A study on 100 urban school districts published by Dr. Wilma Gillespie in 1982 revealed that achievement scores, teacher recommendations and grades were the three most prevalent criteria employed in selecting students for gifted programs. All three of these criteria, however, can only identify the gifted auditory-sequential learner – a child who can think primarily in words, has auditory strengths and a step-by-step learner.

But not all children are auditory-sequential learners.

Linda Kreger Silverman is a Colorado-based educational psychologist who extensively studied child development. Silverman’s research revealed the presence of visual-spatial leaners – the “picture thinkers”.

“The visual-spatial learner model is based on the newest discoveries in brain research about the different functions of the hemispheres. The left hemisphere is sequential, analytical, and time-oriented. The right hemisphere perceives the whole, synthesizes, and apprehends movement in space. We only have two hemispheres, and we are doing an excellent job teaching one of them. We need only become more aware of how to reach the other, and we will have happier students, learning more effectively,” she said.

Identifying a visual-spatial learner:

So how do you know if your child is a visual-spatial learner?

There are some behavioral signs that will indicate that your child is more of a visual than auditory learner.

Her lecture notes are full of colored highlight markers, charts or diagrams. She can read body language easier than others, then she’s a visual learner. Any action that takes place in her mind appears with color, texture and shape, her dreams are colored and she knows the trends.

Any flicker of an eye, slight raising of an eyebrow or faded hint of a smile will be noticed by a visual leaner. She doesn’t need words, because any sign from the other person helps her make her move from there. Sign language is her second method of interaction.

When she reads something, a visual learner makes detailed and vivid movie in her mind concerning the information she’s reading. She can also remember where the information was located on a page. When she meets someone news, she might forget that person’s name, but she will remember what that person looked and wore.

A visual learner observes every detail of a painting, examine how photographs are displayed in a book and pause before a mural.

She will never get lost in a city or anywhere else, because she will easily remember how they got in that place. She can also visit a city or find a given place just by looking at a map.

How to help a visual learner:

If your child is a visual learner, here are some things you can do to enhance her learning process:

*Ask your child’s tutor to include PowerPoint presentations – which include illustrations, charts, diagrams, maps, etc. – when helping her to do her homework.

*Teach her to encircle or highlight every important keyword in a book or article.

*When she is studying, it is better to keep her away from windows, as this distracts her.

*A quiet place to study is recommended, with no pictures or posters on the walls. Any TV or music player must be out of sight or turned off.

*Her cell phone should be in silent mode or switched off.

*Encouraging her to make lists helps develop her visual sense.

*Train her to make use of mind-mapping methods.

*Use colored pens to highlight a section in a book. They are best for stimulating her mind and help her think better.

*Place a white board or cork board on a wall so she can post reminders and mini notes.

First of all, what is an RESP? Similar to an RRSP (Registered Retirement Savings Plan) with which most of us are familiar, the Registered Education Savings Plan is a tax-sheltered education saving account that can be used for a child’s post-secondary education. However, unlike an RRSP, RESP contributions are not tax deductible, and while there is no annual contribution limit, you can contribute a maximum of $50,000 per child. As contributions to the plan were not tax deductible, only investment returns are taxed to the beneficiary when the money is withdrawn from the plan.

A parent, friend or family member can contribute, and, with the help of the Canada Education Savings Grant and the Canada Learning Bond, the savings can grow even faster. Yes, that’s right, free money from the government, but we’ll get to that in a minute.

While RESPs can be a great way to save for a child’s education, according to the government of Canada website there are a few things to be aware of when investing in an RESP:

There are different types of plans offered at different financial institutions such as banks, credit unions, mutual fund companies, and investment dealers. Be sure you understand the different options offered by each RESP provider.
There may be sales or other associated costs involved in opening and/or holding the plan. Shop around for the best plan that fits your needs.
Most plans will let you decide when and how much to contribute, though some may require you follow a set schedule with consequences of missed payments. Be sure to read the fine print.
Programs eligible for the RESP are offered by colleges, universities, trade schools and other certified establishments.
If the student does not go on to post-secondary education or does not complete the program, the contributions will be returned to you. Accumulated earnings are usually also returned, though sometimes may be redistributed among the remaining members. Again, read the details of your plan.
When and how you receive payments from the plan may vary. While students must show proof of enrollment in a qualifying program, some plans may make payments on a set schedule and others may let you chose when to receive payment.

As with any investment, don’t put your money into anything you don’t understand, and be sure to read the details of the plan before investing. Be sure you understand the risks and potential returns involved.

