At Child and Family Development, we offer School Readiness Assessments for children ages 4 to 6 years. Assessments provide valuable information to teachers and parents on school readiness, learning styles, appropriate learning environments, and developmental strengths and weaknesses. We recommend this service for children prior to beginning a formal kindergarten experience.
School readiness testing examines pre-academic/readiness skills in reading math, written language. Development tests of fine motor coordination, auditory memory, receptive language and expressive language help determine developmental readiness. An educational specialist can provide parents with useful information to aid in their school readiness decisions.
The testing is typically completed in two visits to our clinic. During the first appointment, the educator will administer standardized tests as well as complete an informal assessment of ABC knowledge, rhyming, sound blending, and counting. The second appointment is a feedback session for the parent(s). A brief written report will be mailed to the parents following the assessment.
If you are interested in learning more, contact us to schedule an appointment with one of our Educational Specialists, Mary Froneberger and Martha Knight.
In order to qualify for accommodations on the SAT, a student must have a documented disability, such as a learning disability. However, just because a student has a disability, does not mean they will necessarily qualify for accomodations. In addition, students with an IEP or Section 504 Accommodation Plan do not necessarily qualify for accommodations on the SAT.
Child and Family Development offers comprehensive psychological-educational evaluations in order to determine the presence of learning disabilities (such as dyslexia), attention disorders or anxiety disorders that may warrant the recommendation of accommodations. In addition, the evaluation includes measurements that are accepted by the College Board. Parents should know that in most cases, the College Board requires an evaluation to be current within the past 5 years.
Contact a Child and Family Development clinic to learn more about our diagnostic and treatment services.
It’s that time of the year again in North Carolina… End of Grade (EOG) time. Public school students in grades three and up across North Carolina will be assessed through End of Grade tests this spring to determine their academic progress and to determine whether or not they are ready for the next grade. So what about students with disabilities? What if they don’t pass the EOG tests? Students that are identified with a disability in public school and who have an Individualized Education Program (IEP) should not be retained based on not passing the EOG test. Instead their academic progress should be measured by the goals and objectives of the IEP. Many public schools have a committee of staff that review the cases of students who have not passed the EOG tests. Typically, the committee will take into account whether or not the student has a disability when making a decision about retention or promotion; however, it is oftentimes a principal’s decision. If parents disagree with the school’s decision to retain their child, they should request a meeting with the principal and/or the school district’s Exceptional Children’s Director.
As an educational specialist at Child and Family Development, I consult with parents of children with disabilities and help them navigate support services in public school including IEPs and Section 504 Accommodation Plans.
North Carolina Department of Public Instruction requires that children must be 5 years old by August 31st of the enrolling school year to attend kindergarten. Many parents are frustrated by this cut-off date and wonder what to do. The state does allow children who turn 4 years old by April 16th to apply for early admissions if they exhibit “an extraordinary level of academic ability and maturity” (State Board Policy ID Number: GCS-J-001). In order to qualify the child’s aptitude or intelligence and academic achievement must be assessed. The child must score at the 98th percentile on a measure of intelligence, such as the Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III). The child must also score at the 98th percentile on a measure of achievement in either math OR reading. Other factors such as maturity, motivation and behavior are taken into account. Parents often wonder if their child is bright enough to score at the 98th percentile on these measurements. It may be helpful for parents to understand that this percentile is based on a nationally normed measurement where Average is the 50th percentile. In order to score at the 98th percentile the child would have to score better than 98% of other children their age. With regards to academics this means that they are able to perform academic tasks such as reading or math well above their peers.
As an educational specialist at Child and Family Development I help complete evaluations to help determine early admissions to kindergarten as well as kindergarten readiness.
Last November 18th, 2010 was the 35th anniversary of the Individuals with Disabilities Education (IDEA) Act. This federal law has made incredible changes in public education for students with disabilities by mandating free and appropriate public education. Although many more students with disabilities are able to attend public school and learn, there are often instances where state and federal laws are violated and students with disabilities do not unfortunately get the education that their disability warrants.
As an educational specialist at Child and Family Development, I consult with parents of children with disabilities, such as learning disabilities, dyslexia and ADHD. We can help facilitate the process of special education in public schools. This includes consulting parents with determining special education eligibility as well as the effectiveness of the Individualized Education Program (IEP).
