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A person wearing a futuristic virtual reality headset looks up with raised hands, appearing amazed, while a glowing planet Earth floats in space above them, surrounded by stars.

Advocating for Immersive Technologies to Augment Education

by EdCircuit Staff & Jaime Donally October 9, 2019

written by EdCircuit Staff & Jaime Donally 2 minutes read

Jaime Donally is an author, speaker, and consultant specializing in immersive technology. Awareness of AR and VR capabilities has increased, and Donally is excited about the developments. “Last year, we were still explaining the difference between augmented and virtual reality. But [today] I think people are starting to get more of a grip on what it is and some of the concepts behind it,” she adds.

An Immersive Experience

Today, many teachers are embracing and “digging into” AR and VR applications in the classroom. Donally is highly optimistic about even greater acceptance moving forward. As she further explains, “They’re not just jumping on the technology because of the ‘wow;’ they’re now jumping in because they’re ready to see it transform their classrooms. It’s an exciting time because we’re finally ready to transition from the foundation to more of the immersive experience for students as a whole and [having an] effect on curriculum.”

Conversations around AR and VR are moving away from discussions of buying the newest thing to educators asking, “What are the practical devices to use in immersive technology?” With a newfound teacher interest comes the consultant’s job of posing, “What do you currently have right now? Let’s make that useful. Let’s make sure that we’re maximizing what you currently have available.”

There are practical matters to think about with immersive technologies that lead to what Donally calls “ramifications of choice.” She adds, “I love immersive technology, but I’m also very much practical. I’m always about ‘What is your budget? Let’s look at what you want to get from this. Are you hitting what you’re supposed to be hitting, and are you doing what is safe for your kids and what’s going to be beneficial for their lives? If done right, it’s beautiful and amazing. Kids will be spurred on to do some pretty phenomenal things.”

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October 9, 2019 0 comments

Close-up of two hands gently cupping a small mound of soil with a green seedling sprouting from it, symbolizing growth, care, and nurturing.

K-12 Teachers Connecting with Kids

Connecting with Kids: Proactive Behavior Management Strategies

by EdCircuit Staff October 9, 2019

written by EdCircuit Staff 5 minutes read

By Lori Jackson and Steve Peck

Why we must plan proactively, rather than relying solely on interventions

Phew, October. We all survived back to school! The routines for parents, students, and teachers have started to gel. It’s getting a little easier to wake up on time. Morning routines at home are working a little smoother and classroom expectations are starting to take hold. With that said, it’s a great time to do a little checkup to make sure we have everything in place just in case the honeymoon doesn’t last!

Time to check out the foundation.

So let’s be honest, we know the honeymoon isn’t going to last. That’s why It’s even more important to make sure you have a solid plan to help support the behavior of your students. We think about this process the same as we do the process we have for teaching reading or math. We can’t wait until the first test to see if our kids need math or reading instruction, right? So let’s not wait until the first issue in the lunchroom or the playground to start teaching our students to manage their own behavior. The time to teach the skills kids need for classroom management is before there is an issue. When you approach it in this way, you’re not making the assumption that your students are coming to your classroom already knowing how to understand their emotions and manage them. You’re viewing what some call “soft skills” the same way you view their academic skills. They need to be taught so that students can learn and practice them and use them when they matter.

We’ve heard from so many teachers over the years about the students that right out of the gate gave them challenges.

One teacher shared with us the struggles of getting one student to sit at his desk each morning instead of roaming the classroom during morning work. Previous years classrooms had allowed him to roam as long as he wasn’t bothering anyone. Unfortunately, he was now in a grade where it was important that he take place in morning activities and in order to do so he needed to be at his table.

Let’s look at this situation as the perfect opportunity to think about a proactive whole class approach to classroom management- before a situation presented itself. We would suggest a whole-class conversation about how different activities during the day make you experience different emotions. As the teacher, share different emotions from your own day. For example, a faculty meeting might make you feel anxious if you have to talk in front of a group. Then, share that feeling anxious might make you not want to go to the meeting. Get students talking about how different emotions can make you behave in different ways. Then brainstorm ways you could manage the emotions. This whole class exercise is a good way to start talking about emotions and how they impact our behavior. It isn’t going to fix everything, but it is a place to begin.