Now that you know what to watch out for, opening an RESP is rather simple. You will need a Social Insurance Number (SIN), as well one for the child, choose the RESP provider that best suits your needs based on the above information, and choose one of three types of RESPs available. Your first option is the Family RESP, where you can put aside money for one or more related (biological or adopted) children within one RESP. The advantage of this plan is that if one child does not use the plan, the money can be used by other children in the family. Individual RESPs allow you to save for one child whether they are related to you or not. And finally, Group RESPs combine your savings with those of other people and the earnings are shared. Regular payments may be required but each plan has its own rules.

Now back to the free money part…

The Government of Canada may add to your RESP savings in two ways through the Canada Education Savings Grant. First, the Basic CESG will give you 20% on every dollar of the first $2500 you save in your child’s RESP each year. That means up to an additional $500 could be added to the account, regardless of your family income. The Additional CESG is dependent on family income, and you could receive an additional 10% or 20% on every dollar of the first $500 you contribute to your child’s RESP each year. Be sure to apply for both parts of this grant. Unused grants will accumulate and can be used for future contributions up to the maximum grant of $1000 in any given year. The lifetime maximum CESG that a child can receive is $7200, up to and including the year in which he or she turns 17 years of age.

The Canada Learning Bond is where the Government of Canada offers $500 to help you start saving for your child’s education, with an additional $100 per year until he or she turns 15, to a maximum of $2000. Your child is eligible if he or she was born after December 31st, 2003 and you receive the National Child Benefit Supplement under the Canada Child Tax Benefit.

I have some tips for how to get a job as a Special Education Teacher.

Tip Number One – Excel at Student Teaching

This is my number one recommendation for landing a job as a special education teacher, because administrators want teachers who have demonstrated the ability to teach. If you don’t do well in student teaching and related field experiences, you stand a very low chance of being hired.

Administrators want teachers who know how to do two things:
1. Manage the classroom, meaning very few discipline referrals
2. Teach the children using best practice teaching strategies
3. Work as a team player, bringing good work habits, collaboration and knowledge to the table

Tip Number Two – Get great recommendations

You need recommendations from at least two cooperating teachers (the most important), one college professor, and an employer that you’ve had for at least six months. Job experience is important, particularly job experience in the area of working with children and particularly working with children who have special needs.

A good tip for getting good recommendations is to hand the recommender a copy of your current resume, highlighting special skills and job experience. When writing a recommendation, I appreciated this, because as a teacher and an elementary school administrator, time was of the essence.

Tip Number Three – Create an attention-getting, but easy to skim, cover letter and resume and deliver it in person if possible.

Administrators do not want pages of text to read or a big folder of materials. Submit a one page cover letter, an easy to skim one page resume highlighting special skills and job experience, and three letters of recommendation.

Tip Number Four – Go to as many college job fairs as you can.

Even if you don’t plan to look out of your area or state for a job, go to as many job fairs as you can. It gives you the opportunity to network and practice interview skills.

Tip Number Five – Learn as much as you can about the school district you which to apply for as possible.

Research the school districts for which you plan to apply. You can easily do this online. It will help you know who you want to work for and it will also allow you to tailor your resume and interview toward what the particular school district is looking for.

Tip Number Six – Don’t be afraid to search outside of your town or state if you need to. The move can be temporary if need be.

I had to take a job in a town two hours away from the city in which I hoped to live. It was hard but after two years I was able to get the job I wanted.

Tip Number Seven – Prepare for your interview.

This is very important and I offer two pointers:

1. Dress for the interview – Wear one step above the clothing you will be expected to wear as a teacher.

If in doubt, wear a simple suit with a jacket and a flat heeled shoe. The reason I say this is because administrators want to see people who we can imagine teaching our children and you have to be comfortable to do that. If you have the opportunity to see the principal of your prospective school ahead of time, dress in a fashion similar to what they are wearing. Administrators usually dress one step above their teachers.

2. Practice your interview skills. Write down sample questions. Answer them in writing and then orally. Be succinct. You will likely have 5-10 questions to answer in 15-20 minutes. Plan accordingly.

Tip Number Eight – Interview well.

Shake hands with the interview(ers). Talk about special skills and past job and student performance. Stress the above three things that administrators are looking for. Take a small bottle of water with you. I do not suggest taking a big binder portfolio. Instead, condense it into a five page document with colored pictures that you can leave with the interview team. Highlight activities that make you stand out as a teacher above the other candidates.

Tip Number Nine – Send a thank you note after your interview.

