Archive for the 'Uncategorized' Category

Are middle schools/junior high schools filling their intended goals??

New research from New York University, cited in EurekAlert, looks at the emergence  of middle schools/junior high schools in the mid-21st century as a way of better meeting the developmental needs of young adolescents than traditional K-8 and 9-12 groupings.  The study’s evaluation of student outcomes in these early-adolescent groupings today, however, suggests that neither academic nor personal developmental needs are met in these schools as opposed to students who attend the more traditional elementary and high schools.  Interesting read!


Resilience the key to coping with bullying

New research from two U.S. universities, cited in EurekAlert, suggests that resilience not only buffers the impact of bullying, but also that resilient kids grow stronger through bullying experiences.  The take away message – rather than trying to eliminate bullying, educators should be focusing on building students’ coping skills and teaching resilience so that they are better prepared to deal with adverse situations – a very good message!

Kids can learn to transfer problem-solving skills from tablets to real life puzzles!

New research from Swinburne University of Technology in Australia, cited in EurekAlert, contradicts earlier research which suggested that screen-based learning did not translate to physical problem solving.  This is not true of all skills, the authors caution, but only when the screen learning is interactive.  Given the popularity of tablets for kids of all ages, this is important information to incorporate into our understanding of the development of learning skills.

More psychiatric disorders seen in late adolescent, early adulthood ASD

New research from the Institute for Clinical Evaluative Sciences (ICES) and York University in Toronto, reported in MedScape, indicates that as students with ASD mature and leave the public school system, their incidence of psychiatric disorders increases.  This would seem to be a good argument for early preparation during high school so that the transition is not so difficult for them.

Report on school safety and violence

A recently released report from the US National Institute of Justice reviewed school safety and violence statistics from 1992 (Columbine) to the present and found some interesting trends.  It is important to note, as does the report, that while it is imperative for schools to be safety conscious and alert to possible problems, there are also a number of beliefs that aren’t substantiated by facts.  While this is  US data, it is likely that we can learn from similarities in Canada.

Were we wrong about the challenges girls with ASD face?

A new study from the Children’s National Health System, cited in disabilityscoop, notes that girls with ASD have more day-to-day organizational problems than do boys.  This difference was not seen earlier, due to girls having better social/communication skills, but do point out an area of need that warrants help from adults in their lives.  (You can read the full study from Wiley by clicking on the “study” link.)

School exclusion – a vicious circle for kids with problems

In a large, data-based study from the University of Exeter, reported in EurekAlert, researchers found that school exclusion, even very short term, only exacerbated the sorts of behavioural and emotional problems that might have initiated the suspension in the first place.  And the effects are cumulative!  This study is something for schools to consider at the beginning of a new term, and hopefully will encourage administrations to find other ways to deal with behavioural issues other than suspension.

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