How would we add support for the classroom roamer? Our roamer will need some direct teaching to connect his emotions to the behavior of roaming. This can start with some observation from the teacher to see if there is any pattern to the behavior. We would also recommend taking photos or video of the behavior. Video is an excellent way for students to come face to face with their behavior so they can understand the context in which it takes place. Help the roamer by sharing an example of an emotion that you feel and how it drives a specific behavior. Then support this connection in your student with their own behavior. Ask, “What emotion do you think is driving you to roam around the room in the morning?

When the teacher of the roamer had that conversation, what she learned was that several emotions were at play- depending upon the morning. With support, she worked on strategies to manage one emotion at a time. The first was that the roamer felt “anxious” when he wasn’t sure what activity was happening in the morning and what he would be asked to do. So the strategy for his feeling “anxious” was to ask his teacher when he entered in the morning what specifically he would need to do. This strategy took some time to reduce the anxiety(and stop the roaming) but it did eventually take hold. Then when the roaming behavior appeared again, she repeated the process and addressed another emotion.

Hold up, you know this strategy? You call it previewing and you do it with so many of your students. Yes, it’s an excellent strategy for anxious kids. Let us share how this process is different though.

If we just “preview” with our roamer and don’t help him to learn the emotions driving his behavior, he won’t ever learn how to manage feeling “anxious” when he experiences it again- and we know he will. We want him to know how to manage his emotions and to drive his OWN strategies. This is why it is so important to put our students in the driver’s seat when it comes to managing their own behaviors that come from their emotions. It’s giving them the keys.

Give it a try this month. Proactively begin sharing the emotions behavior connection with your students. This way, when you have a student who needs a little more, you’ll already have laid the foundation and you can hit the ground running. Further Reading

KidConnect Blog – Articles
eSchool News – 5 benefits of SEL in classrooms
Forbes – Does Social And Emotional Learning Belong In The Classroom?

October 9, 2019 0 comments

Six people stand in front of a step-and-repeat banner, with two young adults in the center holding certificates and medals, flanked by four adults. Colorful balloons decorate the sides; various logos and a “To the Moon” sign are visible.

K-12 Teachers Creativity

How Students Combine Entrepreneurship and STEM to Solve Global Challenges

by EdCircuit Staff October 9, 2019

written by EdCircuit Staff 7 minutes read

An educator shares insights from coaching a student team in the Conrad Challenge
By Ryan Johnson

The 21st century is truly built on STEM skills, including a countless number of different strengths students develop through their education journey that have lasting significance in preparing them to participate―and thrive―in post-secondary education and beyond. It’s an exciting time for teachers in STEM subjects, as we have the opportunity to explore creative techniques for fostering these skills.

Whether we’re discussing truly modern competencies, such as website design or app development for smartphones, or so-called “soft skills” for success, such as the ability to coherently communicate a project, all of these skills have explicit relevance in the STEM-driven world and―if we’re doing it right―all are developed inside the classroom. Our understanding of well-rounded success skills has rapidly advanced in the past several years, and now teachers in the sciences have a greater opportunity to help students learn technical skills alongside broader success skills such as the 4Cs (collaboration, communication, creativity, and critical thinking), and to do so in a real-world context that makes learning far more relevant and engaging.

Learning happens inside the classroom and well beyond the school

No matter what goals a student has set for life after high school and/or college, there are common foundational skills required to flourish. Learners must develop the confidence and ability to anticipate questions, have deep communication skills, and have marketable skills relevant to the needs of the economy. Understanding this, teachers must ensure these targets are woven into our classroom culture and instruction.

Within the traditional classroom, it’s already required for students to hone communication and STEM skills in order to connect and work with classmates, as well as to assert their knowledge and development to teachers. The “safe pressure” presented by working with peer groups and having to step up their skills encourages students to work hard and develop products that they can feel proud about. That being said, our class period is only 53 minutes, far from enough time to fully develop deep, long-lasting skills.

So how do we bridge the gap between the learning time available inside the school day, and the further time for exploration that’s required to engage in problem solving and refine technical and creative skills? One powerful way is to get students to work on their skills outside the class environment, whether in a formal extracurricular program or simply extending their learning at home, and the first step toward making it happen is simply to encourage our students and provide guidance on what they might explore. Showing students resources to encourage them outside of the classroom is key. Until they know about places such as makerspaces, 21st century-styled libraries and media centers, and other excellent community resources, they can feel overwhelmed or under-supported. But once we get them connected with all that’s available, the world opens up.