I can’t tell you how important this is. If you don’t get the job, it will keep you in the mind of the administrator interviewing you and when another principal calls him/her your name will be at the forefront of their mind.

Pre-referral helps to make certain that your child is provided with appropriate modifications and accommodations before being referred for special education testing. These strategies may include, but are not limited to, physical placement in the classroom, presentation and modification of materials, as well as individualized behavior plans. Often the modifications and strategies that are recommended provide your child with enough support that academic performance is improved and special education services are not required.

Different states refer to the child study team by different names. In some states the team is a function of general education, in others, the team is a part of the special education program. In any case, it is a school site committee whose primary function is to ensure that each child receives the most appropriate classroom support. The meetings are usually held in your child’s classroom or in an office at the school site, before or after school, allowing your child’s teacher to participate. By providing early identification and intervention for students who are experiencing difficulty in school, the child study team serves as a problem solving forum. The team works together in order to determine your child’s strengths and areas of difficulty. Your participation is very important. This is your opportunity to ask questions and provide critical information about your child. Members of the team will brainstorm in order to develop strategies and an action plan. Later the members will monitor, assess, and discuss the effectiveness of the implementation of the plan that was developed by the team. You have the right to ask questions and call additional meetings, if necessary. Team meeting notes will be taken and copies should be distributed to all members of the team. This documentation demonstrates that the school is providing your child with the legally required general education interventions. Team members vary depending on numerous factors. Often the general education teacher will be involved, as will a counselor, school psychologist, and/or an administrator. Teams may also include special education and related service providers. As the parent, you are an integral part of the team. While the school has the responsibility to invite you at a convenient time it is not absolutely required that you attend. It is however highly recommended as you have a wealth of information regarding your child’s preferred learning styles, health and educational history, behavior, personality traits, areas of difficulty, and strengths.

Typically a meeting is scheduled when there is a concern regarding behavior or academic performance. Anyone who works with a child may make this referral, frequently in written form. Often it is the classroom teacher who requests the meeting. As a parent you also have the right to request a meeting by contacting your child’s teacher or the school principal. Each team member may provide information and make suggestions. The team begins by discussing your child’s strengths and interests, information is shared, and specific concerns will be addressed. The team will review interventions that have already been implemented and how successful they have been. The team will then brainstorm possible additional interventions and will determine which strategies will be put into action. Team members will then be assigned tasks that they will help implement or research. A time-line will be determined by the team. There will be a follow up meeting in order to assess the successfulness of the strategies. The team may determine that sufficient progress has been noted and that testing for special education is not needed at this time. It may be determined that the team will reconvene in order to implement new strategies and monitor progress. If insufficient progress has been noted, a referral for special education assessment may be recommended in order to evaluate whether or not your child may have some type of learning disability.

The pre-referral process is one step in the special education process. It provides an excellent opportunity for you to collaborate with a team in order to insure that your child receive the most effective instruction designed to meet his or her unique needs. The process is most successful when it identifies and utilizes all available resources in order to appropriately support your child.

The administrator or designee supports the team by presenting the agenda, directing the meeting, answering questions, providing information, and offering support to you and other team members. The general education teacher provides up to date information regarding your child. They will listen to information, help to clarify concerns, and participate in the development of behavioral and academic interventions.

Child bonds give an investor the flexibility of contributing a very modest monthly contribution. In times where the economy may be uncertain, the option of contributing minimal amounts is attractive. Conversely, child bonds allow one to make a lump sum investment, allowing the investor may choose to pay the monthly premiums in one lump sum. This will have the same effect as if one were contributing their monthly premiums. This option is ideal for grandparents who may want to make one contribution as a gift or at birth.

Child savings plan are somewhat different. They allow investors to open the account at any time. There are two types of child savings plans. One type is designated in the investors name, and gives the investor complete control of the investment. The investor can close the account, and withdraw from it at any time. The other type is a trust account. A trust account is held by a trustee. The trustee has complete control over that account until the child reaches 18 years old. The investor in this type of account does not have the ability to withdraw funds or close the account.

Whether one chooses a savings plan or a savings bond, a child’s future financial stability is vital to their success in adulthood. Either option works toward the goal of securing long-term success.

The following useful tips and inquires will allow one to choose the investment that is most appropriate:

Determine what you are comfortable contributing to the account. Will it be a lump sum investment or monthly contributions?
Determine if access to the funds is important to you or if you are willing to relinquish access until the child reaches 18.
Be aware of any charges that may be assessed to the account. Some are assessed when changes are made to the account, and some are made on a regularly basis.
Encourage friends, and family members to contribute.
Start investing early in the child’s life. The child savings plan allows investors to withdraw funds if necessary.
Be a well-informed investor. Compare interest rates to determine which company will offer the best return on investment.
Research your options. Evaluate your individual circumstances, and make an informed decision based on your circumstances.

