September 5, 2022
by Center for Social Development and Education
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The first day of school is around the corner. Students are feeling excited and little bit nervous to meet new friends and new teachers. For children with Autism Spectrum Disorder (ASD) in particular, the first day of school may feel overwhelming, … Continue reading
August 8, 2022
by Center for Social Development and Education
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Before working at the CSDE I was a special education teacher at a charter school in Brooklyn that primarily served Black and Latinx students. Many of my students struggled to stay focused in the busy classrooms of 30 or more … Continue reading
May 2, 2022
by Center for Social Development and Education
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In much of the social-emotional learning (SEL) programming for students, interventions that are marketed as “universal” are not really universal at all – they are not designed for students with intellectual disability (ID). This can be due to different factors: … Continue reading
March 7, 2022
by Center for Social Development and Education
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Child development experts everywhere are aware that, as children age and grow, the developmental milestones they reach change. So, social and emotional (SE) school interventions must change with them, too. Social emotional learning (SEL) is defined as the process through … Continue reading
February 21, 2022
by Center for Social Development and Education
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So your child has been referred for a special education evaluation – now what? The process of qualifying a child for special education is a confusing one, full of meetings, timelines, testing, and jargon. It can be confusing for many … Continue reading
January 24, 2022
by Center for Social Development and Education
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Without fail, in all of my endeavors to teach social-emotional curricula to young people, there has been a student that, despite their best efforts, had outbursts during teaching time, wouldn’t connect to the material at all, or “shut down” when … Continue reading
November 1, 2021
by Center for Social Development and Education
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“That intervention just isn’t going to work for my students.” “My school doesn’t have the time.” “This program isn’t working like you said it would.” In school-based research, these phrases are commonplace. Despite the careful planning put into intervention research, … Continue reading