I provide intervention, diagnostic evaluations, and compassionate support for those with learning and academic challenges. Inspired by the belief that every individual brings skills, intelligences, and other gifts to the learning environment, my practice, research, and writing focuses special attention to the following areas:
** Currently, we are conducting a qualitative study
that focuses on the academic experience of individuals
who've recovered from PANS' symptomatology for at least three years-
If you are between the ages of 21 and 31.
and would be willing to participate in this study,
we would be grateful to hear from you!
Your feedback would be limited to in-person or Zoom interviews only.
No written questionnaires or rating forms would be required.
As survivors who have experienced this phenomena first hand,
your perceptions and feedback are absolutely critical
in expanding our understanding of PANS.
(Thus far, for example, participants have validated various statements and recommendations initially regarded as speculative,
but based upon the best professional opinions available at the time.)
These findings will be presented in a chapter in the second edition of the book (below). As with the first edition, a portion of the royalties will go to pandasnetwork.org., and to other organizations supporting PANS efforts.
Of course, every effort will be made to ensure anonymity.
For more information, kindly contact Dr. Candelaria-Greene directly at email@example.com.
PANS, CANS, and Automobiles: A Comprehensive Reference Guide
for Helping Students with PANDAS and PANS
J. Candelaria-Greene PhD, BCET
First Edition Publishing,
GOLD WINNER Special Needs Human Relations Indie Book Award
Considerations for Health Care Professionals
in the Education of PANS-Affected Students
J. Candelaria-Greene PhD, BCET (For PANDAS PHYSICIANS NETWORK)
PANS/PANDAS Educational Toolkit
J. Candelaria Greene PhD, BCET, Lead Contributor
Tutorial of PANS and Education
produced by Dr. Jan Tona and her team at the University of Buffalo
Dr. Candelaria-Greene, Chapter Narrator
(found in the following section)
In an effort to help prevent the spread of COVID-19, our office is presently closed for all in-person appointments. However, telephone and virtual appointments are still available.
What Should Families Expect from Schools at This Time? Below are a few highlights to consider:
* In general, federal law states that special education services should be provided to the same extent that regular education services are provided.
*Distance Learning (involving virtual teaching platforms, workbooks, phone calls, and other non in-person communications, are all ways to continue education during school closures. *Distance learning is also appropriate for any student with a disabling condition or illness that warrants a physical absence from school.
*Compensatory education may be appropriate for students once they resume their education, to help them 'catch-up'.
*Educational meetings (such as IEP's, Individualized Family Service Plans (IFSPs) Addendum meetings, Transition Plans, etc.) should continue according to stated time lines. However, they may be held virtually or by telephone, for example, when needed.
Kindly see the following handouts for additional information. Be sure to also consult with your own state's Department of Education, and of course, parent groups and disability rights groups in your area to obtain more information.
Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak March 2020
The DREDF 4/20 Newsletter, with many helpful tips