If you are interested in reading more information about child savings bonds and investment plans then please visit the following links:

Inclusion is a kind of placement that is available, for just about any child with
a disability. The education happens within the regular classroom. This
could be a full time inclusive placement or a part time, whatever your
child needs to benefit from the amount.

3 Benefits:

1. In an inclusive setting, your child will have use of the standard
education curriculum. What this means, is that your child will
hopefully receive the same educational instruction, as children
without disabilities. Parents and special education personnel, should
have high expectations for kids with disabilities, and access to
the regular education curriculum may be exactly what the child needs.

2. Inside a inclusive setting, your child will also receive district wide
assuring testing. This testing brings about accountability for
your child, and will also help you understand if they’re not
learning, and want a more intense placement. Keep copies of
district and state wide testing, in case a dispute occurs between
yourself and school personnel.

3. In an inclusive setting, your child will have a larger use of
children without disabilities, which supports them develop
appropriate social skills. Children with disabilities possess the right
to become educated with children without disabilities, towards the maximum
extent appropriate.

Remember, that if your son or daughter is within a regular classroom, they have the
to supplementary aids and services, that can help them benefit
from the regular education classroom. This can be something that your
child needs; a classroom assistant, and individual assistant, shorter
assignments, shorter tests, etc. These supplementary aids and services
will help your child succeed in a normal classroom.

But if you’ll look closely, these schools serve plenty of purpose for students today. They can provide support diversely while making it a great place for every student who want to be one of these experts later on. Here are some of the ways how students can find help with these websites.

Finding Needed Programs

A college may have several childcare training programs that suit the requirements of students today. Students have different needs for their students and finding them online will give all of them the choices possible. From there, they are able to pick the best ones for his or her preferences and even financial constraints. There are schools which have different types of classes like online and classroom trainings. Students could find the most cost effective options and start taking their studies. This will also help students get the suitable schedules that will suit them if they are working or doing other things aside from studying.

Supplemental Studies

All students are dedicated in childcare training programs. They spend lots of time reading to help their training and be experts immediately. These students try to read more references to assist their studies or get additional courses to gain more knowledge. Online schools get their own portal where students can sign in and obtain additional readings. Simultaneously, additionally they post seminars that will help their students more with regards to their training. Seminars would discuss several things about childcare and they would find out about it a lot more than the usual class. This is the main source of information that can help everyone get additional learning along the way.

Job Postings

Aside from just childcare training related topics, they’d place job openings on the site to allow them to make an application for the job. Typically, these job openings originated from their affiliated facilities so they usually prefer individuals who graduated within partner schools. Online schools will place the place together with the quantity of job vacancies they’ve. They will also indicate the type of childcare experts they need to complete their staff. As being a typical job directory, they’ll also post the qualifications they’re searching for among applicants.

Overall, online schools offering childcare training programs serve different purposes for students. They don’t only provide quality education for students but additionally other assistance students need. Their websites can be considered a complete place for students to get the very best aid they need for just about anything specifically when they desire to be true experts within the field.

“We’ve been homeschooling for nearly three months now. Since we started he hasn’t wanted to do his work. I told him I’d send him back to school if he didn’t listen and follow my directions. He settled down for awhile and was compliant, doing things i asked. But, it didn’t continue for long. Now i am back to hearing one excuse to another for what he doesn’t want to do. All I’m asking is for him to complete two chores a day and finish around one page for each from the four subjects he’s doing (math, language, writing, and geography). I’ve told him millions of times that I am here if he needs help. When he asks for help, it turns out he is doing understand what he’s doing and it is just pretending. I simply can’t lead him to apply himself. I truly don’t want to send him to public school… but I’m really tempted. Help.”

I’m sure lots of thoughts run through the mind while you browse the above. Thoughts like, could this really be true? Is an exaggeration? Just how can she stand living such as this? For anyone who have no training using the above, all I can have to say is, again, this experience is more common than you believe. And, because my wife once picked up the telephone and “dialed” the neighborhood school to see if there was room for “one more,” I can personally connect with this.

So, what can be done to fix this situation? Finding out that he’s eight years of age, here are three things I recommend:

Threats: While I don’t recommend threatening to do something you know you actually won’t follow through with (like sending him to back to public school, if you don’t mean it), “collecting information” in his presence by calling or visiting may raise the anxiety level enough to stimulate compliance. As well as in reality, should you be unable to continue homeschooling due to health or any other issues, seeing a public school could be realized.

