Search This Blog


Sunday, April 20, 2014

Happy Easter!

Yoga in Schools Isn’t Just for Kids: How Teachers Benefit

From thrive
The Kripalu Blog on Yoga, Health and Wellness

By Jane Rosen
April 14, 2014

Two years before the end of my 36-year career as an educator, I started practicing yoga and sharing it with my fourth-grade class. In those two years, I saw the profound effects of yoga on my students’ learning, the emotional climate of my classroom, my interactions with students, my satisfaction with teaching, and my own health and well-being.

Teachers and students work under enormous pressure to perform on standardized achievement tests, whose outcomes can affect children’s futures and teachers’ evaluations, job security, and compensation. Nationwide, the curriculum has become test-driven, while many artistic and creative aspects adding enjoyment and engagement to the school experience have been eliminated.

Yoga is one path to a classroom where teachers and students can relax in the face of stress, and love themselves, each other, and their work a little more. As one teacher put it, “I’m glad the yoga class is on Wednesday. By then, I don’t like the children very much anymore. After yoga class, I like them again.”

Teachers benefit most when they practice yoga alongside their students, co-teach with a visiting yoga instructor, and integrate yoga-based games and activities into the school day.

After my retirement, I pursued yoga teacher training; I became a YogaKids teacher and teacher trainer and a Kripalu Yoga teacher. Now I deliver classes to children and teachers in Berkshire County, MA schools with support from Kripalu’s Teaching for Diversity program, and mentor yoga teachers who are new to working with children.

I also communicate with school administrators, support staff, parents, and community organizations to help them understand the value of yoga in school.

Here are some ways I’ve seen teachers impacted by having yoga in the classroom.

Receiving. Teachers can receive the benefits of yoga for themselves, e.g., improvements in strength, flexibility, balance, equanimity, calmness, and relaxation. Even teachers who have a yoga practice outside of school benefit from practicing with their students. The active practice of releasing tension and stress in yoga class gives teachers permission to relax fully and let go of what’s no longer serving them.

Breathing. The practice of conscious breathing provides a ready solution for many challenges during the school day. It doesn’t require special clothing or equipment, moving furniture, or very much time. A one-minute breathing break helps to improve the learning environment, and builds a skill that students can use in their own time. A breathing break improves posture, attention, and focus, and encourages mindful action. In a crisis, taking a moment to breathe together makes efforts to resolve a conflict more productive.

Traveling. Teachers are surprised to find that yoga can happen not just during a yoga class, but throughout the day. Integrating yoga tools into their lives turns them into “anywhere, anytime” yogis. They give themselves permission to practice yoga while teaching, in a meeting, on the playground, or as they transition from class to class.

Focusing. Balance poses can sharpen the powers of concentration. Teachers and students learn to direct their gaze, withdraw from distractions, and develop their stamina in maintaining a one-pointed focus.

Seeing with new eyes. Sharing a yoga practice with a class gives teachers a new perspective on their students as individuals and group members. In addition to knowing them as readers, writers, and problem solvers, teachers observe students as breathers and movers. They begin to see movement as a new and different way to practice the same skills of focus, concentration, listening, and following directions that are so important for academic tasks. One teacher became more aware of her own freedom to move about—while she and other teachers expected the students to sit still for long periods of time.

Adjusting the energy. Through the internal focus of yoga, teachers can build awareness of their energy and how it’s affected by times of the day, meals, interactions, interruptions, and both everyday and unusual stressors. From that internal awareness, they develop the ability to acknowledge and influence the energy of others. They learn how to use conscious breath and movement to adjust the energy level in the room, from settling the frenetic energy that students bring in from the playground to energizing a group in a mid-afternoon slump.

Integrating. Teachers can use movement to echo and reinforce concepts taught in every subject—for example, animal movements for a study of animal life or anatomy, shapes made with the body to portray geometric figures or trigonometric functions, counting or calculating along with repetitive movements, or using yoga poses to act out the movements of characters in a story.

Staying balanced. Yoga helps teachers explore their ability to control their responses to stressful situations. They often cannot control the situation itself or individual players in it, but they can remain calm, slow down their responses, make better choices, feel empowered, and take clear action. They move from feeling hurt and victimized to feeling more capable and confident, using breath and movement to reduce the effects of chronic stress.

Our classrooms need the pleasure-giving, community-building, and life-enhancing tools of yoga. When teachers thrive, so do their students.