IEP or Individualized Education Program is a plan mandated by the Individuals with Disabilities Education Act (IDEIA) that outlines special education services for students with disabilities. Parents are often confused about this component of public education and how their child qualifies for such a resource. In order to qualify for an IEP, a student must have a disability. In the state of North Carolina, there are 14 different areas of eligibility that include disabilities such as, specific learning disability (reading, writing, math, etc.), autism and speech impaired. Students diagnosed with AD/HD are often found eligible under the Other Health Impaired Category.
The IEP process and special education in general can be very confusing and overwhelming for parents. As an educational specialist with Child and Family Development, I consult with parents and help them through this process by helping them understand their rights and special education law. I am also available to attend school meetings with parents. My professional experience in public schools with special education as well as my experience in private practice have proved invaluable in helping children and families.
January is National Mentor Month and what a great reminder of the importance of mentors especially when it comes to education! All children benefit from mentoring, but especially those with learning disabilities such as dyslexia and ADHD as many of these children struggle with poor self-esteem and poor self-concept. When they are able to connect with someone else who either has a similar learning struggle and has overcome it, or someone who takes the time to understand them and help them understand themselves, their self-esteem is certainly boosted. There are many ways that adults and even teens can invest in children and mentor them. This might include being a lunch buddy or a reading buddy to a young student. Think about how you can invest in a student’s future today!
When a child is diagnosed wtih dyslexia or a learning disability, it is very important for a parent to begin to demystify their learning struggles. This of course helps prevent or alleviate a negative self-concept.
There are several children's books available that parents can read to or with their dyslexic child. Some I recommend are: Thank You Mr. Faulkner by Patricia Polacco, The Don't Give Up Kid and Learning Differences by Jeanne Gehret, I Have Dyslexia What Does That Mean? by Shelley Ball-Dannenberg and The Alphabet War: a story about dyslexia by Diane Burton Robb.
As an educational specialist at Child and Family Development, I assess and diagnose learning disabilities and specifically dyslexia in school-aged children. I also offer treatment and consulation services to children and their families.
Wechlser recently released a new academic achievement, the Wechlser Individual Achievement Test-Third Edition (WIAT-III). This updated version of the WIAT-II has several new subtests that I have found to be very helpful in diagnosis of dyslexia and learning disabilities including an Oral Reading Fluency measurement and Math Fluency measurement. The assessment is longer than the WIAT-II and therefore it takes longer to administer, but I am finding that the additional information is well worth it. In addition it includes an oral reading component that the Woodcock Johnson Tests of Achievement-III does not have.
As an educational specialist at Child and Family Development, I use assessments including the WIAT-III to assess and diagnose learning disabilities and specifically dyslexia in school-aged children.
Parents often ask how to improve their child’s spelling skills. Although school curriculum continues to include accurate word spelling as a necessary objective, it seems that the instruction of spelling as been reduced to memorizing 10 to 20 words a week for a spelling test. So how can a child’s spelling improve?
Spelling is an academic task that requires retrieval of language and an understanding of the phonetic code of words. If a child exhibits a weakness in either of these areas, he/she will likely have difficulty in spelling. Therefore it is important for children to understand how to phonetically encode a word as well as how to visualize it as there are many sight words that do not follow the phonetic rules.
If your child is a poor speller it is unlikely you’ll be able to teach them how to ace the spelling bee, but you can improve their skill through instruction and help them to spell “close” so that technology devices such as the computer and hand-held electronic spelling devices can pick up the spelling mistake and offer suggestions.
It should also be noted that spelling problems are characteristic in individuals with learning disabilities, and specifically dyslexia. If you suspect your child has a learning disability or you would like some help with how to remediate their academic weaknesses, contact an Educational Specialist with Child and Family Development.
Parents are often unsure if their child is ready to begin kindergarten. Here a couple of signs and skills to look for in your child. Please note it is not necessary for your child to know/exhibit all of these skills to enter kindergarten. In addition, children with diagnosed developmental disabilities will likely not be able to master these skills before entering kindergarten and will require special education services to support them in school.