Structure: Children especially at this age require a predictable pattern. “School” should start close to the same time every day. Subjects studied should follow the same order: math, followed by penmanship, followed by reading, etc. For individuals who argue against such an approach, saying it’s making the house too “school like,” all I can have to say is that typically productivity and creativity are linked to discipline and structure. In other words, homeschooling is often just getting your work done day in and day trip. Are you able to adjust the schedule, and take a day off when warranted? Of course. I’m not suggesting that you should be inflexible.

I would also recommend things i call “pass the salt, pass the pepper” tones when implementing the schedule and course work. Your son needs to realize that case the way the assignment work and chores are going to flow kind of tone. Avoid getting into arguments, even though it’s not hard to “win” them when the children are younger. As they age, you will find yourself “winning” much less until your relationship with her or him crashes.

Instruction: It isn’t likely to work to tell him how to proceed, allow him to visit his room, and expect him to return at lunch with everything completed. Only at that age, homeschool instruction is largely driven by the parent. Yes, you can explain a math worksheet, leave him for 10 to 15 minutes and appearance back. A much better approach is always to have him work on the kitchen table so you’re close by for accountability and also to teach and answer questions. The older he gets though, the less you ought to be needed.

529 Plan – This is specifically for college savings. It might be employed for tuition or any other expenses like room and board. Contributions are deductible and earnings is going to be exempt from federal plus some state taxes once they are used for your child’s college costs.

Coverdell Education Savings – These are IRAs specifically employed for education costs. While much like a 529 plan, Coverdell funds can be used as education expenses before college. So, if you wish to send your child to personal school at some point, open this kind of account.

Roth IRA – This isn’t ideal but you can withdraw funds from your retirement Roth to pay for college costs. Earnings will be taxable and you may face additional penalties for withdrawing from an account open under five years.

If money is tight, you will find options that can help build some short-term savings until you’re ready for something more.

High Interest Savings – Several financial institutions offer these accounts with higher rates than the usual passbook. Some are attached to a debit or credit card. With these, each time you buy something, the amount is rounded towards the nearest dollar and automatically deposited into the account.

Cd – Open a CD at the local bank with as little as $100. Interest rates are low, but higher than other basic savings accounts. Also, you will still possess a specific fund separate from your checking account therefore it is less tempting to make use of if you’re short on money.

Money Market – These accounts may also be opened at your local bank for a larger amount than the usual traditional passbook and can yield more interest. You may even have the choice of automatically depositing some of the paycheck into the account so you aren’t lured to restrain on saving.

Section 504 is a federal civil rights law that protects persons with disabilities from discrimination in programs and activities that receive federal funding. What the law states also prohibits retaliation for protected activities, including advocacy. Section 504 does apply to local public school districts, though sometimes schools say it does not.

When many parents learn about Section 504 they merely consider Section 504 plans. If a child is found to have a disability, but doesn’t need special education services, the school district may offer a 504 plan. This is less specialized as an IEP and is not right for most children with a disability.

Retaliation for advocacy is recognized as a protected activity and isn’t allowed under this law. What types of things might be regarded as retaliation for advocacy? Attorneys at IEP meetings, nasty letters, requiring parents to do things not required of other parents, suspending the child to get back in the parent etc. Their email list could go so on and is not exclusive! Whatever retaliation looks like for you is you have to file a complaint.

Complaints under this law can either be delivered to your local Office of Civil Rights (OCR) or could be come to court! Call your states Department of Education for the address for that OCR office in your state.

What’s interesting about a Section 504 complaint is the fact that parents can seek remedies towards the discrimination that could look like expert witness fees, attorney fees, etc. The specific wording is the fact that a Court may fashion an equitable or affirmative remedy. Expert witness fees are no longer available under IDEA but are available under this law.

Many parents frustrated using the lack of enforcement of IDEA have begun to file many complaints under this law! Nevertheless there is virtually no time line to have an OCR complaint, which might take longer, there’s wide latitude for OCR to come up with a plan that could be useful to children and families.

Someone I know recently filed an extended OCR complaint against her school district. She was contacted by OCR and asked if she’d want to consider participating in the first complaint resolution process (ECR). She stated that they would, and received an early complaint resolution agreement to solve the complaint, which she felt was very beneficial to her child. She gets like she could get stuff that she’d not get under a concept complaint to the State Department of Education!