Jane Rosen holds a Ph.D. in educational psychology, and retired in 2001 after 36 years as an elementary classroom teacher and principal. She is a black belt Nia instructor and a 500-hour Kripalu Yoga teacher with additional training from YogaKids, Yoga Ed, Radiant Child Yoga, Ageless Grace for KIDZ, and Kripalu Yoga in the Schools.

Saturday, April 19, 2014

Writing Effective IEP Goals and Objectives: Suggestions for Teachers and Parents

From The Thinking Person's Guide to Autism

By Daniel Dage

July 2, 2010

What most parents (and an embarrassing number of teachers) don't realize is that goals and objectives are what are going to drive the students’ placement and services during the coming school year.

While a Behavioral Intervention Plan (BIP) is the most abused part of the IEP, the goals and objectives are among the most neglected. My youngest, Percy, just had his IEP and while the objectives are different, the criteria for mastery and method of evaluation are all exactly the same; three out of four opportunities, and teacher observation. All the way down.

Most teachers simply mark in 75-80% all the way down for criteria. This pretty much renders the objectives as written in the IEP as useless. Because when progress reports come out, teachers are going to eyeball the objective’s progress and make it up as they go out of the air.

Let’s take a sample goal of increasing academic skills and the supporting objective of reading sight words. “Thomas will read 10 sight words.” The criterion is at 80% and the method of evaluation is teacher observation/data collection.

What direction does this give Thomas’ teacher next year? All it says is that he will read 10 words with 80% accuracy. So does he master the objective the first time he reads 8 out of 10? And how is the teacher teaching and tracking this?

Let’s turn this ugly duckling around. Thomas is still going to read 10 words, but now the criteria for mastery is to read 8 of 10 words over 5 consecutive sessions. Now I have a much better idea of what mastery really looks like. And I’m going to evaluate progress using discrete trial data. Now when it comes times to teach this, I know discrete trial is the format of choice.

My objective now has the components of a basic lesson plan and Thomas' next teacher can have a clearer idea of what is to be taught and how to do it.

How about a different goal: Thomas will remain on task for 20 minutes. His caseload manager will put in 80% and have “data collection/teacher observation” as the way to evaluate progress. That objective is all but useless. I have absolutely no way to tell whether he has mastered this or made progress or gotten worse. And there’s no hint of how to teach him to stay on task.

The teacher is simply going to pull something out of their butt in order to say he has mastered this by the end of the year. It is a crock of crap.

“Teacher Observation” is shorthand for “pulling results out of my posterior.” “Data collection” is shorthand for “pulling a pencil out of my posterior and using it as a magic wand to make results appear by magic.”

If you are a parent, look at your child’s goals and objectives in their IEP. If they all have the same criteria and have the same method of evaluation, you are being sold a worthless bill of goods. If they all have a mastery criteria of 80% and nothing else, the goals are rubbish. “Teacher Observation” is shorthand for “pulling results out of my posterior.” “Data collection” is shorthand for “pulling a pencil out of my posterior and using it as a magic wand to make results appear by magic.”

If you are a special education teacher and trying to skate by on this, you are wasting your time. It may seem easier to do this, but in the long run you are going to pay dearly. You can not teach from this, much less evaluate how your teaching is working. It’s better to have a few well-thought out objectives than a dozen haphazard ones.

So how can we redeem this objective? Certainly, staying on task and attending are worthy goals if a student has difficulty with this. Think. How long are they attending now? Chances are, you don’t really know. It varies, depending on the task.

A student may attend for hours on the computer or video game, but not be able to remain on-task for five minutes for written seat work. So let’s concentrate on seat work. Okay, you’ve already improved your goal by defining the conditions in which you plan on observing and teaching it!

“Thomas will remain on-task during independent written seat work.” Now you know when to observe. Not during circle time or recess, but during those times he has to be sitting down and writing something. Now let's keep going and improve it more. Is 20 minutes too long? For younger students, it might be. If he is having serious problems, five minutes might be more realistic. But we’re going to find out.

How are you going to figure out how well he is doing now? You are are probably going to want to time him. Think again. Take a five minute session and divide it into 30 second intervals. During each 30 second interval, he is either sitting and writing or he is off-task. Track how many intervals he is on-task versus off-task. Let’s say he is off task for half of those intervals. You now have a good idea of how to write this goal. We can still use 80%, but we need to be more precise. Think about how you will get him from 50% to 80%.

