School Voucher Programs Should Be Clear About Disability Rights, Report Says

Good morning,

"A new report from the nonpartisan U.S. Government Accountability Office says many of the nation's voucher programs — and the private schools that participate in them — aren't giving parents the information they need to make an informed choice, especially parents of kids with disabilities." 

Today we are sharing an article from npr.org entitled 'School Voucher Programs Should Be Clear About Disability Rights, Report Says.' As a problem that some parents are facing, this article advocates for some changes that need to happen in order for students to the right assistance possible.

"School voucher programs need (at least) three key ingredients:

1. Multiple schools (don't roll your eyes, city dwellers, this one's a brick wall for many rural parents).

2. A system that makes private schools affordable for low-income parents. Choice isn't choice if it's only the rich who get to choose.

3. And transparency, so that a child's caregiver can review the options and make an informed choice."

To read the original article and learn more about the third point the article makes, visit the article link here. 

Learn more about how we specialize in helping students with learning disabilities by visiting: www.linderec.com

Are We Thinking About Reading Comprehension All Wrong?

Good morning,

Today we are talking about reading and reading comprehension in schools. For many years there has been a great emphasis on reading and learning word sets however reading comprehension has often been tested as a separate skill. New research suggests that the way our brains learn reading requires more integrative comprehension, which could require schools and teachers to rethink the way they teach reading.

"Educators and parents are obsessed with reading; and the emphasis has only grown in recent decades as reading became a defining indicator of academic success on standardized tests. Yet despite the obsession with teaching reading in the early grades, many educators don’t fully understand how the brain reads, writes Daniel Willingham, a professor of psychology at the University of Virginia, in a New York Times op-ed.' 

'Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling."

To continue reading more of the article visit the original article link here.  To learn more about Linder Educational Coaching visit www.linderec.com.