<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>Understanding Minds</title>
	<atom:link href="http://www.understandingminds.com.au/blog/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.understandingminds.com.au/blog</link>
	<description>Understanding Minds</description>
	<lastBuildDate>Fri, 04 May 2012 23:31:04 +0000</lastBuildDate>
	<language>en</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	
		<item>
		<title>Arbitrary funding cutoffs adversely affect students with SLI</title>
		<link>http://www.understandingminds.com.au/blog/arbitrary-funding-cutoffs-adversely-affect-students-with-sli/</link>
		<comments>http://www.understandingminds.com.au/blog/arbitrary-funding-cutoffs-adversely-affect-students-with-sli/#comments</comments>
		<pubDate>Fri, 04 May 2012 23:31:04 +0000</pubDate>
		<dc:creator>Craig</dc:creator>
				<category><![CDATA[Education Issues]]></category>
		<category><![CDATA[Learning Difficulties - General]]></category>
		<category><![CDATA[Specific Language Impairment]]></category>

		<guid isPermaLink="false">http://www.understandingminds.com.au/blog/?p=72</guid>
		<description><![CDATA[Most Australian State education systems provide limited funding to students who have been diagnosed with Intellectual Impairment (II), Speech Language Impairment (SLI), autism, and physical disabilities. Funding is also provided for students who have vision and hearing impairments. The funding is allocated to the school rather than to the child so the principal or special [...]]]></description>
		<wfw:commentRss>http://www.understandingminds.com.au/blog/arbitrary-funding-cutoffs-adversely-affect-students-with-sli/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Dyslexia is not a visual problem and vision therapy is quackery</title>
		<link>http://www.understandingminds.com.au/blog/dyslexia-is-not-a-visual-problem-and-vision-therapy-is-quackery/</link>
		<comments>http://www.understandingminds.com.au/blog/dyslexia-is-not-a-visual-problem-and-vision-therapy-is-quackery/#comments</comments>
		<pubDate>Sun, 25 Mar 2012 00:37:33 +0000</pubDate>
		<dc:creator>Craig</dc:creator>
				<category><![CDATA[Behavioural Optometry]]></category>
		<category><![CDATA[Dyslexia]]></category>
		<category><![CDATA[Education Issues]]></category>
		<category><![CDATA[Evidence-based practice]]></category>
		<category><![CDATA[Learning Difficulties - General]]></category>
		<category><![CDATA[Vision therapy]]></category>

		<guid isPermaLink="false">http://www.understandingminds.com.au/blog/?p=67</guid>
		<description><![CDATA[There is a pervasive belief that reading problems are somehow often of a visual nature. Consequently, one of the first referrals school staff make is often to an optometrist. There are at least three side effects of this belief and custom. First, reading problems are almost never caused by visual factors. Second, there is a [...]]]></description>
		<wfw:commentRss>http://www.understandingminds.com.au/blog/dyslexia-is-not-a-visual-problem-and-vision-therapy-is-quackery/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Review of Success and Dyslexia</title>
		<link>http://www.understandingminds.com.au/blog/review-of-success-and-dyslexia/</link>
		<comments>http://www.understandingminds.com.au/blog/review-of-success-and-dyslexia/#comments</comments>
		<pubDate>Fri, 02 Mar 2012 11:07:17 +0000</pubDate>
		<dc:creator>Craig</dc:creator>
				<category><![CDATA[Book Reviews]]></category>
		<category><![CDATA[Dyslexia]]></category>
		<category><![CDATA[Educational Program Reviews]]></category>

		<guid isPermaLink="false">http://www.understandingminds.com.au/blog/?p=63</guid>
		<description><![CDATA[Perceptions of competence, contingency and control are all constructs related to coping and to emotional distress. Competence refers to the degree to which the individual believes himself or herself to be good (competent) at a task or skill. Contingency is the degree to which the individual believes that outcomes are contingent on their own behaviour. [...]]]></description>
		<wfw:commentRss>http://www.understandingminds.com.au/blog/review-of-success-and-dyslexia/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Managing challenging behaviour in children who have Asperger&#8217;s</title>
		<link>http://www.understandingminds.com.au/blog/managing-challenging-behaviour-in-children-who-have-aspergers/</link>
		<comments>http://www.understandingminds.com.au/blog/managing-challenging-behaviour-in-children-who-have-aspergers/#comments</comments>
		<pubDate>Fri, 02 Mar 2012 05:43:48 +0000</pubDate>
		<dc:creator>Craig</dc:creator>
				<category><![CDATA[Autism Spectrum & Asperger's]]></category>
		<category><![CDATA[Education Issues]]></category>

		<guid isPermaLink="false">http://www.understandingminds.com.au/blog/?p=60</guid>
		<description><![CDATA[Students who have Asperger&#8217;s Syndrome can display challenging behaviour. They may be &#8216;runners&#8217; or they may lash out at teachers among other things. They usually do so because they are experiencing some form of emotional distress as a result of excessive/unpleasant sensory stimulation, because they have difficulty understanding other people&#8217;s perspectives, because they have difficulty [...]]]></description>
		<wfw:commentRss>http://www.understandingminds.com.au/blog/managing-challenging-behaviour-in-children-who-have-aspergers/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Using scientific evidence to improve educational decisions</title>
		<link>http://www.understandingminds.com.au/blog/using-scientific-evidence-to-improve-educational-decisions/</link>
		<comments>http://www.understandingminds.com.au/blog/using-scientific-evidence-to-improve-educational-decisions/#comments</comments>
		<pubDate>Wed, 15 Feb 2012 04:07:35 +0000</pubDate>
		<dc:creator>Craig</dc:creator>
				<category><![CDATA[Education Issues]]></category>
		<category><![CDATA[Educational Program Reviews]]></category>
		<category><![CDATA[Evidence-based practice]]></category>

		<guid isPermaLink="false">http://www.understandingminds.com.au/blog/?p=57</guid>
		<description><![CDATA[I often find myself playing the role of Grumpy Old Man in conversations about the selection of intervention programs and other teaching practices. A statement along the lines of &#8220;but there&#8217;s no evidence that it works&#8221; is often preceded by much face rubbing and hair pulling on my part. The response I hear most often [...]]]></description>
		<wfw:commentRss>http://www.understandingminds.com.au/blog/using-scientific-evidence-to-improve-educational-decisions/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
	</channel>
</rss>