“Thomas will remain on-task for 5 minutes with nonverbal prompts and cues.” The criteria will be 80% of intervals over 5 sessions and the evaluation method will be using interval data. Now when you revisit that IEP 3 or 4 months from now, you not only know what to teach but have some idea of how you teach and measure it. Making mastery over several sessions gives a better indication of true mastery rather than a whim. If he does master this you can either extend the length of time or up the criteria from 80% to 90%.

Teaching special education involves a high level of sophistication and expertise. Some knowledge of data collection and precise teaching methods is crucial to writing meaningful goals and objectives.

Parents, much of this may seem like Greek to you. But if I present you with an Excel graph of your child’s progress, you will be able to see how your child is doing and anyone can see how quickly or slowly your child is getting it. Success is everyone’s goal, but monitoring and measuring it is the job of the teacher. That’s why the good folks in the county pay us what they do.

You also see why I don’t like too much vagueness. This is why we end up with these senseless tests and calls for accountability from the Feds, because of sloppiness that serves no one. The problem with these tests is that they do not measure ongoing progress. If they fail a test in 3rd grade, they will be tested next in 5th grade after 2 years and after being handed off to 2 different teachers. But at least the tests give some degree of accuracy at a given point in time. In special education, the process needs to be continuous with some degree accuracy. And those new teachers who are being pulled off the street with no training have no idea of how to do it.

Unfortunately, most parents do not have the level of expertise necessary to correct sloppy objectives, much less write good ones of their own. But what they can do is demand accountability. When mastery of previous goals is discussed, ask to see supporting data, such as data sheets and/or a graph. Better still, you might consider asking for these during progress report time. A teacher making stuff up will be forced to either fly right or they will have to make even more stuff up. And making up data is not as easy as it sounds.

You will probably be classified as a “problem parent” and might not get a Christmas card from your child’s case manager. But you will end up with a better IEP.

As a teacher (or teacher wannabe) putting this extra thought and effort in the IEP today will help you teach better in the fall. You reap what you sow, and sowing crap in the spring will yield more crap in the fall. One other reason to put this level of work into your objectives is that all of them will comply with alternate assessment criteria. They are supposed to be well-defined and measurable. ALL of them need to be measurable and thinking about how to measure them will help write a better goal.

I want to add one more note to any teachers who might be reading this: Do not try writing meaningful goals the night before the meeting. It simply can not and will not happen. Goal drafts can be started as early as the first progress report when you look at goal mastery and revise it as the year goes on. By the time of the annual review, you should already have an idea of where the student is and where they should be going.

You can help yourself and the rest of the committee by submitting both a copy of the goal drafts and a copy of the previous year's mastery to parents up to a week ahead of the meeting. This gives parents enough time to think about the goals, review them and then add their own suggestions. If parents have suggestions, they can send the draft back, you revise and then send it home again. In just a few rounds, you may end up with goals both parties agree to and you can simply ratify the goals and objectives at the meeting.

An added benefit is that it can help parents participate and buy into it. If the student is old enough, don't forget to include them in this phase as well. Bringing both parents and students into the process during the drafting process can lessen anxiety for everyone as it minimizes surprises.

Writing IEPs is a difficult process. I’m not trying to make them more difficult as much as making them more meaningful. Right now, the way most objectives are written, they are rubbish and an absolute waste of time.

Here is Daniel's entire IEP series:

A version of this essay was originally published at

Friday, April 18, 2014

Why Kids Need Schools to Change

From KQED's Blog "Mind/Shift"
How we will learn.

By Tina Barseghian
September 21, 2012

“I’m astounded at the glacial pace of change in education. It’s very slow moving.

The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive.

Most of us know this, and yet making room for the huge shift in the system that’s necessary has been difficult, if not impossible because of fear of the unknown, says educator Madeline Levine, author of Teach Your Children Well.

“People don’t like change, especially in times of great uncertainty,” she said. “People naturally go conservative and buckle down and don’t want to try something new. There are schools that are trying to do things differently, and although on the one hand they’re heralded as having terrific vision, they’re still seen as experimental.”

During this time of economic uncertainty, especially, Levine said parents want to make sure their kids won’t fall into the ranks of the unemployed and disenfranchised young people who return home because they’re unable to find jobs. “There’s so much anxiety around the economy, they’re thinking, What can I do to make sure that my kid isn’t one of the unemployed”? she said.

Yet therein lies the paradox. It’s exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.

“I’m astounded at the glacial pace of change in education,” she said. “Like many academic areas, there’s a huge disconnect between what’s known and what’s in practice. It’s very slow moving.”

