Those words are words that have been spoken by Jacob Barnett. Jacob is a young man who was labeled with Autism when he was two years old. He wasn’t supposed to talk, or even learn to tie his shoes. Now, he has been recognized world-wide for his work within the field of science, in particular within the field of astrophysics (and wears flip-flops). He is 14 now, teaching at a research university, working on his PhD, and in line to be rewarded a Nobel Prize someday. Watch this TedxTeen talk to get an idea of who this incredible young man is.
Jacob is also currently writing a book about how to make math more approachable for kids his age. Additionally he runs a non-profit that benefits kids who are on the autism spectrum by focusing on social skills and coaching them on thinking in their own unique ways. His mom has written a book titled The Spark: A Mother’s Story of Nurturing Genius. And more than that, he loves basketball and root beer floats.
In my introductory post, I gave an overview of why you need this curriculum. In my last post, I detailed a few more specifics about how we put it together for your successful use.
In this post, and the next one, I will go over the four instructional parts that make up the curriculum in greater detail, and hopefully answer some questions about how to individualize it to your specific needs at your school. Please don’t forget to comment, as you will be entered into the drawing to receive a copy I am giving away at the end of my next post! Continue reading →
Lately I have been working with a number of parents and schools during this busy time of year, when IEPs are needing to be revisited and plans for next year put in place for kids with disabilities (take a minute to read my posts about IEPs for some ideas of where to begin and important things to think about during this very necessary, and hopefully meaningful, process).
During the conversations I have been having lately, it dawned on me that when people are planning for next year and thinking about what did or didn’t work well this year, the use of paraprofessionals to support kids with disabilities is a central issue that can make or break a student’s success. IEPs that include paraprofessionals must consider quality professional development and the time to do that development effectively for paraprofessionals. Now is the time to start thinking about how that can look, and planning when it will happen. I have a great resource to offer. Continue reading →