I just read a wonderful article on how to treat “picky eaters.” What I love about this piece is that the professional’s process mirrors the
For the neurodiverse, as with many things, Valentine’s Day may have a more intense reaction – either in the “over the top” celebration or the “under the radar” avoidance.
A recent article published in the Seattle Times, (“All Children are Gifted Just in Different Ways,” Feb. 7, 2020, ) lashes out at #giftedprogramming as
If you have a child who is an empath, emotionally overexcitable, one who seems “over-sensitive,” it’s important to speak to him about his nature and to focus on strengths. We don’t want to quell this child’s inclinations but we need him to know that not everyone is wired like he is, and he has to protect himself.
Yesterday a client shared that she was having a hard time getting her child’s father on board to understand and address their son’s learning profile.
Where it once was thought that strategies like these were meant only for special needs students, we see from this article and many classroom accommodations, that the only ‘one-size-fits-all’ approach is the approach that everyone can benefit from intentional and meaningful interventions
This article links procrastination with emotion regulation.
If the idea is to diversify the gifted classroom, taking away the gifted class and replacing it with a program that aims at the diversity but not the giftedness will only frustrate everyone and ignore the core of the problem.
Self-talk is a powerful tool for motivation and is particularly useful for gifted people with learning differences as they manage their complicated brains.
For parents and educators of twice exceptional students, this practice (of making New Years Resolutions) needs to be well defined and daily. There is no room for failure, like so many well-meaning New Years Resolutions.
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