Levine, who was a teacher herself for many years, said she has tremendous respect for educators and believes they need full support from parents and administrators. But until the directive comes from those in power — national and state policymakers, superintendents, principals — what can teachers do individually to make learning relevant for their students?

“One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,” she said. “The biggest impact you’ll have as a teachers is the relationship you establish with your student.”

Related Reading

Try to integrate what students are interested in within what’s happening in class, get to know each student, and have high expectations. Taking seriously the range of interests kids have, she said.

In addition to individual attention, Levine believes a child’s time in school should look much like what kindergarten did.

“There’s probably no better example of the throttling of creativity than the difference between what we observe in a kindergarten classroom and what we observe in a high school classroom,” she writes in Teach Your Children Well.

“Take a room full of five-year-olds and you will see creativity in all its forms positively flowing around the room. A decade later you will see these same children passively sitting at their desks, half asleep or trying to decipher what will be on the next test.”

In an ideal world, the school day would reflect kids’ changing needs and rhythms. There would be time for free play; school would start later to allow time for students’ much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school “work” in order to regroup and process what they’ve absorbed. “The actual encoding of information doesn’t take place when you’re hunched over a desk,” she said.

And just as importantly, the arts would be integrated into a curriculum, not as an ancillary addition, but as a primary part of learning. “For developing creativity and flexible and divergent thinking, we need to bring back the arts,” she said. “It’s a travesty that kids don’t have arts anymore.”

Five Areas for Change

“We’re operating on a 200- year-old paradigm in a world that needs an entirely different skill set,” she said. “When we talk to business owners, we hear this large and increasing drumbeat that the jobs are there, but kids applying for jobs don’t have the kinds of skills they need.”

Levine spends a lot of her time at Challenge Success, a school training program at Stanford that’s been incorporated into about 100 schools across the country. The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.

PROJECT BASED LEARNING. Project-based learning has shown to be a much more effective way to think about learning, “particularly when you live in a world that’s incredibly unclear on what content is going to be relevant in not just 10 or 20 years, but in three years,” she said. “Over and over business leaders say kids need to be collaborative, work across time zones and cultures because problems are so complex.”

ALTERNATIVE ASSESSMENT. “You don’t have the opportunity to show what you know in a regular school because standardized tests that are mandated only show what some kids know, but leave out a whole bunch of kids who aren’t able to show what they know in different ways,” she said. We should have alternative criteria for gauging students’ knowledge and ability to show what they know.

SCHEDULING. Neuroscience research on sleep is becoming more compelling by the day, particularly around depression, Levine said. “We’d always thought fatigue is symptom of depression, but now it’s looking more like lack of sleep causes depression, and that’s something looked at seriously.” Kids needs nine hours of sleep, and if schools were in synch developmentally with teenagers, should would start at 10 a.m., especially when kids enter adolescence. Teachers should also coordinate their exams with each other to ensure that students are not taking multiple tests on the same day.

CLIMATE OF CARE. Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school. “Almost every private school has advisory, a person for each kid to go to,” Levine said. “But in public schools, there are just a few counselors for a thousand kids or more. By the time you’re hitting high school, you need someone apart from parents to test ideas with, to kick around problems, a go-to person who a kid feels knows them.”

PARENT EDUCATION. Well-meaning parents are confounded with how to approach managing their kids’ times. Kids needs playtime, downtime, and family time, Levine said. “We’ve robbed kids at each stage of childhood and adolescence of tasks that belong in that particular stage,” she said. “You can’t push kids outside their developmental zone and expect them to learn. You want to push them towards the edge of it, but not over.”

