by Common Ground | Feb 8, 2023 | Better IEPs, Features, February 2023, Parents, Professionals, Teachers
What they say – and don’t say — about students with disabilities The pandemic’s effect on student learning and achievement continues to be a big concern for parents, educators, and policy-makers. Last fall, the National Assessment of Educational Progress (NAEP) tests,...
by Common Ground | Feb 8, 2023 | Better IEPs, February 2023, Parents, Professionals, Teachers
And the Need for High Focus on Recovery for Students with Disabilities While highly publicized reports underscore the negative effects of COVID-19 on student learning, it is important to focus on recovery, and systemic responses to address that learning loss. New...
by Common Ground | Feb 8, 2023 | February 2023, Parents, Professionals, Teachers
Since the start of the COVID-19 pandemic, Congress has provided three rounds of unprecedented direct federal funding to states to support the response of local school districts and to address the educational needs of students. Elementary and Secondary School Emergency...
by Common Ground | Feb 8, 2023 | Better IEPs, February 2023, Parents, Professionals, Q&A, Teachers
Back by request, Common Ground is re-printing this important story last run in 2021. New Jersey law, P.L.2021, c.109 (sometimes referred to by its Senate bill number, S-3434) requires boards of education to provide special education and related services to certain...
by Common Ground | Jun 15, 2022 | Parents, Professionals, Students, Teachers
1. Learning is an intrinsically social and interactive process, and social, emotional and behavioral competence is essential for all kinds of learning. Students are most successful academically when they can manage their behavior and emotions. Positive mental health...
by Common Ground | Jun 14, 2022 | Parents, Professionals, Students, Teachers
Americas School Mental Health Report Card, February 2022 A group of 17 national mental health organizations has published a report that rates states on how well they are addressing this crisis through school-based mental health services. The report evaluates each...
by Common Ground | Feb 13, 2022 | Parents, Professionals, Teachers, Uncategorized
Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, the fact that these symptoms are similar to those of children diagnosed with different...
by Common Ground | Feb 13, 2022 | Parents, Professionals, Teachers
Auditory Processing Disorder (APD) looks different as children get older. For student with APD their learning and reading skills may still progress, but early clues may gradually fade, and new and different clues may emerge as the student gets older. APD Checklists...
by Common Ground | Dec 20, 2021 | Parents
COVID-19-related school closures and instructional interruptions resulted in significant disruption of special education and related services to students with disabilities. The U.S. Department of Education (ED) issued guidance regarding COVID-related compensatory...
by Common Ground | Oct 4, 2021 | Parents
Labor Shortages New Jersey and the nation are experiencing broad workforce challenges across industries, which is directly impacting school districts and their ability to transport their students to and from school. Click here to read a recent NYT article. Schools...
by Common Ground | Jun 18, 2021 | Features, Parents, Professionals, Teachers
Several recent research studies have identified alarming numbers of teachers reporting Compassion Fatigue working during the pandemic. The American Psychological Association defines Compassion Fatigue as the burnout and stress-related symptoms experienced by...
by Common Ground | Jun 18, 2021 | Parents, Professionals, Teachers
Mother Teresa Understood Compassion Fatigue She wrote in her plan to her superiors that it was MANDATORY for her nuns to take an entire year off from their duties every 4-5 years to allow them to heal from the effects of their care-giving work.
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