Enhanced Learning Skills for Kids » learning disabilities

The Language Tune-Up Kit at Home

colleen — Thu, 06 Oct 2011 18:15:35 +0000

The Language Tune-Up Kit at Home is a great resource that I recommend for parents of kids with dyslexia. It was developed by Jim Worby, who had two children with dyslexia who were enrolled in a special school for kids with learning disorders. He wasn’t happy with the results the school was getting when it came to increasing the reading proficiency of his kids, so he began working on this program in collaboration with two teachers who had 25 years of experience with the Orton-Gillingham method.

I’ve addressed Orton-Gillingham in other material, but if you’re not familiar with it, I’ll just say that it’s the primary resource for teaching reading to kids with dyslexia. It’s been in use for over 75 years and is the foundation of almost all other methods for teaching reading to people with learning disabilities. Along with computer specialists, Worby enlisted the help of Orton-Gillingham experts to help develop Language Tune-up Kit at Home. What it accomplished for him was that his kids didn’t have to attend a special school for dyslexia anymore.

Not all children with learning disorders can achieve a level of proficiency so that they don’t have to go to a special school or work one-on-one with a tutor. My daughter Shannon, who has learning disabilities, goes to a school that uses the Orton-Gillingham approach, but if your child doesn’t need that kind of intensive one-on-one learning environment, then this program is great as a standalone.

You can also use it as a supplemental support for kids who are working with tutors and receiving services in school that are Orton-Gillingham based. It’s also great for home-schoolers who need additional support, as it will provide an opportunity for you to gauge how well they’re learning. For a child with dyslexia, increasing their reading performance gives a huge boost to their self-esteem and this program lets them see measurable results.

The program contains a placement test to gauge their current reading level, but my advice is to begin at the beginning because it never hurts to reinforce the material that they already know. They can just breeze through it if they know it really well, or they might find there are some things that need brushing up on.

This program is broken down into different sections. They go through the long vowels, short vowels, consonants, different types of syllables, and different vowel combinations, like the V-C-E’s, the V-C-C-V’s and all of those vowel-consonant-vowel combinations. It’s a very structured, systematic approach with lessons that take about 30-45 minutes a day. When your child is done with this program, they will have an added 4,400 new words to their vocabulary.

The part that I love about the program is that it’s done in a human voice. When your child is doing the program with their headphones on, it’s like the tutor is right there with them, talking to them, asking questions, teaching new things and reinforcing what they’ve just learned.

The program is really easy to use and it works with standard PC or a Mac if it has Windows. It also comes in English or Spanish.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals. Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business. To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

What is The Orton-Gillingham Method of Reading Instruction?

colleen — Thu, 29 Sep 2011 18:15:14 +0000

If you have a child who’s having difficulty reading, you may have heard of Orton-Gillingham. It’s a method of reading instruction used to help children with learning disabilities. Basically, reading at the simplest level is about decoding sounds to make up words. What happens with kids with dyslexia is that the part of the brain that decodes words isn’t working properly, which makes reading difficult. Dr. Samuel Orton and Anna Gillingham developed the Orton-Gillingham method back in the 1930s. Orton was a pathologist and neuro-psychiatrist at Colombia University. He studied children with language processing impairments and along with his colleague at Colombia, Anna Gillingham, began to develop a method for teaching reading to people with learning disabilities. They knew that people with a reading impairment were at a huge disadvantage when it came to getting an education.

Orton-Dillingham was the first teaching method of its kind to address the issues of people with learning disabilities like dyslexia. The approach is multi-sensory, combining visual, auditory and kinesthetic practices to help children decode written materials. In using sight, sound and touch (visual, auditory, kinesthetic) reinforcement to teach reading in a systematic program, you’re providing multiple avenues for understanding and triggering memory.

Since its inception in the 1930s, many other instructional methods have been introduced that incorporate the Orton-Gillingham approach, including Wilson Reading, which is also a very good system.

