This tip card offers dads guidance on how to support and encourage the growth and development of their school age children.
Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation." This snapshot focuses on the self-regulation skills developing in infants and toddlers and highlights key considerations for promoting these skills. (Author abstract modified)
Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation." This snapshot focuses on the self-regulation skills developing in preschool-aged children and highlights key considerations for promoting these skills. (Author abstract modified)
Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation." This snapshot focuses on the self-regulation skills developing in elementary-aged children and highlights key considerations for promoting these skills. (Author abstract modified)
Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation." This snapshot focuses on the self-regulation skills developing in middle-school aged children and highlights key considerations for promoting these skills. (Author abstract modified)
Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation." This snapshot focuses on the self-regulation skills developing in high-school aged youth and highlights key considerations for promoting these skills. (Author abstract modified)
Other, Fact Sheet
Designed for judges, this bench card contains ways in which judicial officers can help better engage fathers by understanding how men seek help and learn differently from women. They can also encourage the child welfare agency to work with fathers as often as mothers, offer services geared toward men's learning styles, and work as hard to find and engage fathers as mothers. (Author abstract modified)
While in middle school, your student with a disability has been working on many of the skills he or she will need to function in high school. Your student has met new people, changed classes every period, navigated the hallways, worked with multiple teachers, and used a locker. In high school, your child may encounter additional new situations, such as: choosing elective classes, meeting graduation requirements, developing self-advocacy skills, dating, becoming a legal adult, and planning for employment or continued education after graduation. Some families may be concerned about their child’…
Every parent has hopes and dreams for their child, even if those dreams aren’t always openly expressed. When parents have a child with a disability, goals might need to be modified. This doesn’t mean expecting less of your child, but it may mean expecting something different than what you had envisioned. It’s important to understand the critical influence of having “high expectations” for your child. You need to instill those expectations in your youth and advocate for those expectations throughout the public school elementary and secondary transition process. (Author Abstract)
It is important to identify, discuss, and include accommodations and modifications necessary to meet the specific needs of a student in an Individualized Education Program (IEP). Students who receive services under a 504 Plan also need the same kind of individual attention to their plans for accommodations and modifications. The following checklist might be a good starting point for you and your child to think about his or her individual needs to include in the IEP or 504 Plan. Check the ones you believe would be most helpful. (Author abstract)
