THE KEY TO MY CHILDREN: HANNAH CAN TALK WITH HER HANDS is about a four year old little girl who uses sign language to communicate, or, as Miss Susan and Miss Nancy say, “she talks using her hands not her voice”.  The teachers expect Hannah to talk someday, but until then, they have taught her sign language.  Feeling powerful in her world can minimize frustration and enable her to learn.  After the other students see the power of sign language, they are excited to learn it themselves.  It also helps the other children realize Hannah is learning and that they can understand her now if they learn some simple signing words.  Hannah’s key to learning is sign language. Hannah has a lable of Mild Mental Disability.

THE KEY TO MY CHILDREN: SARAH CAN SPELL is about a four year old little girl who is unable to verbally communicate, she doesn’t play well with friends, and she becomes easily frustrated and overwhelmed by her environment. Over time, Miss Susan and Miss Nancy teach Sarah to participate and feel comfortable within the classroom. Sarah learns to communicate and shows a real love for letters. Little did they know how much Sarah was really learning until, one very special day, Sarah surprised everyone. Sarah’s key to learning is her love of letters. Sarah has the label of Autism Spectrum Disorder.

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   Special Ed takes the reader on an autobiographical journey through the life of someone succeeding in spite of his dyslexia. Receiving little assistance in identifying and dealing with his learning difficulties, Ed perseveres to create a life he wants rather than allowing others to dictate his future based on limited assessments of his abilities. The book tells the story of an individual who although intelligent and creative consistently performs well below average academically. After high school graduation he realizes he is unable to accept the limited life choices available to him as a result of his failing grades. Ultimately, he creates his own path, and achieves the full life he envisions for himself.

& n b s p ; & nbsp;          The book focuses not only on dyslexia but the wide range of difficulties students encounter, both academically and emotionally, throughout their education. It illustrates that no matter what challenges a person faces, they must follow their inner voice toward their own personal happiness and success. It provides encouragement for all students and insight for those who sustain them.

   Special Ed takes the reader on an autobiographical journey through the life of someone succeeding in spite of his dyslexia. Receiving little assistance in identifying and dealing with his learning difficulties, Ed perseveres to create a life he wants rather than allowing others to dictate his future based on limited assessments of his abilities. The book tells the story of an individual who although intelligent and creative consistently performs well below average academically. After high school graduation he realizes he is unable to accept the limited life choices available to him as a result of his failing grades. Ultimately, he creates his own path, and achieves the full life he envisions for himself.

& n b s p ; & nbsp;          The book focuses not only on dyslexia but the wide range of difficulties students encounter, both academically and emotionally, throughout their education. It illustrates that no matter what challenges a person faces, they must follow their inner voice toward their own personal happiness and success. It provides encouragement for all students and insight for those who sustain them.

The Child Left Behind. Is this your child?! Most parents, and unfortunately most schools, have little idea of what the educational performance of individual children ought to be. Grades on their report cards rarely, if ever, provide insight into what educational achievement should be expected for individual children.

The purpose of this book is to alert parents and teachers to specific symptoms of brain inefficiencies and help to identify and possibly develop strategies to reduce their impact upon individual so afflicted.

Again parents, and unfortunately most schools, do not appear to understand and evaluate a child’s abilities to achieve academically or behave emotionally and socially. An accepted standard of normal intelligence is a mean (average) intelligence quotient score of 100 with a range of 15 points, plus or minus 5 points, or roughly an IQ score range of 80 to 120. Most parents, and unfortunately many professionals, do not recognize the critical relationship between intellectual ability and academic achievement. Hopefully this book will alert parents to significant factors that affect not only their children’s academic achievement, but impact their emotional and social behavior as well.

Psychiatric “diagnoses” such as autism, attention deficit disorder, attention deficit hyperactive disorder, and conduct disorder, among a number or others, provide parents and teachers, or even the child so afflicted, with little insight into their behavior. It is the author’s view that these “diagnoses” are primarily used to prescribe psychotropic medications (drugs), with a minimal regard to the potential hazards of their use.

Finally, a book for parents and professionals about parent rights and the Individuals with Disabilities Education Act (IDEA).  IDEA 2004 A < s t 1 : p l a c e > < s t 1:PlaceName>PARENT < / S T R O N G > < s t 1 : PlaceName>HANDBOOK < / S T R O N G > FOR < / S T R O N G > < s t 1 : P l a c e T y p e > SCHOOL AGE CHILDREN WITH LEARNING DISABILITIES provides an overall look at special education as related to rights and services.