The Myth of Too Much Homework

From Smart Kids with LD

April 14, 2014

We’ve all heard the complaints about homework: “My 7-year-old has three hours of homework a night.” “Our 10-year-old is up until 11:00pm every night doing homework.” “Billy had to quit after-school sports, because he couldn’t keep up with the homework demands.”
Listening to the cacophony, you’d surely conclude that U.S. students—and their parents—are crushed under the weight of a heavy homework burden.
But is that really the case? Actually, no.
According to the latest version of the annual Brown Center Report on American Education from the Brookings Institution, the reality is substantially different from the hyperbole.
A recent article in Education Week summarized the key findings from the report:
  • The homework burden is not onerous. According to NAEP, only 5 percent of 9-year-olds, 7 percent of 13-year-olds, and 13 percent of 17-year-olds reported spending more than two hours on homework at night—”from which legitimate complaints of being overworked might arise,” Loveless writes—in 2012. Just a little more than a third of college freshmen—the nation’s best students—said they had spent six hours or more a week on homework when they were high school seniors.
  • The homework load is not growing. For most students, it hasn’t varied much since 1984. The one exception is 9-year-olds, who reported zero homework in 2003. Now they have a little, but less than an hour.
  • Parents are actually pretty happy with the amount and the quality of homework. Parents who want less homework are a relatively small group; the MetLife survey found that 25 percent of parents want their kids to have more homework, while only 15 percent of parents want them to have less.
Of course there are students that are overburdened and parents who are rightfully concerned, but as Tom Loveless, author of the report observed, “It doesn’t mean the horror stories are fiction, but they’re outliers.”

Thursday, April 17, 2014

Pros and Cons of Skipping a Grade


By Connie Matthiessen
April 13, 2014

Is skipping ahead the answer for gifted students?

What do civil rights leader Martin Luther King, Jr., Supreme Court Justice Sandra Day O'Connor, and poet T.S. Eliot have in common? All skipped a grade (or more) in the course of their educational careers: King was just 15 when he graduated from high school, O'Connor graduated at 16, and Eliot earned an undergraduate degree in three years and a master's in one.

Even though many people — famous and obscure alike — skip grades in school, it's a highly charged issue. Few people are neutral on the subject — especially if they skipped a grade themselves.

Actor Ken Newman, who skipped a grade in elementary school, came to regret it when he got to high school. He sailed through his academic classes, but was picked on because he was smaller and younger-looking than his classmates. "Kids thought it was funny to grab me and stuff me into the trash can," he recalls.

When he went off to Cornell University at age 15, he still wore braces and wasn't shaving yet. He was emotionally unprepared as well: "For the first few weeks I was so homesick that I cried myself to sleep every night," he recalls. "I couldn't figure out why all the other kids were having such an easy transition. I was always on the sidelines — I didn't fit in. Now I'm in my 50s, and I still feel like I have to prove myself."

In contrast, Tara Lynne Groth doesn’t regret skipping her senior year in high school and heading straight for college at Johnson & Wales University. "I was really driven," she says. "I never had a problem doing the work: I was always surprised at the low effort other people were putting in."

At 19 she was a college graduate; now she's 25 and runs a successful freelance writing business — no easy feat, given the tough economy.

There are no solid statistics on how many kids skip a grade each year, but education experts believe the practice was more common in the past than it is today.

One reason for the shift away from grade skipping is concern about potential social problems for kids like Ken Newman, who are advanced academically, but not physically or emotionally. Since social issues are likely to surface in middle and high school, it's difficult to predict if skipping an elementary school child ahead will create problems down the line.

Many educators feel that keeping a child with her age group is the safest way to go. As one coworker, who always regretted skipping first grade, summed it up: "Childhood is short enough as it is. Why hurry kids any more than you need to?"

Those on the other side of the debate see a larger danger in letting kids languish in classes that are far too easy for them. Many high-ability, under-challenged kids float through school, growing accustomed to underachieving because they've never been encouraged to push themselves.

"I think I would have been incredibly bored if I hadn't skipped ahead," says New Jersey copywriter Caryn Starr-Gates. "Even after skipping, I was always at the top of my class and in the honor society."

For parents of gifted children, the wide range of views on the plusses and minuses of grade skipping can be confusing. What should you do if your gifted child doesn't seem to be challenged at school? Is skipping a grade a good option for high-ability students? And if not, are there better alternatives?


Maureen Marron spends a lot of time thinking about how schools can meet the needs of high-ability students. An associate research scientist at the Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development at the University of Iowa, Marron sees grade skipping as just one option in an academic tool kit known as "acceleration."

"Skipping a grade isn't the answer for every gifted student," Marron says. "Acceleration means matching the curriculum to a student's abilities. For one student, that may mean grade skipping; for another, it may mean acceleration in a single subject, like math; for other students, enrichment-based activities in the classroom are all they need."

Other acceleration options for high-performing children can include starting kindergarten early, taking AP courses in high school, or fast-tracking to college.

But Marron and her colleagues at the Belin-Blank Center say there are far too few acceleration opportunities for children in the U.S. today. It’s a situation they call "a national scandal" in their comprehensive and highly regarded report, A Nation Deceived: How Schools Hold Back America's Brightest Students.