Innovation and entrepreneurship make STEM transformative

The Conrad Challenge is a global innovation and entrepreneurship competition in which students create solutions to challenges that affect global sustainability. I participated last year as the coach of a team comprised of my former chemistry students Ethan McFarlin and Taylor Harkley, and through the process we all engaged in learning that’s not possible strictly within the confines of the traditional education experience.

The competition combines STEM disciplines with entrepreneurship to engage students in designing the future, as well as the opportunity to prepare for success in the global workplace. Teams of up to five students, between the ages of 13-18, innovate new products and services in the following six categories: Aerospace & Aviation; Cyber-Technology & Security; Energy & Environment; Health & Nutrition; Smoke-Free World; and Transforming Education with Technology.

As brand new inventors and entrepreneurs, participating in the Challenge pushed my students beyond the confines of what they previously thought possible. The competition has a diverse set of focus areas and wide latitude for students to develop skills aligned with their interests — they are given a completely open opportunity to identify a global challenge they wish to address and determine the solution they wish to invent―while still being supported and encouraged through educational materials, judge feedback, and peer mentoring. Students get real-world insights from subject matter experts in business, industry, research, and academia, who guide them in turning an idea into a plan for a workable business.

Our team competed in the Energy & Environment category. The students researched, developed, and produced a smartphone app called “PineSight AI,” which utilized learning artificial intelligence neural network technology to analyze tree bark for pine beetle infestation, a huge problem in the forests in our home state of Colorado, as well as elsewhere in the U.S. Through the Challenge process, Taylor and Ethan developed project goals by collaborating with forest industry and computer AI experts, produced a business plan to market and sell their product, and then developed the app itself, working with app developers and software engineers. Needless to say, this required massive amounts of work, learning, and development of the kinds of skills that corporations are looking for in today’s app-driven world.

The most inspiring moment of our participation in the competition came during the Innovation Summit in late April, where the finalist teams in each of the Challenge’s six competition categories present their pitches to a panel of judges, but it came in a way I didn’t necessarily expect. Even more amazing than touring the facilities at the Kennedy Space Center Visitor Complex in Florida, interacting with NASA personnel and Conrad Challenge founder Nancy Conrad, and even our outings to the beach (which is no small treat for us Coloradans, especially in April), it was watching my students engage in high-level, powerful conversations with peers from around the world that made left a major imprint on my memory. These teens, despite coming together from countries as far away as Malaysia, India, Australia, and the United Kingdom, were all focused on helping one another develop the skills to become world-changing STEM professionals and entrepreneurs. It was incredible to watch them all come together in one place.

Through the year-long Challenge process, my students had to connect with real-world problems―and, although the Challenge is global in scale, we had the opportunity to address an issue of great importance in our own backyard―and come up with novel ways to tackle them. They then had to build their skills in the technology field, along with marketing, business, and entrepreneurship, each of which are invaluable in preparing high schoolers for future success, yet something that few students get to experience until post-secondary education. When facing the college admissions process, seeking internships, and eventually entering the skilled workforce, the experience the students have gained through this competition will continue to pay dividends.

I encourage every STEM educator to find opportunities to help your students create, innovate, and become entrepreneurs. This is how you can build a bridge between classroom instruction and career readiness, even at the middle and high school levels. In my experience, it doesn’t get better than the Conrad Challenge if your aim is to help students become business-savvy, 21st century learners and thinkers. It didn’t just expand what my students thought was possible: it pushed my own understanding and expectations beyond my previous limits. The experience brought a new paradigm to my work as an educator, a new understanding of how to encourage my students to reach new heights, and even a new perspective on the possibilities of STEM itself.

This article was originally published in the September 2019 issue of STEM Magazine

About Ryan Johnson

Ryan Johnson, MSc, is a chemistry teacher and cross country coach at Doherty High School in Colorado Springs, Colo. He is also the president of the Colorado Association of Science Teachers. Follow Ryan on Twitter @RyTriGuy

Registration for the 2019-20 Conrad Challenge is open through November 1, 2019. Educators, students, and subject matter experts can learn more about the Challenge and learn how to get involved by visiting https://www.conradchallenge.org/

Further Reading

edCircuit – The Life of an Aerospace and Aviation Innovator

eSchool News – 10 reasons to use AR and VR in the classroom

Forbes – New Research On How We Teach STEM Is Promising

October 9, 2019 0 comments

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K-12 Teachers Professional Development True Literacy

Five Tips to Deliver PD That Supports Reading Instruction

by EdCircuit Staff October 8, 2019

written by EdCircuit Staff 4 minutes read

By Dr. Michael Hart

If we know so much more than before about the diagnosis and treatment of dyslexia, which affects one in five learners, why are so many children still suffering? The answer lies in the disconnect between what the science of reading tells us and what educators are being taught in their teacher training programs. The majority of teachers are not trained to understand language development and the connection to reading proficiency. Moreover, very few teacher training programs include curricula about reading and written language instruction.

