Health Blogs | Depression | Developmental and Intellectual Ability | parenting

FAPE (Again), The Time of Year, and More

December 19th, 2016 by 76Trombones
"SOME" BENEFIT VERSUS "MEANINGFUL." That's the crux of the Supreme Court case that Disability Scoop and other news media have been writing about over the past month or two. Another issue is the cost burden on public schools of providing "meaningful" benefits to students who might require intensive services and/or therapy. Read more in Disability Scoop.

DR. DAN has an article at the site of The Huffington Post; it's called "Parenting in Uncertain Times," which we're certainly in the midst of right now. If you think your family might be in need of "positivity and peace"as we approach the New Year, perhaps check out Dan Peters' tips.

AND SPEAKING OF THE NEW YEAR, Smart Kids with Learning Disabilities offers, from its Parent Advisory Committee, "New Year's resolutions for making a positive change in their children's lives." For example: Stay involved. For example: Follow my instincts. Read more.

THE END OF THE YEAR is often a time for giving. We urge you to consider giving to a non-profit organization dedicated to helping the 2e community. (Not to us, thanks -- we're supposedly "for profit." ) Consider organizations such as (in alphabetic order): the 2e Center for Research and Professional Development at Bridges AcademyDyslexic Advantage; Gifted Homeschoolers Forum; Hoagies' Gifted; various NAGC funds; or the organization Supporting Emotional Needs of the Gifted. You might also contribute to a 2e-friendly school you think could use your support.

RESEARCH PARTICIPATION OPPORTUNITY. Megan Foley-Nicpon at the U of Iowa Belin Blank Center is directing a study on the effectiveness of the CogMed Working Memory Training Program for kiddos with ADHD. The study will be handled online, so participants can live anywhere. Study participants will be recruited from all ability levels. Find out more.

AND ON DYSLEXIA.
  • Evidently there's a debate about whether dyslexia is real. Really? Education Week Teacher reports on some recent conference presentations asserting that dyslexia was mythological. The writer was, understandably, a little incredulous, but went on to stress the importance of being able to identify dyslexia in the classroom and then to provide supports that can allow dyslexic students to succeed. Find the article. In the meantime, we'll wait for Drs. Brock and Fernette Eide, and others, to comment on the mythology of dyslexia. 
  • A friend of 2e Newsletter (thanks, Jill) recently pointed us to a new book titled Dyslexia: Profiles of Success. It's from the Yale Center for Dyslexia and Creativity, and it profiles 61 achievers in a variety of fields. The book is $20. Find out more

AND ON DEPRESSION. Bear with us, lots of items here, it's just that we've heard from parents over the years that depression and anxiety are big bugaboos for 2e kiddos.
  • Four depression subtypes. Research has identified biomarkers for four specific types of depression, which should help in the diagnosis and treatment of depression. According to Medical Daily, "The study found that distinct brain patterns differentiated the four biotypes. These subtypes were linked with specific symptoms...." Read more
  • Response to rewards. According to research from Washington University in St. Louis, the brains of depressed children react "less robustly" to rewards than the brains of neurotypical children. Read more
  • Situational depression. An article at Medical News Today differentiates clinical depression and situational depression, a "natural response to a traumatic event." The article explains how clinical depression is diagnosed, how to treat situational depression, and options for treating clinical depression. Find the article
  • Anxiety, irritability. Last week we wrote about a study that noted how anxiety and irritability can be indicators of depression in children. Journal Watch, from the New England Journal of Medicine, issued some commentary on that study: "Observable antecedents of depression in children and adolescents are especially of interest to pediatric practice, where prevention is a major goal. It is not surprising that fear and anxiety occurred prior to the onset of depression; depression and anxiety often coexist, and fear (in excess of developmentally normal fears) is a core component of anxiety. Irritability, a state of abnormal excitability and agitation, may be a symptom of an emerging depression."
 
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Tags: ad/hd, asbergers, Depression, Developmental and Intellectual Ability, parenting


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