According to their findings, "America's school system keeps bright students in line by forcing them to learn in a lock-step manner with their classmates. Teachers and principals disregard students' desires to learn more — much more — than they are being taught."

The fallout? "Highly gifted students who are bored and act out as a result, or stop paying attention, or don't attain the skills they need to succeed in college and the workforce," Marron says. "We've heard that American students are falling behind students in other countries — what do we expect if we don't give these kids the tools they need to excel?"

A report by the National Association for Gifted Children echos this concern, warning that the lack of support for gifted children, "if left unchecked, will ultimately leave our nation ill-prepared to field the next generation of innovators and to compete in the global economy."

Experts suggest a number of reasons why acceleration programs are not more widely embraced by teachers and school administrators, including concern about the social impacts of moving a child ahead, and a lack of familiarity with acceleration on the part of teachers and administrators.

Government education policy may also play a role. A 2008 report by the Thomas B. Fordham Institute found that, since the introduction of No Child Left Behind, there have been achievement gains for low-performing students, but the performance of high-ability students has stagnated.

Teachers reported feeling pressure to focus on their lowest-achieving students: 60 percent said low-achieving students were the top priority at their school; only 23 percent said that high-achieving students were a top priority. (Note: The report does not establish a definitive causal link between No Child Left Behind and the outcomes for low- and high-achieving students, but the timing of these trends implies a connection).

One step forward….

Marron and her colleagues at the Belin-Blank Center hope their research will encourage more schools to make acceleration programs available to gifted students. Along with A Nation Deceived, the Center also published Guidelines for Developing an Academic Acceleration Policy, which documents the effectiveness of acceleration programs and provides practical steps for implementation.

If you think your child would benefit from acceleration, these reports are an excellent resource. They‘re full of acceleration options and programs geared specifically to gifted kids.

Unfortunately, many of the gifted programs that do exist at schools around the country are currently under fire: From California to Kentucky, these programs are a popular target when cash-strapped school districts are looking for places to cut.

It's impossible to calculate the long-term cost of cutting gifted programs for society as a whole, but a letter from an Ohio student underscores the individual toll:

"This is my story. My school used to have gifted programs. I loved school. We did many interesting things [such] as intriguing science readings on stem cell research and possible cloning. The funding of these classrooms stopped.

School has become increasingly boring without acceleration classes. Since the gifted classrooms have stopped my grade point average has [dropped] from a 4.0 to a C-plus average.

I have found it very hard to stay interested in the school subjects and find myself frequently not being able to keep focus on learned material and getting myself into trouble.”

--From the Belin-Blank website

Autism Expert Dr. Margaret L. Bauman to Speak at UMass Lowell April 30th

Distinguished Guest Speaker

Dr. Margaret L. Bauman

Associate Professor of Neurology
Department of Anatomy and Neurobiology
Boston University School of Medicine

Wednesday, 30th April 2:00 - 3:30pm, O’Leary 222,
Followed by Reception Until 4:00pm

As part of UMass Lowell's "Disable the Label" Disability Awareness Month, Dr. Margaret Bauman will present on her work with those with autism spectrum disorders.

Dr. Bauman is an Associate Professor of Neurology in the department of Anatomy and Neurobiology at the Boston University School of Medicine. She is a world-renowned pediatric neurologist and researcher who pioneered research linking the causes of autism with the brain. Dr. Bauman is highly respected around the world for her outstanding clinical care and research in neurological disorders in children, adolescents and adults.

Among her numerous contributions to advancing our understanding of autism spectrum disorders and treatment approaches, she has established The Autism Research Foundation (TARF), The Autism Research Consortium (TARC), LADDERS (Learning and Developmental Disabilities and Rehabilitation Services), and The Autism Treatment Network (ATN).

Her many honors include the 2005 Doug Flutie Jr. Award, the 2008 Martha H. Ziegler Founder’s Award from the Federation for Children with Special Needs, and the 2011 Lifetime Achievement Award from the International Society for Autism Research. She has published over 75 scientific papers and is co-author of The Neurobiology of Autism with T.L. Kemper.

This event is free and all are welcome. The event will take place on UMass Lowell’s south campus: O’Leary Library Room 222, 81 Wilder Street, Lowell, MA 01854 (see for directions). For more information including parking info: Dr. Doreen Arcus, 978-934-4172 or


Sponsored by the UMass Lowell Interdisciplinary Minor in Disability Studies and the Master of Science in Autism Studies.