop emotional regulation through trusting relationships. Without that opportunity, meaningful learning is impossible.

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Rose’s parents and teachers were concerned about how to help her find success in kindergarten. Sometimes she went with the flow but at other times Rose fussed so much that she disrupted the whole class.

Then her teachers devised a plan that everyone thought would help. They designated a small, separate section of the classroom [...]

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A new book, Self-Reg, explodes the myth that if only children tried harder or had enough willpower, they could control all of their challenging behaviors. The reality is much more complicated than that.

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Far too often, children with special educational needs experience disruptions in relationships, including frequent changes in aides, teachers and school placements, causing stress.

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