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Find articles about education, learning and school-related needs of children with CAS. What to include in school programs...

  • What is The Association Method?

    The Association Method is a multisensory, phonics-based method which is highly intensive, incremental and systematic in its design, enabling seriously communication impaired children to acquire reading, writing, and oral language skills simultaneously. It was developed by Mildred McGinnis at the Central Institute for the Deaf and described in her book, “Aphasic Children” published in 1963. […]

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  • What is Bullying? Are There Unique Risks for Children with Disabilities?

    By
    Kelly Champion, Ph.D.

    Bullying is a serious problem for some students but not all acts of aggression that are concerning are understood to be bullying. To qualify as a bully, a child must repeatedly use aggression intentionally to hurt someone and to obtain privileges or to demonstrate power over his or her peers without provocation. Bullying behavior is […]

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  • Understanding Sensory Integration

    By
    Maryann Colby Trott, M.A. with Marci K. Laurel, M.A., CCC-SLP and Susan L. Windeck, OTR/L

    (from the book Sensibilities and reprinted here with permission from author Maryann Trott) Imitation is an aspect of praxis that can be observed early in life. Many early parent-baby games involve imitation. Parents imitate babies’ movements, facial expressions, or vocalizations. Babies then repeat the action that the parents imitated. These first conversations are very important […]

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  • The “All About Me” Book

    How to Share Information About Your Child with New People

    By
    Sharon Gretz, M.Ed.

    When my child with apraxia was ready to transition from a wonderful preschool into our elementary school system, I must admit that I was terrified.The preschool staff and his private speech language pathologist had a very nice team approach in place and my son was thriving. His speech and language were improving.His ability to communicate […]

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  • Retain or Promote? Making Educational Decisions for Your Child with Apraxia

    Some Thinking Points

    By
    Dyann Rupp, M.A., CCC-SLP with assistance from Apraxia-KIDS listserv members

    Parents of children with Childhood Apraxia of Speech (CAS) are often faced with the decision of whether or not to retain their child in preschool or kindergarten (and sometimes beyond). Sometimes it is the parent’s idea to retain and, at other times, it is the school’s idea. There are so many questions at hand: Is […]

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  • Graphomotor Skills

    Why Some Kids Hate To Write

    By
    Glenda Thorne, Ph.D.

    Description of Graphomotor Skills Handwriting is complex perceptual-motor skill that is dependent upon the maturation and integration of a number of cognitive, perceptual and motor skills, and is developed through instruction (Hamstra-Bletz and Blote, 1993; Maeland, 1992). While a plethora of information exists in lay and professional literature about many of the common problems experienced […]

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  • Extended School Year: Do Children with Apraxia of Speech Qualify?

    By
    CASANA (Childhood Apraxia of Speech Association of North America)

    Each year your child’s IEP team should meet and decide if your child “qualifies” for “extended school year” (ESY) services. ESY is typically provided over the summer, when many schools have an extended break, but, it can also include smaller breaks, if the IEP team determines that it is necessary in order to provide a […]

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  • Emotions to Advocacy

    The Parent's Journey

    By
    Pamela Darr Wright, M.A., M.S.W.

    Worry. Sadness. Fear. Guilt. Helplessness. Anger. Confusion. Disappointment. More worry. Parenting has always encompassed difficult periods-times when parents feel concerned and confused-sleepless nights when they worry about how well they are fulfilling their responsibilities to their children. Raising a disabled child “ups the ante.” Meeting the complex needs of the child with a disability can […]

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  • Children with Apraxia and Reading, Writing, and Spelling Difficulties

    By
    Joy Stackhouse, Ph.D.

    It is not the case that all children with a history of speech and language difficulties have associated literacy problems. However, school-age children whose speech difficulties persist beyond 5 years of age are most at risk for associated difficulties in reading, spelling and sometimes maths. Let us first consider the nature of persisting speech difficulties […]

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  • A Parent’s Guide to Psychological Assessment of Apraxic Children

    By
    Tim Sass

    I am neither a psychologist, speech-language pathologist, or a lawyer. However, as a parent of an apraxic child I have had to make decisions about psychological testing and have had to deal with school officials seeking evaluations of my daughter. What I have learned about psychological testing and related legal issues has come from a […]

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