Students With Emotional Disabilities: Facts About This Vulnerable Population (Ed Week, March 21, 2018)
Mar. 27, 2018
Mar. 27, 2018
Veronica Lada is a junior in Economics at Lehigh with a unique vision: to become an actuary who not only calculates risk but actively connects people and elevates underrepresented voices in the business world. Her deep curiosity recently led her to enroll in a learning sciences course—a field she finds incredibly applicable to everyday life. Recognizing that communication and teaching are vital daily skills, from personal storytelling to academic assignments, she wanted to immerse herself in educational research. By studying innovative practices in education, Veronica hopes to see a future where teaching is highly accommodating to diverse perspectives. She believes that learning possesses the profound potential to be a collaborative, deeply human experience rather than a purely transactional one.
From Chromebooks to AI-driven platforms in classrooms, technology plays a big — and often controversial — role in students’ lives. Tech’s capacity to help or distract from student learning was a key discussion point in a recent Education Week webinar on practical strategies district and school leaders and teachers should consider in supporting English learners with disabilities. Sara Kangas, associate professor and program director of the COE's special education program and webinar panelist, suggested teachers consider whether the technology being used is hurting or helping peer-to-peer interactions among English learners with disabilities.
Looking for a way to merge her love for the school environment with her growing passion for psychological science, Rebecca Harten discovered school psychology—the perfect avenue for her career aspirations. When Harten began her search for a graduate program to become an Education Specialist, she chose the Lehigh's College of Education.