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Susan Kruger Winter, M.Ed.
Welcome to part 3 of our 3-part series on special education. In part 1, we explored the brain biology of learning disabilities. In part II, we explored How to Solve and Prevent Learning Disabilities. The brain biology of ADHD & autism is very similar to the brain biology of learning disabilities, as explained in the previous article. Just like learning disabilities,…
The Success Pyramid identifies three essential elements required for successful learning in school and throughout life: Level 1: Confidence The core foundation of learning requires “confidence.” Every teacher knows, when students do not believe in their own abilities, they make no progress. Confidence is not optional; it’s critical! Priscilla Vail, author of Smart Kids with School Problems said it best,…
Are we aiming to have our students “college-ready” OR “career-ready?” OR both? If both, do we get them “college-ready” first, then “career-ready?” The “soft skills” that are in such hot demand from employers, are the same skills that empower students to be successful… from middle school to college! These are many of the questions that…
Thank you for your dedication to improving education! I welcome your input and feedback. Please share your thoughts here. Sincerely, Susan Kruger, M.Ed.
Do students have learning disabilities? Or, does our system have a teaching disability? Maria Montessori taught children labeled as “uneducable” and “idiots” to surpass their normal peers on standardized tests. My own son was diagnosed with “severe dyslexia” as a first-grader. We moved him to a Montessori school; within nine months, he was reading “on…
In a previous article, I described Three Core Problems with US Education: Core Problem #1: There is a serious motivation crisis among our students. Core Problem #2: There is a lack of relevance in our curriculum. Core Problem #3: We are using completely irrational and ineffective models for learning. Within each problem, there are simple…
Susan Kruger wrote this article for ADDitude magazine, “Happy Meals, Happier Kids”.
I’ve been out of the classroom for 12 years now. But, just two weeks ago, I had a moment every teacher lives for. A moment that defines the very reason we choose this vocation. It was a return on an investment I made 15 years ago. Luke, a former third-grade student, messaged me on Facebook.…
RTI Tier 3 Interventions are highly intensive. Students have already passed through the first two levels of intervention without success. As interventions become more “intense,” the temptation is always to drill down on the skill. Increase pressure. Push harder. In reality, this increased pressure often does more harm than good. To be most effective, we must…
RTI Tier 2 Interventions are small groups. These groups are formed based on specific skills not mastered from Tier 1 instruction. Since they are formed around “skill mastery,” these groups are temporary; they meet only until a specific set of skills are mastered. Assessments (formal and anecdotal) from Tier 1 instruction help teachers identify students needing more support. In…
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