The ADA and nearly 100 other organizations are asking Congress and the White House to help businesses survive the coronavirus crisis by reducing their costs and increasing their cash flow as much as possible in the coming weeks.

As some dental practices begin plans to reopen and provide nonemergency care — as some states reopen following the direction of their state — the Association is urging dentists to have robust communication and engage their dental team members to address any concerns related to returning to work amid the COVID-19 pandemic.

Leaders across the United States should plan for a worst-case scenario, second wave to the COVID-19 pandemic, including no vaccine availability or herd immunity, say experts at the University of Minnesota.

More patient portals and electronic health records should enable users to create "proxy" accounts for nurses and home aids to prevent unintentional sharing of personal health details, researchers said Monday.

This guest post is written by Angela Peterson who writes on the topic of Online Psychology Degrees and can be emailed at angela_peterson@rediffmail.com

It’s not easy raising a child, and when he or she is affected by a severe disorder or disease, you have a greater challenge ahead of you. You have to put in extra effort, energy and thought into your child’s development and progress, one aspect of which includes their education. Some parents of children with special needs may be tempted to overprotect by keeping them in cloistered environments and limiting their interaction with the outside world. This usually only hampers the child instead of helping them. If you’re a parent with a child who has special needs, here’s some strategies:

* Understand your child: Some children may be able to express themselves while others are limited because of their disability. Whatever the case, understand your child and know that they have a mind of their own even if they are unable to speak it. Instead of forcing your will on them, get to know what they wish to do and cater to their needs as much as possible as long as it does not cause them any harm.

* Be patient: It’s a tough task, but you need to have an enormous amount of patience with your child. You need to condition yourself to be patient through practice and experience, otherwise you and your child will be subject to a great deal of stress.

* Decide on their education: There are many options for providing education to your special needs child, so look for what is available in your area. If you plan to homeschool, you will need to do some research before you’re up to the task. Many feel that it’s better to let the professionals handle this task who are trained and more experienced. Also, your child gets to mingle with other children and interact with them on a regular basis, which is very important to his or her social development.

*Think about inclusive classrooms: Parents often want their special needs children to attend regular schools. Learn about inclusive classrooms and determine if it is a good fit for your child. Consider if your child is up to the task of being educated with general education children and if he/she can cope with the curriculum in such classrooms. Although teachers in inclusive classrooms are trained to deal with children with special needs, there may be times when your child could be bullied or teased by the other kids for not being like them. Take all these facts into consideration before you decide on an inclusive classroom for your child.


Children with special needs need all the help and support they can get from parents and teachers, and it’s up to you to decide on the best form of education for them.

I spend most days of my life working with various students who are at different parts in the sped referral process. I attend Child Study Meetings where we decide if we are going to evaluate a student. I observe and screen children and talk with parents and teachers to help the committee make a good decision about whether we should do a special education evaluation.   I evaluate those students (this includes Psychological testing, observations, talking with student/teacher/parent, doing rating scales, etc.). I attend eligibility meetings where we determine if the student is eligible for for special education services. All of this is second nature to me and sometimes I need to stop and remember when a parent comes in, that this is NEW.

When I talk to parents, I find that many parents do not fully understand the special education referral process, even when they nod and act like they do. We as school staff need to do a better job of helping the parents understand the process. Parents also need to speak up and ask questions when there is not understanding.

This is a guide for parents to understand the process of special education testing, the testing components, and some of the test data. It is important to note that schools systems and states will vary to some degree. If you have any questions about the process in your school system, ask your school psychologist, teacher, or principal. Parents have every right to ask questions and usually school personnel are happy to help make this process less anxiety-provoking for you. It is important for parents to understand their rights during the special education process.


Special Education Process

After data shows that interventions have been attempted and if a student is suspected of having a disability, a referral is made to evaluate him or her for special education testing. Once the parents sign the Permission for Testing Forms, timelines begin and the schools have 65 business days to complete the assessments and hold the eligibility meeting. Some states may have a different timeline.

During these 65 days, several testing components will be completed with you and your child. The evaluators will write reports and a copy will be given to parents at the eligibility meeting. However, schools are required to have a copy available for parents to pick up two days before the eligibility meeting. It is advised, that parents take advantage of this and read reports before the meeting to help get familiar with the information and to formulate questions. The reports hold a lot of information that can be overwhelming if you are not familiar with this type of testing. Read Understanding Test Scores to understand the types of tests used and what the scores mean.

Additionally, the meeting is likely to bring forth strong emotions as your child’s difficulties are discussed openly. It can be overwhelming for parents, especially when not prepared. When parents do not read the reports prior to the eligibility meeting, they are the only people at the table who come to the meeting not knowing what to expect.


What if My Child is Found ELIGIBLE for Special Education Services?

Once a child is eligible for special education services, the schools have 30 days to develop an Individualized Education Plan (IEP) for the student. This will consist of accommodations, goals, and describe the services offered. Parents are part of a committee to help create this document. Once it is signed, schools are legally required to follow it. It is reviewed once a year, unless parents or teachers feel that changes are necessary. Every three years, the committee will determine if the student should be reevaluated. This is called a triennial evaluation. Sometimes another full evaluation will be conducted, other times a review of records and updated teacher information is used.


What if My Child is Found INELIGIBLE for Special Education Services?

If your child was found ineligible for special education services and you agree with the eligibility findings, then your child will not receive special education. He or she was evaluated because of a problem that still needs to be addressed within regular education. Ask for a separate meeting with your teacher or a team to determine what accommodations or strategies can be used to help.