What happens with dyslexia is that the left side of the brain, which is the side that processes language, isn’t making the proper connections. This has been backed up by MRI studies that show which parts of the brain are active during reading. This is why the multi-sensory methods work so well with kids with dyslexia, because the learning exercises activate both the left and right side of the brain. Using this approach, combined with my brain training system, is a great way to strengthen the neural pathways that are necessary to become a proficient reader.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

The Latest on Learning Disabilities

colleen — Wed, 24 Aug 2011 02:12:49 +0000

The National Center for Learning Disabilities (NCLD) has just released their biennial report, State of Learning Disabilities: Facts, Trends and Indicators. The report surveys each individual state to give a comprehensive picture of learning disabilities (LD) in the U.S. In addition to incidence rates, it tracks the impact of learning disabilities on educational and career achievement. Roughly 4.67 million Americans are affected by learning disabilities.

The good news found in the report is that in the past ten years there’s been a 14% decline in the incidence of learning disabilities in school-age children in the U.S.

There’s also been an improvement in the academic performance of students with learning disabilities. The study shows that 64% of LD students are graduating with a full high school diploma, which is a 12% increase over the rate of 52% ten years ago. The drop-out rate for LD high school students has shrunk to 22% from 40%, an18% drop over the same period. LD students comprise 42% of the 5.9 million students enrolled in public school special education programs.

Less encouraging are the findings when it comes to higher education and students with learning disabilities. The study shows that that only 10% of LD students enroll in a four-year college within two years of graduation from high school. That figure means that their earning capacity and career opportunities are going to suffer.

In publishing the report, the NCLD seeks to further a wider understanding of learning disabilities and to dispel common misunderstandings about the condition, which includes confusing it with intellectual disabilities, autism, attention deficit disorder, blindness and deafness.

As research, understanding and teaching techniques for people with learning disabilities continues to advance, there’s no doubt that they’ll be reaching their full potential in greater and greater numbers.

A copy of the report can be accessed at the NCLD website http://www.ncld.org. Our brain training programs can help any child from the gifted to the child with learning differences. Check out what we can do for your child today http://www.els4kids.com

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals. Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business. To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

Colleen Bain, M.A. Awarded Industry Expert for 2010 by Who’s Who of Cambridge

colleen — Tue, 11 May 2010 14:33:56 +0000

Colleen Bain, M.A. was Awarded Industry Expert for 2010 on May 10, 2010 by Who's Who of Cambridge. She won the exemplary honor of being the one person in the field of Education – Specifically within Brain Training (Neuroplasticity) working with children. An Official Press Release is forthcoming.

Colleen dedicates this award to her family, her husband, Thomas who has supported her efforts and continues to do so when times are tough realizing the importance of her work for children around the country and the school systems. She gives special thanks in forms of hugs and kisses to her two children, Shannon and Sean. Both have been the driving force behind her business and advocacy efforts of neuroplasticity.

A very special thank you goes out to all of the families that have entrusted their child with Colleen's expertise. With their help, together, they have changed many lives.

Mrs. Bain will be highlighted on a special website honoring her achievements and successes. She will also have a full chapter dedicated to her lifelong passion of working with children and families in assisting children enhance their ability to learn easier and more efficiently. Her chapter will discuss her journey, discussing how she became who she is today, her Student Transformation System and her recent efforts towards creation of a Student Transformation Certificaction Program to help others who share her passion become independent brain trainers using some of the top brain training tools on the market.

Published by Cambridge Who’s Who Publishing, Inc., the Top 101 Industry Experts book features biographical information and exclusive interviews with prominent Cambridge Who’s Who members. Selected from more than 400,000 executives, professionals and entrepreneurs, these exemplary leaders stay at the top of their fields by possessing unique experience and wisdom, all the while exhibiting innovation in their work.

Categorized into 20 industries and 113 individualized fields, each chapter conveys the objectives and triumphs these experts have achieved to earn success. While people become experts for many reasons (due to mastery over their work or after years spent cultivating the solution to a problem, for instance), it is not clear at what point a layman becomes an expert. This abstract concept of expertise is explored in detail in many of the interviews. Each offers tangible advice on getting ahead in your field.To explore Top 101 Industry Experts, click here to read the foreward, introduction and browse a few chapters of the book.

