Almost everyone resolves to make some positive change in their life for the New Year. It might be losing weight, getting more exercise, sticking to a budget, or spending less time on social media or interacting with a screen. All of those are good resolutions. Here is something else to consider. What is the volume of your voice when interacting with your loved ones? Are you a “screamer?"


Join the club. You sweat the shopping and preparing a huge meal or a dish only to be met with comments about what is missing this year. Gifts elicit a noncommittal response. Before the gathering is over, one of the kids will have a meltdown (maybe it won’t be yours). At the end, you and your family are exhausted and irritable. No one is happy. Let’s not replay these scenes again!


If your college freshman who is eligible for support refuses to contact the Office of Disability Services, know that you are not alone. Many students feel confident after their acceptance to college and graduation from high school. They may want to employ a “wait and see” approach as they enter a new system of education.


Although all colleges and universities offer services for students with a disability (LD and ADHD among others), an Individual Education Plan is valid only from Kindergarten through grade 12. After high school, students are covered under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act (ADA and 504) at the post-secondary educational setting.


Springer School and Center’s own Technology Integration Specialist Barbara Hunter, MEd, has partnered with Monica Hassell, RN, to write an article entitled “Flight, Fight, Freeze or Fib,” recently published in Additude Magazine. Monica is co-director and principal coach for Connect ADHD Coaching in Brisbane, Australia. The authors consider why children and adults tell “fibs,” but especially why individuals with ADHD do.


In a blog post two weeks ago, I mentioned “Structured Literacy.” This is a term that the International Dyslexia Association is using to describe explicit reading instruction. These instructional approaches include direct instruction in breaking words into sounds. Then sounds are taught and associated with specific letters or letter patterns. The student has to learn to produce the letter when given a sound, and then when shown the letter, provide the corresponding sound.


School and home life are hectic under the best of circumstances. It can seem easier to go ahead and do everything ourselves rather than going through the hassle of prodding, cajoling and issuing constant reminders to get family members to play their part. Are there less painful, more successful ways to get children to be ready for school in a timely manner, come home with the correct homework or complete a chore?


You have received one of those dreaded reports from school that your student in a grade from K through 3 is not meeting the curriculum standard in reading. You immediately blame yourself for not reading to them enough, for having a job, or worse, you blame your child for “not working hard enough.” Let’s take a step away from blame and toward what this report means for your child.


Dyslexia is a language-based learning disability. Dyslexia can appear as a challenge in decoding unfamiliar words, spelling, using correct grammar, understanding and using language to express oneself verbally, writing, or in a slow reading or writing pace.


About 80 percent of students on an Individual Education Plan (IEP) under the category of Specific Learning Disability have a reading disability. The International Dyslexia Association defines dyslexia as “a specific learning disability that is neurobiological in origin.