If you believe that your child requires special education services and has a disability, but was found ineligible for services, make an appointment to meet with the special education director. If an agreement cannot be reached, you may be able to have an Independent Evaluation at the expense of the school. The results of that testing will be brought back to an eligibility meeting. A child MUST have 2 things before they can receive special education services: They must have a disability and there must be a documented educational impact that the student requires special education services to be successful.

As governments have reacted to the coronavirus pandemic by closing borders, seasonal workers have been kept out, raising a pressing question: who is going to produce the food amid agricultural labor shortages? Policymakers in the Asia Pacific, Europe, and North America have responded by seeking to recruit residents, lengthen stays for already present seasonal workers, and find ways to continue admitting foreign seasonal labor, as this commentary explores.

European countries have ramped up their investments in helping refugees find work and integrate into society. Yet little hard evidence exists of what programs and policies work best. This report proposes a new framework for thinking smartly about integration programming, using cost-benefit analysis to look beyond short-term, economic outcomes to also measure indirect benefits through a social-value concept.

As EU Member States struggle to deliver on the European Union's call to expand channels for foreign workers, they should focus more on attracting the middle- and low-skilled third-country nationals needed by the labor market yet for whom few opportunities for admission exist. They also would do well to consider their migration policies in light of labor market, foreign policy, and development objectives, rather than as a means to reduce irregular migration, this report cautions.

Marking the release of an MPI report, this webinar examines the challenges and successes major host countries in Europe and North America are experiencing in providing high-quality early childhood education and care (ECEC) services for children from refugee and asylum seeker families.

Marking the release of an MPI brief that articulates a new adult education program model, this webinar features a discussion among immigration and legal services, adult education, and digital learning experts. The webinar includes a discussion of strategies to implement the English Plus Integration model, which would maintain a central focus on English language acquisition while also building skills necessary for successful immigrant integration.

Taking stock of weaknesses in the WIOA-driven design of most adult basic education programming, MPI analysts draw on research from the integration, adult education, and postsecondary success fields in arguing for the adoption of an “English Plus Integration” (EPI) adult education program model, and discuss strategies for implementation. 

WASHINGTON — Rapid arrivals of humanitarian migrants in Europe and North America have been matched by an equally unprecedented outpouring of public support. As offers to volunteer and donate pour in, many have asked whether this generosity can be harnessed to ease pressures on overburdened receiving communities and service providers. But using volunteers to meet the longer-term integration needs of resettled refugees and recognized asylum seekers is not an automatic salve: it requires thoughtful training and investment to be effective.

WASHINGTON — A new age of migration has been ushered in by large-scale spontaneous migration flows on both sides of the Atlantic, which have upended asylum adjudications systems and placed enormous stress on reception, housing and social services, particularly in Europe.

Governments are facing urgent pandemic-related questions. One of the more pressing ones: Who is going to harvest crops in countries that rely heavily on seasonal foreign workers? In this podcast, MPI experts examine ways in which countries could address labor shortages in agriculture, including recruiting native-born workers and letting already present seasonal workers stay longer. Catch an interesting discussion as border closures have halted the movement of seasonal workers even as crops are approaching harvest in some places.

With the children of immigrants a growing share of all U.S. children, and federal immigration enforcement and other policies undergoing significant change, some state and local child welfare agencies are developing new ways to improve how they work with immigrant families. This report examines key cultural, linguistic, and legal challenges, and how agencies are adjusting staffing, training, placement, and other policies to tackle them.

Martha M. Funnell
Jan 1, 2015; 33:32-36
Translating Research to Practice

Understand how customer brains work - these are the most important cognitive biases for e-commerce marketers.

The post 12 Cognitive Biases E-commerce Marketers Need to Know appeared first on Neuromarketing.

The coronavirus pandemic put India's population of 1.3 billion into an extreme and sudden lockdown. Social entrepreneur Gayathri Vasudevan explains how the situation is impacting the country's migrant workers, who are stuck far from home with limited access to food and shelter, and calls for an overhaul of India's social infrastructure in order to get people the essentials they need right now. (This virtual conversation is part of the TED Connects series, hosted by current affairs curator Whitney Pennington Rodgers. Recorded April 9, 2020)

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.

There are more than 1 million children in the U.S. whose parents are active duty military. This video explores some of the ways school leaders can work to meet these students' needs.

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.

The principal of a school in Kentucky went back to the drawing board on his school's schedule after hearing author Daniel Pink talk about what children really need.

Former Colorado Gov. John Hickenlooper, who helped initiate a shakeup of Denver Public Schools, has announced that he's running for president as a Democrat in 2020.

In the wake of anti-immigrant violence, we must help make sure that all students feel welcomed, writes Susana Cordova.

A push to open a center devoted to research and professional development for rural K-12 holds promise for educators who work in small, isolated communities.

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.

Keeping up with students’ growing mental-health needs was a concern for districts long before the pandemic began. It’s even harder now, educators and psychologists say.

Emotions -- Religious aspects.

Autism spectrum disorders in children.

Embroidery.

Kansas' auditor found that more than $400 million of state aid intended for poor, black, Latino and ELL students was being spent ineffectively, including on items such as food service supplies and an after-prom party.

The children exposed to high levels of lead-laced drinking water from Michigan's Flint River are entering schools now and the school system is straining to meet their special education needs.

Rockville, Maryland : National Institute on Drug Abuse, 1988.

Springfield, Virginia : National Technical Information Service, 1974.

[Manchester] : School of Nursing Studies, University of Manchester, [1995?]