For more information about the Cambridge Who’s Who members who were selected to appear in Top 101 Industry Experts, click here.

Colleen Bain, M.A. Awarded Industry Expert for 2010 by Who's Who of Cambridge

colleen — Tue, 11 May 2010 14:33:56 +0000

A very special thank you goes out to all of the families that have entrusted their child with Colleen's expertise. With their help, together, they have changed many lives.

Published by Cambridge Who’s Who Publishing, Inc., the Top 101 Industry Experts book features biographical information and exclusive interviews with prominent Cambridge Who’s Who members. Selected from more than 400,000 executives, professionals and entrepreneurs, these exemplary leaders stay at the top of their fields by possessing unique experience and wisdom, all the while exhibiting innovation in their work.

Categorized into 20 industries and 113 individualized fields, each chapter conveys the objectives and triumphs these experts have achieved to earn success. While people become experts for many reasons (due to mastery over their work or after years spent cultivating the solution to a problem, for instance), it is not clear at what point a layman becomes an expert. This abstract concept of expertise is explored in detail in many of the interviews. Each offers tangible advice on getting ahead in your field.To explore Top 101 Industry Experts, click here to read the foreward, introduction and browse a few chapters of the book.

For more information about the Cambridge Who’s Who members who were selected to appear in Top 101 Industry Experts, click here.

Stop Committing Children to Virtual Wheelchairs – by Roger Stark

colleen — Tue, 11 May 2010 14:06:28 +0000

For the first time since 2003, 4^th graders failed to make any progress in reading on the National Assessment of Educational Progress (NAEP). Why improvement before and none since? The push with NCLB (No Child Left Behind) raised the concept of accountability, measuring and providing consequences for not meeting Adequate Yearly Progress. What this suggests to me is that simply paying attention drives some progress (low hanging fruit) but what’s been going on in education hasn’t gotten at the root cause of our most challenging populations.

Imagine an athlete on the field who breaks a leg. Not a coach alive would admonish the player and demand that they get up and run down the field. The coach, the trainer, the doctors, the parents gather around and figure out how to mend that broken leg and to rehabilitate it to the point where the athlete can perform as before, or better.

Our classrooms are filled with athletes with broken legs. Read More Now

Brain Awareness Week 3/15 – 3/21 2010

colleen — Mon, 15 Mar 2010 21:36:04 +0000

Brain Awareness Week (BAW) is the global campaign to increase public awareness about the progress and benefits of brain research. Every March BAW unites the efforts of universities, hospitals, patient groups, government agencies, schools, service organizations, and professional associations worldwide in a week-long celebration of the brain. Founded and coordinated by the Dana Alliance for Brain Initiatives and European Dana Alliance for the Brain, BAW is celebrating its fifteenth anniversary campaign in 2010.

During BAW, campaign partners organize creative and innovative activities in their communities to educate and excite people of all ages about the brain and brain research. Events are limited only by the organizers’ imaginations. Examples include open days at neuroscience laboratories; museum exhibitions about the brain; lectures on an array of brain-related topics; displays at malls, libraries, and community centers; classroom workshops; and many other activities and programs. source: http://www.dana.org/brainweek/

http://www.dana.org/brainweek/calendar/ – events around the world

In honor of Brain Awareness Week I am offering the following Brain Training Items at a discounted price:

BrainSkills @ $400.00

Learn more on BrainSkills Now

BrainWare Safari @ $247.00

BrainWare Safari Sibling Account @ $237.00

Learn more about BrainWare Safari Now

What Research Says About Brain Training

colleen — Fri, 12 Mar 2010 17:00:38 +0000

The following is an article taken from Sharpbrains.com. Posted By Alvaro Fernandez On July 23, 2008

In an emerging, dynamic, high growth market, like brain training, it is difficult to make precise projections. But, we can observe a number of trends that executives, consumers, public policy makers, and the media should watch closely in the coming years, as brain fitness and training becomes mainstream, new tools appear, and an ecosystem grows around it.