- Rote counts to 15
- Recognizes colors and basic shapes
- Sorts objects by color, size, and shape
- Exposure to alphabet letters
- Follows 2-3 step verbal directions
- Grasps a pencil for writing with established pencil grip and cut with scissors
- Separates easily from parents
- Articulates basic wants and needs
If you are not sure if your child is ready for kindergarten, you may consider consulting with an Educational Specialist at Child and Family Development who can discuss your child’s strengths and weaknesses with you and if necessary administer screening assessments to determine your child’s readiness for kindergarten.
IEPS (Individualized Education Plans) can be difficult for many parents to understand. Parents are often concerned that their child's IEP is not being followed appropriately including the accommodations and interventions. In addition, parents often worry that the goals and objectives are not measurable.
The Individuals with Disabilities Education Act (IDEA) of 2004 indicates that IEPs must be followed, reviewed annually, and that the goals must be measurable. In addition, parents have the right to request an IEP meeting at any time during the school year should they have concerns about their childs' education as it relates to the implementation of the IEP.
As an Educational Specialist at Child and Family Development in Charlotte, I consult and work with parents of children with various learning disabilities and educational related disabilities attention deficit (hyperactivity) disorder/ ADHD, Dyslexia, Autism Spectrum Disorder) in order to help them understand special education law and how to advocate for their children.
Here are some examples of curriculums, games and strategies you can use at home to support the learning of your young reader. These are specific to children in grades K-2 that are struggling with basic reading including word decoding and fluency.
- Explode the Code (Educators Publishing Service)
- SRA Merrill Reading Program (SRA)
- SPIRE readers (Specialized Program Individualizing Reading Excellence, Educators Publishing Service)
- One Minute Reader (Read Naturally)
- Phonological Awareness Chipper Chat (Super Duper Publications)
- What's Gnu? (Thinkfun)
If your child is having difficulty acquiring reading skills, contact an educator at school or Child and Family Development, as early intervention is the key to success!
Learning disabilities are believed to impact approximately 20% of the population. Is it possible to see warning signs of learning disabilities in pre-school aged children? Yes. Here are some signs to look for:
- late speech and language development
- late or inconsistent development of alphabet letter recognition and sounds (late is considered by 5 to 5 1/2 years)
-poor rhyming skills
-weak fine motor skills
-late established hand dominance
-difficulty with word retrieval (says "ummm" and "thingy")
-advanced vocabulary in comparison to development of pre-academic skills
If you are concerned that your pre-schooler exhibits signs of a learning disability, consider a developmental screening at Child and Family Development by an Educational Specialist.
Individualized Education Plan (IEP) team meetings can be frustrating and complicated for parents. Oftentimes unintentionally, educators use lingo and acronyms that confuse parents. Parents are encouraged to learn special education law and regulations so that they can better advocate for their child and also actively participate at their child's IEP team meeting.
As an educational specialist with Child and Family Development, I consult with parents and help them better understand special education and better advocate for their child.
The Woodcock Johnson Tests of Achievement, Third Edition (WJ-III) is an individualized academic achievement test that is widely used by both clinical settings and schools. This educational test is a nationally normed test; therefore, an individual is compared to their same-aged peers. Results of the test include standard scores, percentiles, age-equivalents and grade-equivalents. The test includes 22 batteries of tests that measure academic skills; however, most clinicians give the 13 subtests that give the basic reading, reading comprehension, math calculation, math reasoning, and written expression composites. Many clinicians prefer to use the WJ-III because it assesses core academics and academic fluency subtests for all subjects.
The WJ-III is one of the preferred academic measurements used at Child and Family Development as part of the psychological-educational evaluation. This tool helps clinicians determine the presence of a learning disability and/or attention disorder.
The first step of a psychological-educational evaluation is the parent intake. This is a parent meeting with the clinician where the parents indicate their referral concerns. Why is this so important? Any time a clinician is considering a diagnosis, such as, dyslexia, learning disabilities, or AD/HD it is critical to understand the background of the child. This includes when the problems were first noticed, who noticed them (including teachers and parents), medical history, academic history (including acquisition of pre-academic skills such as alphabet, sounds), and family history. Research studies have shown that dyslexia and AD/HD run in families with a history of these disorders. In fact according to Sally Shaywitz, M.D. (2005) profesor of pediatrics at Yale University School of Medicine, "between one-quarter to one-half of the children born to a dyslexic parent will also be dyslexic." (Overcoming Dyslexia).
