Will ESSA Fail to Close the Achievement Gaps?
Achievement gaps persist for economically disadvantaged students, English Language Learners and students with disabilities. Will ESSA fail to close them?
Is Your Child’s IEP Really Making a Difference?
Unfortunately, far too often, parents find that their child’s IEP is neither all that individualized nor helping their child make substantial gains. This blog examines three concerns often expressed about IEPs.
The Role of Cognitive Remediation in Special Education
Current approaches to special education generally seek bypass the cognitive processes that are weak in order to minimize the impact of processing deficits. Remediation of cognitive processes needs to be a fourth pillar in our approach to support students in special education.
Closing the Achievement Gap by Closing the Cognitive Gap: A Matter of Equity
As educators and education policymakers seek to understand and remedy the achievement gaps, much attention is paid to the concept of equity. A variety of inequities have been identified as impediments to students having the opportunity to achieve their potential. Disparities in per-pupil spending, teacher experience, and technology and other resources are well-documented and top of mind. A less visible disparity, and one that connects directly to student learning is highlighted by contemporary neuroscience research—cognitive development.
ESE Student Success with BrainWare SAFARI
ESE students with learning disabilities or traumatic brain injury improve in reading, math and performance on the Florida State Assessment following their use of BrainWare SAFARI cognitive training software.
Research Summary – BrainWare SAFARI and Students with Learning Disabilities
While BrainWare SAFARI is not uniquely designed for students with learning disabilities, cognitive skill training is having an impact on cognitive functioning and academic achievement for them in a variety of settings. This document provides a summary of the research to date on BrainWare SAFARI and students with learning disabilities.
What a Difference Three Weeks Make!
We spend a lot of time in our conversations with schools, clinicians, and parents talking about "following the protocol." Why? Because the protocol identifies he frequency and duration of usage that consistently leads to the kinds of improvements in cognitive skills we see in the research on the program.
Cognitive Skills Training for Students with Learning Disabilities
Learning disabilities often involve weaknesses in one or more of the important cognitive skills involved in learning. Research is now showing that cognitive processes can be strengthened, rather than just working around them.
When Brain Training Works – Points of Controversy
Pre-publication publicity for a new book on the value of brain training claims that there are 5 conditions that make it effective. While this discussion surfaces some important considerations, it is likely to disappoint anyone who adheres strictly to the five conditions. Here’s where the advice falls short.
The Mystery of Reading Comprehension
Many students can read a passage, but afterwards are unable to tell you what they read. Or perhaps they can answer simple factual questions (regurgitate), but it really has no meaning for them and will be forgotten the next day.