1. We predict an increased emphasis on brain maintenance in locations ranging from retirement communities to gyms. As a computer-savvy baby boomer population looks for ways to stay mentally fit, brain fitness, or brain training, is becoming part of their vocabulary and concern.

2. Physical and mental exercise will be better integrated. Physical exercise has been shown to increase the rate of neurogenesis, whereas mental exercise helps ensure the survival of any newly created neurons. Today both activities usually take place in very different settings: the former, in health clubs, the later, in universities. We predict that the borders between them will become more diffuse. Expect new programs such as brain fitness podcasts that allow us to train working memory as we jog or exercise bikes with built-in brain games.

3. Watch for a broad government initiative, similar to the one JFK led, to increase the public awareness of the need for brain fitness. It is becoming more widely understood by the medical and policy community that a combination of physical exercise, nutrition, mental exercise and stress management can help us maintain our brain health as we age. As politicians and policy makers look for ways to delay the onset of Alzheimer-related symptoms of our aging population, new initiatives may be launched.

4. Better and more widely available assessments of cognitive function will serve as objective baselines to measure the impact of cognitive training interventions.

There will also likely be better diagnostic tests to identify early Alzheimer’s symptoms, for example. Reliable diagnostic assessments of cognitive abilities will help move this field forward just as jumping on a scale tells you if your physical fitness and diet program is working.

5. Improved computer-based tools will come to market. The growing pipeline of research studies will enable the market leaders and new entrants to refine existing tools and devise new ones. More clinical studies will show the benefits of brain fitness programs to address specific clinical conditions and learning disabilities.

6. Low tech options will play an increasing role in the brain fitness field. Already, increasing research is showing the cognitive value and brain plasticity impact of interventions such as meditation and cognitive therapy. More research and wider applications will help refine our understanding of when and how they can be most helpful.

7. Doctors and pharmacists will help patients navigate through the overwhelming range of available products and interpret the results of cognitive assessments. This will require significant professional development efforts, given that most doctors today were trained under a very different understanding of the brain than the one we have today.

8. Insurance companies will introduce incentives for members to encourage healthy aging. Many insurance plans today include rewards for members who, for example, voluntarily take health-related questionnaires that enable them to identify steps to take to improve health. Increasingly, brain-related lifestyle factors will become part of these incentivized interventions.

9. Investments in new cognitive interventions for the U.S. military will be commercialized. As the military increasingly funds research to improve the diagnostic and treatment of problems such as PTSD and TBI, the resulting products will ultimately find commercial uses.

10. Brain training will be added to corporate wellness and leadership initiatives. Large employers with existing corporate wellness and leadership programs will introduce brain fitness specific programs aimed not only at improved health outcomes but also at increased productivity and cognitive performance in the workplace.

Find out what brain training services are available to you today!

SAT Vocabulary – Perusal

colleen — Mon, 08 Mar 2010 08:00:07 +0000

Perusal

Source: http://www.brainyflix.com

Special Education Terminology

colleen — Sat, 27 Feb 2010 21:23:48 +0000

Special Education Terminology by Colleen Bain, M.A.

1. PL 94-142:

PL94-142 is a law that was passed in 1975 requiring that public schools provide a "free appropriate public education" to school-aged children ages 3-21 (exact ages depend on your state's mandate), regardless of disabling condition; also called the Education For All Handicapped Children Act, with recent amendments now called the Individuals with Disabilities Education Act (IDEA). http://www.fapeonline.org/terms.htm

2. IDEA:

In 1997, The Individuals with Disabilities Education Act (IDEA) was reauthorized (P.L. 105-17). The IDEA Amendments of 1997 (IDEA '97) require states receiving IDEA funds to ensure that a free appropriate public education is made available to children with disabilities in mandatory age ranges in the least restrictive environment. One of the major emphases in the reauthorization of IDEA is that students with disabilities must have access to the general curriculum, that is, the same curriculum as for non-disabled students and be held to challenging performance standards. Thus, the provisions in IDEA '97 regarding the participation of students with disabilities in general state and district-wide assessment programs, with appropriate accommodations and modifications in administration, where necessary, promote these important statutory purposes. [20 U.S.C. §1412(a)(17)(A) and 34 CFR §300.138(a)]
http://www.teachervision.fen.com/teaching-methods/educational-testing/4132.html