So how can we expect an instructional team to implement early screening and intervention when they haven’t had the education, training and experience to do so? The short answer is, it’s not going to be easy. But school districts can make it a priority to provide thoughtful and comprehensive professional development to provide this essential training. The key is to acknowledge the substantial depth and breadth of training necessary to understand the key components of effective screening and reading intervention, and more importantly, how to put them into practice. Here are some strategies to make this training a success:

1.) Communicate district goals: At the school level, the leadership team needs to prioritize the goals of the district pertaining to dyslexia screening and intervention. It’s important that these goals are continuously communicated to the whole team and not just to the special education teachers. Clearly conveying high-level objectives will contextualize the work taking place in professional development sessions and provide a roadmap for participants.

2.) Seek input: Far too often the goals and objectives for professional development are derived from top-down decision making versus bottom-up collaboration. To counteract that trend, seek input from the teaching staff and other school team members on the areas on which they’d like to focus within the context of the district’s overarching goals. General educators as well as special education teachers, school psychologists, speech and language pathologists, learning specialists, and others should be given the opportunity to provide input.

3.) Provide continuous training: The duration of professional development must be significant and ongoing to allow time for teachers to learn new strategies and grapple with implementation. But we don’t want to overwhelm school teams. Rather, we should develop a plan for the long-term, stick to the plan and keep it doable. Keep in mind that ongoing professional development is an important strategy to compensate for the lack of in-depth education and training in teacher education programs. It will take time.

4.) Make it active: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice. The one-and-done professional development model simply does not work. We know from the research that it may take up to 50 hours of instruction, practice and feedback to truly master a new teaching strategy.

5.) Support the change: True change is really, really hard. It’s not enough to learn new practices at a professional development training — teachers also need adequate support during the implementation stage to address the specific challenges of changing classroom practice. The secret to making it stick is making sure all invested parties are supporting each other in their efforts to effect meaningful change. To that end, ensure school and district leaders are supporting changes in their budgeting, scheduling, team development and collaboration time.

As reading proficiency levels stagnate, more states are taking a long, hard look at current practices and revamping their entire approach to reading instruction. Thirty-three U.S. states now have updated laws that include provisions for teaching students with dyslexia, and some of the new legislation calls for dyslexia screening and teacher training specific to the needs of dyslexic students. Despite these improvements, districts must contend with the fact that hundreds of teachers are already in the classroom without the benefit of this training. Districts must fill in this gap with a serious and sustained professional development that will equip teachers not only with a working knowledge of reading science, but also best practices for screening and intervention. Nothing less than our students’ futures are at stake.

Author
Michael Hart, Ph.D. is a child psychologist with 25 years of experience in the diagnostic assessment and treatment of a full range of learning differences, including dyslexia and (AD/HD). He is the founder/owner of www.drmichaelhart.com and is currently providing webinars, online courses and onsite presentations/training for parents regarding the proper educational care of our dyslexic students.

Prior to his current role, Dr. Hart served as a clinical psychologist, educational administrator and expert witness for learning disabled students in various settings including pediatric inpatient psychiatry, outpatient psychiatry, private practice and K-12 school settings. During his practice, he administered the full spectrum of psychological tests, behavioral assessment tools, affective inventories, projective tests, academic achievement tests and behavioral interviews. His experience spans from infants to adults and he has conducted approximately 1000 evaluations.

Michael is intensely focused on supporting parents as they become better informed and more experienced in the effective treatment and care of our dyslexic students.

