This issue of The Beacon features a powerful piece penned by Head of School Dr. John J. Russell. He deconstructs the Response to Intervention (RTI) methodology and offers several ways to improve it. Research Associate and Manhattan Middle School Teacher Danielle Scorrano authored two articles, highlighting key lessons on how the study of neuroscience can benefit the classroom and examining how Windward field trips are thoughtfully planned to enhance the classroom curriculum.
Additionally, an article by Stephanie L. Haft, Chelsea A. Myers, and Fumiko Hoeft reviews the research on socio-emotional and cognitive resilience in children with reading disabilities.
Click here to read the Fall 2018 issue of The Beacon, the biannual journal containing research articles geared towards parents, educators, and anyone interested in children and education, especially around language-based learning disabilities.