3. Section 504:

Like the Americans with Disabilities Act (ADA), Section 504 prohibits discrimination against students with physical and mental disabilities who attend public school. The section protects students, whose physical or mental impairments substantially limit one or more “major life activities,” such as caring for themselves, seeing, breathing, walking and learning. Like the ADA, this statute protects both children with physical and mental disabilities who are not, and should not be receiving special education services, and children receiving special education services. Section 504 differs from the ADA in that it applies only to programs of the federal government and programs that receive federal funds. The New York City Board of Education receives federal funds and is covered by Section 504. Section 504 requires school districts to: develop and implement standards and procedures for identifying, assessing and assuring appropriate placement of eligible students; ensure the provision of necessary individualized services and support; and train teachers and support staff to perform services or make accommodations in the classrooms. Section 504 can require administration of medication, monitoring students’ physical well-being, provision of accessible facilities, use of equipment like tape recorders and calculators, counseling, and test modifications or accommodations. http://wrightslaw.com/info/sec504.index.htm

4. Individualized Educational Plan (IEP):

The term “individualized education program” means a written statement for each children with a disability that is developed, reviewed, and revised and includes statements about present levels of educational performance, measurable annual goals, special education and related services and supplementary aids and services to be provided, etc. Related to assessments, the IEP must include a statement of any individual modifications in the administration of State or district wide assessments of student achievement that are needed in order for the child to participate in such assessment, or if the IEP team determines that the child will not participate in a particular State or district wide assessment, a statement of why that assessment is not appropriate for the child, and how the child will be assessed. http://education.umn.edu/nceo/Presentations/tele2/DisabilityTerms.htm

5. Multi-Disciplinary Committee (MDC):

MDC is a team consisting of more than two specialists such as a special educator, speech and language pathologist, psychologist, occupational therapist, used to help determine the students needs

6. Child Study Team (CST):
The Child Study Team is located in each school building to receive and act upon referrals of students suspected of being disabled. The membership of this committee usually consists of at least three persons, including the school principal or a person chosen by the principal, the teacher or teachers, specialists, and the referring source if appropriate.

7. Least Restrictive Environment (LRE):

Under the IDEA all children who require special education services must be educated in the least restrictive setting appropriate to their individual needs. The statute states that “each public agency shall ensure – (1) That to the maximum extent appropriate children with disabilities … are educated with children who are non-disabled; and (2) That special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” In other words, if a child can learn in a general education class with necessary supports and services, s/he must be allowed to do so. If that’s impossible, then there must be a continuum of placements and services to allow for the individual needs of children receiving special education services to be met in the most integrated settings appropriate. http://www.wrightslaw.com/advoc/articles/idea.lre.fape.htm

8. Regular Education Initiative (REI):

An initiative from the Office of Special Education and Rehabilitation Services sponsored by Madeline Will in 1986 that advocated the integration of general and special education into one educational system for all students.

9. Non-discriminatory assessment:

A key principle in IDEA, this refers to assessing the abilities and needs of the individual student in a fair and unbiased manner to plan for an appropriate education based on the student's strengths, weaknesses, and exceptional learning needs.

10. Extended School Year (ESY):

Extended school year is a provision for a special education student to receive instruction during ordinary school “vacation” periods.

11. Appropriate placement:

Most appropriate placement is defined as "the environment in which all the needs of a student are best met, where the student acquires the greatest benefits from the educational program" (Curry & Hatlen, 1988, p. 420). The “most enabling placement is one in which the student has the opportunity to fully participate in all aspects of the school experience including acquisition of special skills, thereby providing an academic, social, and emotional environment that encourages a holistic development in preparation for life. The issue is the quality of education provided within a particular placement as measured by the degree to which specific, unique needs of a student with a visual impairment, as appropriately assessed and identified in his or her IEP, can be met" (Huebner, 1989).

