“Presumed competence” can improve learning outcomes for students with intellectual and developmental disabilities, says Christopher Lemons, faculty director of the Learning Differences initiative, on the latest episode of the School's In podcast.

Stanford Professor Rebecca Silverman discusses a transformative movement backed by research that is changing literacy instruction in schools nationwide.

New research from Stanford shows that children with math learning disabilities exhibit distinct brain activity patterns. The insights could pave the way for innovative support strategies.

A new study finds that giving middle schoolers the freedom to move in their seats enhances creativity without diminishing their ability to pay attention or remember information.

By studying why some kids struggle to read, cognitive neuroscientist and Accelerator Faculty Affiliate Jason Yeatman hopes to make education work better for all students and deepen science’s understanding of the brain.

From immersive learning and personalized tutors to lesson plans and grading, AI is everywhere in K-12 education. Victor Lee, faculty lead for the Accelerator's AI + Education program, offers three steps for parents to get informed and involved.

Stanford Accelerator for Learning Faculty Affiliate Alfredo J. Artiles leads a new research initiative to design changes in a system where Black students are far more likely than all other students to be referred to special education.

The Stanford Accelerator for Learning's Equity in Learning Initiative taps local expertise to help students, scholars gain new perspectives on education.

Christopher J. Lemons, a former special education teacher and expert in reading interventions for learners with disabilities, will shepherd collaborative research projects that help improve the lives of people with learning differences.