Brenda was a typical sixth grader in every way but one: she faced incredible difficulty in math class. She was a very good reader and writer, and in fact a very good student in every way – except when she entered Mr. Barnard’s classroom.
This blog is the second in a series on dyslexia. Topics to be addressed further in include accommodation options available, and the transition of a child to life, school, etc. following diagnosis.
A young NASCAR star and his parents discuss his triumph over dyslexia, and the Clay Center team provides guidance on what you can do if your child has learning differences.
Includes a roundtable discussion with Drs. Gene Beresin, Ellen Braaten, and Steve Schlozman on the topic of dyslexia beginning at 3:07 of the segment.
We profile two smart young men with slow processing, a learning difference that affects their ability to manage daily tasks in a timely fashion. Dr. Ellen Braaten has expert advice for both parents and children coping with this issue.
This post is the first in a multi-part series from Dr. Braaten entitled Bright Kids Who Can’t Keep Up.
The number of professionals available to conduct evaluations of children can be quite overwhelming. Psychologists, psychiatrists, social workers, educational consultants, counselors, and neuropsychologists are only a partial list of the professionals who can be helpful when you’re seeking more information about your child’s development.
Dan’s mom left her son’s evaluation team meeting at school feeling really frustrated. Dan, an active second grade student, was diagnosed by his psychiatrist with attention deficit hyperactivity disorder (ADHD).
Christopher had a tough third grade year. He struggled to pay attention, had difficulty reading his assignments, and was never able to finish his homework on time. At various points throughout the school year, his teacher asked his parents to get him “evaluated”—either through the school system, or through a private clinic.
Jenny thought she was prepared for her tenth grade AP Physics exam. She hadn’t missed a single class, consistently participated in group discussions, completed all her homework and was diligent about studying. Her confidence about her preparation was fairly good—until she walked into the classroom.
This blog post is part of a series entitled Real Lives, Real Stories: Personal Experiences With Mental Illness.