Follow Dr. Michael Hart on Twitter

October 8, 2019 2 comments

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Project-based learning

What Is the Difference Between Bright and Gifted?

by Todd Stanley October 4, 2019

written by Todd Stanley 5 minutes read

Oftentimes, gifted kids are referred to as being bright. We want to be careful when labeling them with this because it is not always accurate. You see, a bright child is someone who has the following qualities:

Is attentive

Works hard

Learns with ease

Enjoys peers

Love school

Is a people pleaser

Is good at following direction

Is compliant

Bright vs. Gifted

That’s a pretty good list and one that any teacher would give part of their paycheck if all students in their classes were of this quality. But this is not necessarily the gifted child. In fact, many times the gifted child can have a clear distinction to the quality:

Understanding a Bright Child and Gifted Child

There are a few clear distinctions between the two. For instance, the bright child is a hard worker, while the gifted child tests well. That does not mean that all gifted children do not work hard, but what it does mean is that some gifted children do not have to work hard in order to achieve good grades. As a result, some of these gifted children have learned not how to work hard, but how to hardly work. And who can blame them?

Another distinction would be the bright child enjoys classmates while the gifted child prefers peers. Some would liken those two to be the same, but they are very different. Classmates 99% of the time are the same age. This is because in the United States all children enter kindergarten around the age of 6, which means they are 1st graders at 7, and so on and so forth until they graduate at age 18. That means that in a classroom, the kids are the same ages. Bright kids tend to work well with these kids because they are people pleasers as well as being very agreeable. Some gifted students, on the other hand, take on what James Delisle calls the “better than” instead of the “better at” attitude. In other words, because the gifted child is better at much of the academics because of his abilities, he takes this a step too far and feels as though he is better than those classmates. Part of that is also not suffering fools gladly. If the gifted child thinks he is better than his classmates, he does not respect their input and thus might have difficulty making friends. Sometimes it can be the other way around, and his classmates are not very accepting of him because he thinks different and talks different. This is why you often see gifted students talking with their teachers; these adults are the only ones that they can have a conversation with.

A Love for Education

A third distinction is the love of school and the love of learning. Again, some would think these to be one in the same. After all, isn’t school where one goes in order to learn? Thus if you love to learn, you love school. Sometimes this is certainly the case, but there are those students who do not love school. In fact, they resent it and dislike going. This might be because they have become bored by school, or there is a lack of challenge, or that they are bullied because of their abilities. For whatever reason, the child no longer loves school and may become an underachiever who does not perform to the level of their ability. Make no mistake, though; this child still loves to learn. She just prefers to learn what is interesting to her. She might not turn in her homework and yet spends hours on Youtube trying to figure out how to bake a particular dish, or she might do poorly on tests and yet spends a lot of time refining her poker game. The effort to learn is still there. It just isn’t what you would characterize as traditional learning. Because of this, many times, gifted students determine what is worthy for them to learn. If they deem something not to be worthy, they will not give their best effort and may even do poorly. A bright child is always going to work hard to get good grades, even if it is something they don’t want to particularly learn about.

Understanding Compliant vs. Complex

A final distinction between bright and gifted is that the bright student is compliant while the gifted one is complex. This becomes a challenge for teachers. Working with students who follow directions and do what is asked of them is very nice and certainly makes the job easier. It does not always lead to great learning, however. Compliant students do not question what is being taught to them and thus only can go as deep into the material as it is presented by the teacher. A gifted child, on the other hand, will question things. They typically want to engage their minds and so will explore something that causes them to become curious. By doing so, they are allowing the lesson to become much more complex and engages those higher levels of thinking. Although this is better educationally, it is not necessarily better for discipline and ease of the class.

There are many people who carry the stereotype that having the gifted students in class is a piece of cake because they are all the “good” kids. This is certainly more true of the bright children but not the gifted. Someone who teaches gifted is going to have to be on their toes much of the time for students that are challenging them.

Read more from Todd at Stanley at edCircuit and The Gifted Guy.

Subscribe to edCircuit to stay up to date on all of our shows, podcasts, news, and thought leadership articles.

October 4, 2019 0 comments

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Hidden

Five Tips to Successfully Advocate for Your Dyslexic Child

by EdCircuit Staff October 4, 2019

written by EdCircuit Staff 5 minutes read

By Michael Hart, Ph.D.

When parents learn their child has dyslexia, it can be a very confusing, frustrating and overwhelming time. In many cases, they will reach out to their child’s school for help and support. Many will discover, to their dismay, that teachers and administrators don’t necessarily have the knowledge or resources to adequately support their child’s learning needs. While the vast majority of educators are seriously committed to their profession and want to do their best, a variety of factors frequently hamper their ability to effectively serve students with dyslexia including a lack of proper training, inadequate professional development and limited resources.