If you suspect that your child may have a learning disability, dyslexia, or AD/HD you are encouraged to consider speaking with an educational specialist or child psychologist at Child and Family Development and begin with the intake meeting.
Parents are often confused about their dyslexic child's eligibility for special education services. In North Carolina and South Carolina, dyslexia is not an area of eligibility for special education services. However, dyslexia is a condition listed in the definition of Specific Learning Disabilities by the Individual with Disabilities Improvement Act, 2004.
'
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." United States Code (20 U.S.C. §1401 [30])
Nevertheless, just because a child is diagnosed with dyslexia, does not mean they will automatically receive special education services. The child must still be referred for consideration of eligibility at the school by either the parent or teacher. In many school districts in NC and SC, the Response to Intervention model is used before children are tested for eligibility. Moreover, it is likely that only if the dyslexic child's academic weakness is significantly hindering them at school that they will be found eligible for services. This will be supported by the child's performance in the classroom as well as the results of the child's psychological-educational evaluation.
As an Educational Specialist with Child and Family Development in Charlotte, I evaluate and diagnose children with dyslexia as well as offer treatment and parent consultation services for special education eligibility.
Visit our website to learn more about Education Therapy and our comprehensive evaluation process.
Back to School Tips for Parents of Students with
Individual Education Programs
- Consider requesting an IEP meeting when school begins, especially if your child is transitioning to a new school or new school setting (middle school, high school). Make sure you have read and understand your child's IEP goals and accommodations for the upcoming school year. If your child is in grades 3 through high school, ask the teachers if their EOG or EOC scores are available. If they are, review the scores and review the child's testing accommodations to determine if any additions or modifications need to be made. Alway ask the IEP team to answer any question you have related to your child's IEP.
- Make sure appropriate school staff are informed about your child's IEP, especially their accommodations. You can ask your child's special education teacher or principal how the school ensures that appropriate school staff know which students have IEPs.
- Become familiar with your child's 3 year re-evaluation date. This is the date your child will be re-evaluated for eligibility.
- Remember, you can request an IEP meeting at any time.
As an Educational Specialist at Child and Family Development in Charlotte, I often meet parents who are concerned about their child’s academic success, especially children with learning disabilities, ADHD, and autism spectrum disorders. We help families navigate the public school system, including determining the need for an IEP and classroom accommodations. Let me know if I can answer any of your questions!
Many children with learning disabilities have weak reading fluency. The speed at which your elementary-aged child reads age-appropriate texts can make or break his/her ability to comprehend what is read and certainly hinder self-esteem. Here are some tips for improving reading fluency at home.
- Choose a text of 100 words that the child can accurately read (at least 90% accuracy rate). First, instruct the child to read aloud and time the child for one minute. Record how many accurate words per minute the child read. Secondly, read the text with the child. It is always a good idea to demonstrate appropriate fluency as you read with the child including stoping at punctuation and using voice inflation when appropriate. Third, instruct the child to read the text another time. Again, time for one minute and record the correct words read per minute. Then you can show the child the results. Hopefully the child will see the improvement!
- Choose 10 words that you want to target for improved fluency. This can be sight words or words from a phonetic word family/syllable type. Write the words down on separate small notecards. This will be the word pile. Then make a game board by writing the words in any particular order in two columns (5 in each column). Write the word "start" at the bottom of the first column and the word "end" at the bottom of the second column. Find some type of marker such as a penny or game board marker and place it on "start." Tell the child to read aloud the first word (right above "start"). Then tell the child he/she is to locate this word in the word pile. The child will then read the words on the notecards until he/she finds the card with the word on it and then move the marker up one space to the word on the game board. Continue with play until you get to the "end." After each turn make sure you shuffle the word cards. This will give the child opporunities to read the words frequently.
There are also individualized curriculums and programs that can help improve reading fluency at home. I suggest
One Minute Reader (www.oneminutereader.com). This program has all the materials you'll need to support your child's reading fluency at home.
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