12. Inclusive education:

Inclusion is a term often used to describe an LRE method of educating children in need of special education in a general education classroom in the school they would have attended if not disabled, with age appropriate peers, and with appropriate supports and services.

13. Mainstreaming:

As defined by the Board of Education “mainstreaming is the placement of a special education student with a disability in the general education classroom with age appropriate peers for those areas of instruction in which the student’s academic and behavioral performance is within the range of his or her non-disabled peers and is not impacted by his or her disability.” Mainstreaming can occur in academic classes or during other times of day including, for example, lunch, gym, and shop. In contrast to other LRE placements, mainstreaming does not require supplementary aids and services.

14. Self-contained setting:

A self-contained setting is a special class for specific types of disabled students who spend all or the largest portion of the school day away from the non-disabled.

15. Resource setting:

Instruction in a resource setting is provided by a Special Education teacher and is designed to meet individual academic needs and increase academic competence. http://cfbstaff.cfbisd.edu/huie/HTML/Special.htm

The purpose of the resource concept is to provide educational resources to the exceptional student, his teachers and his parents. These resources make possible the exceptional student’s continued enrollment in the regular classroom. Included in the resource concept is the resource setting which consists of a student attending resource for one-half to three hours a day. http://www.naset.org/2218.0.html

16. Attention Deficit Disorder (ADD):

Now referred to as AD/HD, subtype, “Predominantly Inattentive Type” for someone with serious inattention problems, but not much problem with hyperactivity/impulsive symptoms;

In 1994 the name of the disorder got changed in a way that is confusing for many people. Since that time all forms of attention deficit disorder are officially called “Attention-Deficit/Hyperactivity Disorder” after which a comma appears. After the comma, a subtype is specified:

• “Predominantly Inattentive Type” for someone with serious inattention problems, but not much problem with hyperactivity/impulsive symptoms;

• “Predominantly Hyperactive/Impulsive Type for someone with serious problems with hyperactivity/impulsivity, but not much problem with inattention.

Even though these are the official labels, a lot of professionals and lay people use both terms: “ADD” and “AD/HD.” Some use those terms to designate the old subtypes; others use ADD just as a shorter way to refer to any subtype. http://www.help4adhd.org/en/about/what/WWK8

17. Attention Deficit Disorder/Hyperactive Disorder (ADDHD):
Same as above relative to ADD/HD is now referred to as AD/HD with the subtype Combined Type” for someone with serious inattention problems and serious problems with hyperactivity and impulsivity. http://www.help4adhd.org/en/about/what/WWK8

18. Transition services:

The term `transition services' means a coordinated set of activities for a child with a disability that–

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests . . . " http://www.wrightslaw.com/idea/art/defs.transition.htm

19. Accommodation plan:

An Accommodation Plan is a written plan that describes the services and placement a child receives. This is developed and monitored by general education professionals. A group of individuals knowledgeable about the child develop the Accommodation Plan. Children who are eligible for special education services under IDEA already have a comprehensive Individualized Education Program, and do not have an additional Section 504 Accommodation Plan. http://college.hmco.com/education/resources/res_prof/students/spec_ed/legislation/pl_93-112.html#modifications

20. Specific Learning Disability:

The IDEA (2004) definition of SLD – “The term ‘specific learning disability’ means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.”

Enhanced Learning Skills for Kids » learning disabilities

The Language Tune-Up Kit at Home

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What is The Orton-Gillingham Method of Reading Instruction?

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The Latest on Learning Disabilities

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Colleen Bain, M.A. Awarded Industry Expert for 2010 by Who’s Who of Cambridge

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Colleen Bain, M.A. Awarded Industry Expert for 2010 by Who's Who of Cambridge

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Stop Committing Children to Virtual Wheelchairs – by Roger Stark

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Brain Awareness Week 3/15 – 3/21 2010

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What Research Says About Brain Training

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SAT Vocabulary – Perusal

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Special Education Terminology by Colleen Bain, M.A.

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