To make matters worse, our education system is often a messy, slow-moving bureaucracy. When the school team seems reluctant to help, or in some cases, denies supports or services, parents may find themselves in an uncomfortable, adversarial position. This can be incredibly upsetting for parents and can make them feel powerless. Nonetheless, it is critically important that they regroup and persevere. Here are five steps parents can take to obtain information, support and services for their child.

1. Embrace your role as advocate

The “wait and see” approach can be damaging for a child with dyslexia and put them at risk for a cascading series of failures. Some parents will delay taking action because they think, “Aren’t the teachers the experts?” Far too often, that is not the case, and it can lead to months or even years of delays before a proper remediation plan is put in place. While many parents may feel overwhelmed by the prospect of advocating for their child, they can accomplish far more than they realize. Those who embrace their role as their child’s advocates tend to adopt a problem-solving mindset and are more inclined to look at all of their options both inside and outside of school and get help sooner.

2. Educate yourself

Parents need to educate themselves relentlessly so that they can make informed decisions. There is ample high-quality content about dyslexia available online. Parents can start with sites such as International Dyslexia Association to grow their database of knowledge quickly. At Yale Center for Dyslexia & Creativity, they can learn about the underlying neurobiology of dyslexia and much more. Wrightslaw.com is a great place for parents to learn the basics about the laws and procedures that pertain to special education, how to request evaluations and obtain services from the school district. Additional information about dyslexia and the challenges children and families face is available on sites such as Understood.org and Reading Rockets.

3. Evaluate options

In most cases, parents will find that they will need community and home-based resources above and beyond what the school is offering for remediation and skill-building. This may take the form of a private school placement, tutoring, outside classes, counseling, and more. Fortunately, educational technology has become one of the most powerful tools for remediation and can be made available at school, at learning centers and even at home. There are now numerous tools to help dyslexic students with the reading, writing and editing demands of school such as Scribeasy, Grammarly, Google Read & Write and Quill. Evaluating these options can help clarify a path forward.

4. Build a community

A well-known dyslexic Henry Winkler, “The Fonz” from Happy Days, said, “You don’t grow out of dyslexia. You just learn to negotiate with it.” Just as a dyslexic child will have to keep working at it, so will parents, as their child’s advocates. But they don’t have to do it alone. Parent communities have sprung up both in-person and online. Many states now have a Decoding Dyslexia chapter. These parent advocacy groups not only hold regular meetings and provide support from fellow parents, but are often instrumental in getting their states to pass laws that require school districts to meet the needs of dyslexic students.

5. Take care of yourself

Seven hours a day for nine months out of the year, dyslexic children are often in a setting where they fail over and over again. They desperately need opportunities to do what they love and enjoy, whether that’s outside activities, hobbies or family outings. The same goes for parents. So many parents or caretakers become so focused on the difficulties and challenges of helping their child that they neglect themselves. It’s important they also find ways to rest and replenish their spirit in order to be the best parents they can.

Moving forward

Parents are a critical member of their child’s team, and their active participation is essential to giving their child a voice, especially in the early years. Indeed, strong and persistent parent advocacy can often be a deciding factor in whether or not a child with dyslexia receives services and supports. Parents can tackle this long and often arduous journey by arming themselves with information, seeking support from outside experts and fellow parents, and banding together to effect change.

Author

Michael Hart, Ph.D. is a child psychologist with 25 years of experience in the diagnostic assessment and treatment of a full range of learning differences, including dyslexia and (AD/HD). He is the founder/owner of www.drmichaelhart.com and is currently providing webinars, online courses and onsite presentations/training for parents regarding the proper educational care of our dyslexic students.

Prior to his current role, Dr. Hart served as a clinical psychologist, educational administrator and expert witness for learning disabled students in various settings including pediatric inpatient psychiatry, outpatient psychiatry, private practice and K-12 school settings. During his practice, he administered the full spectrum of psychological tests, behavioral assessment tools, affective inventories, projective tests, academic achievement tests and behavioral interviews. His experience spans from infants to adults and he has conducted approximately 1000 evaluations.

Michael is intensely focused on supporting parents as they become better informed and more experienced in the effective treatment and care of our dyslexic students.

Follow Dr. Michael Hart on Twitter

October 4, 2019 2 comments

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