Dan Cochrane is a RESNA-certified Assistive Technology Professional and a clinical instructor in the Assistive Technology Certificate Program at the University of Illinois at Chicago. A former special educator, Dan worked for over 20 years in a suburban Chicago unit school district (K-12), first as an elementary special ed resource teacher and inclusion facilitator, and for the last 13 years as the district-wide assistive technology specialist/coordinator. Dan has an MA in Teaching special education, an MS in Disability and Human Development, and recently started in the PhD program in Disability Studies at UIC. Dan presents on AT topics at several national AT conferences, and is a member of the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA), currently serving on its Board of Directors.

https://sites.google.com/uic.edu/problem-solving-assistive-tech http://www.uicatu.org/  bit.ly/atcycle

https://sites.google.com/uic.edu/problem-solving-assistive-tech

My thoughts on a contentious issue. Not super scientific, but I pointed to several resources:

Harris Cooper synthesized research in the mid 90's, and is often cited as support for giving kids homework: https://www.theatlantic.com/education/archive/2019/03/homework-research-how-much/585889/

Alfie Kohn, author of "The Homework Myth" takes issue with Cooper's conclusions. Read him here: https://www.edutopia.org/no-proven-benefits 

As I often do, I looked back in my library at an old favorite- Classroom Instruction that Works by Marzano, Pickering, and Pollack- get a copy on Amazon (holy cow, it's cheap!) https://www.amazon.com/Classroom-Instruction-that-Works-Research-Based/dp/0131195034

Takeaways: when judging the value of homework, consider the purpose of the task, don't use it as an assessment, keep the routine and structure familiar, check for understanding, and give timely feedback.  

When a child can technically "hear" but isn't making meaning of the sounds efficiently, it can really impact their learning and ability to function.  In the classroom, this might look like inattention, difficulty decoding and reading, trouble following directions, or even attitude!

 Dr. Jeanane Ferre is an expert in Central Auditory Processing Disorder, and explains why evaluation can help some kids get the support they need.

You can find out more about CAPD and services she provides at her website, https://dr-ferre.com/

For a more technical presentation, check out this youtube video where she talks about differential diagnosis: https://www.youtube.com/watch?v=8h3NpYAQ_-0

Questions? Want to contact me or learn more? Get in touch at reorientedadvocacy.com

What's the difference between accommodations, modifications, and differentiation teachers are expected to do in the classroom?

Let's do a 'set me straight' type of episode where I explain my thinking...

Here are some resources: (links are clickable through Anchor FM, or see slides on my website!)

IRIS Peabody on differentiation (great module!)

CHADD 504 accommodations list

Mastery vs. Quantity

Smart Kids with LD

More questions? Ideas? Arguments? Contact me through my website, www.reorientedadvocacy.com.

What does it mean to be 'twice exceptional', '2E', or 'gifted'? I'm glad I was connected to Robin Schader, Ph.D, author of "To Be Gifted and Learning Disabled" so she could lend some perspective to this and promote an integrated, strengths-based approach to teaching learners.

You can read more about her and her work as well as Bridges Academy at bridges.edu. 

Definitely check out the 2E Center Suite of Tools with the My Learning Print resource.  https://www.bridges.edu/suite-of-tools-img-version.html

I'm hoping we'll have her back soon to talk more on My Learning Print!

Other resources she recommended include:

 "Atom" Renzulli

What is dyslexia? Why do some kids struggle to learn to read? What is the Orton Gillingham method, and how does it differ from other structured programs, like Wilson? Kristen McShane from The Learning Specialist, LLC joins me to talk about the rules around reading, multisensory approaches, and effective instruction in the classroom and one on one.

This article and a few others had me thinking hard about how to better prepare teachers and help them be more effective.

You can find Kristen at thelearningspecialistllc.com

The book she mentions is The Dyslexia Empowerment Plan by Ben Foss.

Dr. Sonia Cooper of theschoolpsych.com joins me to talk about the school psychologist's role in evaluating and determining eligibility for kids with suspected learning differences.

Not only is she a psychologist, she's the creator of some super useful resources! Check out her TPT store for awesome tools and reference materials like observation forms, behavior point sheets, visual tools, and guides on special education and related services.