English Language Learners face numerous obstacles in a traditional classroom setting, but what about ELLs who require special education? Check out this week’s blog to learn about risks that ELLs with learning differences face, and how we can help.
School shouldn’t feel like a threat—but for many students, it does. Whether it’s the fear of tests, overwhelming environments, or the pressure to fit in, anxiety can hijack a student’s ability to learn.
In this episode of Learning Differently, hosts Lynna Martinez-Khalilian and Mike Wang talk with Dr. Marta Shinn about what school anxiety really looks like, how it disrupts learning, and what can actually help students feel safe and supported again. You’ll walk away with insights that challenge assumptions—and practical tools you can use tomorrow.
The Americans with Disabilities Act ensures that adults with disabilities are entitled to reasonable accommodations on professional licensing exams. However, the application and approval process can be confusing and time consuming. If you are facing a high stakes exam, check out this week’s blog to learn tips on successfully securing accommodations.
What does ADHD really look like in the classroom, and how can you actually help a student who’s struggling with focus, organization, or motivation? In this episode of Learning Differently, hosts Lynna Martinez-Khalilian and Mike Wang sit down with Dr. Marta Shinn to explore how ADHD impacts executive function, why traditional strategies often fall short, and what kinds of support truly make a difference. Whether you’re a parent, educator, or clinician, this conversation will challenge your assumptions and leave you with practical strategies that can transform the learning experience for students with ADHD.
Is it time for your kid’s IEE re-evaluation, or have you been considering an initial evaluation to support your child’s academic future? Read this month’s blog to learn 10 facts about the benefits of an IEE, and how private evaluations prioritize the needs of families and students.
