The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education
- Characteristics and expectations of the social role of a student
- Statistics on post-secondary enrollment and degree completion rates
- Assessing and supporting students with learning disabilities
- Traditional methods of assessing learning disabilities through standardized tests
The overall message is that success in post-secondary education requires understanding one's social role as a student and making informed choices about one's education and commitment to learning.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
This document discusses learning disabilities and social emotional aspects. It defines learning disabilities as disorders that affect how information is acquired, retained, understood and expressed. This can be due to impairments in processing, memory, or expression. It notes that 20-25% of adults with learning disabilities require counseling for social emotional issues, and another 20-25% could benefit. Social difficulties may stem from primary social skills deficits, feelings of shame, or family system issues. Implications are that support should address the underlying causes, which may require individual counseling, social skills training, family counseling, or a combination.
1) The document discusses dealing with individual differences in the classroom, including learning disabilities, gifted students, emotionally disturbed children, and mentally challenged students.
2) It provides definitions and important features of each of these groups. Children with learning disabilities may have difficulties with expression, coordination, attention, and language skills. Gifted students tend to be high achievers with strong interests. Emotionally disturbed children often have inappropriate behaviors or moods. Mentally challenged students have below average intellectual functioning.
3) The document also outlines some educational provisions that can be made for each group, such as developing reading skills for those with learning disabilities, enrichment programs for gifted students, teaching social skills to emotionally disturbed children, and exper
This document discusses different types of individual differences and exceptionalities that teachers may encounter in their classrooms. It covers students who are gifted and talented, as well as those with mental retardation, learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. The document provides characteristics and considerations for teaching each of these groups of students effectively.
Individual Differences is the uneven rate of growth and development among individuals. Individual differences refer to the unique characteristics that distinguish one person from another in terms of physical, mental and behavioral traits. Some key factors that contribute to individual differences include heredity, environment, intelligence, attitudes and thinking styles. Teachers must be aware of these differences to best support each student's learning and development.
The document discusses gifted children and advocacy. It defines gifted children as those who demonstrate high achievement in intellectual, creative, artistic or leadership abilities that require specialized services beyond typical schooling. Joe Renzulli's three-ring model of giftedness includes above-average general and specific abilities, creativity, and task commitment. Gifted children may excel academically or in visual-spatial talents like art, music, drama or sports. The document also discusses gifted underachievers, effective classroom strategies, myths and challenges faced by gifted learners.
This slide is part of a collection of slides, I have created for exam revision from Atypical Child development. The contents of the slide are based on several different research papers.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics of successful students and how they differ from unsuccessful students.
- Various social roles students take on and how roles can conflict.
The document discusses various topics related to being a successful post-secondary student, including:
- The importance of choice and commitment in one's education.
- Expectations for student conduct according to rules of engagement.
- Statistics on post-secondary enrollment and degree completion rates.
- Characteristics and behaviors of successful students versus unsuccessful ones.
- Various social roles students take on and how roles can conflict.
This document discusses learning disabilities and social emotional aspects. It defines learning disabilities as disorders that affect how information is acquired, retained, understood and expressed. This can be due to impairments in processing, memory, or expression. It notes that 20-25% of adults with learning disabilities require counseling for social emotional issues, and another 20-25% could benefit. Social difficulties may stem from primary social skills deficits, feelings of shame, or family system issues. Implications are that support should address the underlying causes, which may require individual counseling, social skills training, family counseling, or a combination.
1) The document discusses dealing with individual differences in the classroom, including learning disabilities, gifted students, emotionally disturbed children, and mentally challenged students.
2) It provides definitions and important features of each of these groups. Children with learning disabilities may have difficulties with expression, coordination, attention, and language skills. Gifted students tend to be high achievers with strong interests. Emotionally disturbed children often have inappropriate behaviors or moods. Mentally challenged students have below average intellectual functioning.
3) The document also outlines some educational provisions that can be made for each group, such as developing reading skills for those with learning disabilities, enrichment programs for gifted students, teaching social skills to emotionally disturbed children, and exper
This document discusses different types of individual differences and exceptionalities that teachers may encounter in their classrooms. It covers students who are gifted and talented, as well as those with mental retardation, learning disabilities, emotional and behavioral disorders, and attention deficit hyperactivity disorder. The document provides characteristics and considerations for teaching each of these groups of students effectively.
Individual Differences is the uneven rate of growth and development among individuals. Individual differences refer to the unique characteristics that distinguish one person from another in terms of physical, mental and behavioral traits. Some key factors that contribute to individual differences include heredity, environment, intelligence, attitudes and thinking styles. Teachers must be aware of these differences to best support each student's learning and development.
The document discusses gifted children and advocacy. It defines gifted children as those who demonstrate high achievement in intellectual, creative, artistic or leadership abilities that require specialized services beyond typical schooling. Joe Renzulli's three-ring model of giftedness includes above-average general and specific abilities, creativity, and task commitment. Gifted children may excel academically or in visual-spatial talents like art, music, drama or sports. The document also discusses gifted underachievers, effective classroom strategies, myths and challenges faced by gifted learners.
This slide is part of a collection of slides, I have created for exam revision from Atypical Child development. The contents of the slide are based on several different research papers.
This document discusses individual and group differences and their implications for education. It covers the following key points:
1) Individual differences arise from hereditary, environmental, training, and volitional factors. Group differences also exist between sexes and races.
2) Schools must adapt instructional methods like ability grouping, the laboratory method, and team teaching to accommodate individual differences.
3) Exceptional children include the gifted, disabled, emotionally disturbed, and physically handicapped who require specialized support.
4) The challenge for education is to devise methods that provide each student with the direction, guidance, and work needed to reach their full potential.
The document discusses emotional and behavioral disorders (EBD) in children as defined by IDEA 2004. It notes that EBD is identified by marked difficulties in educational performance over an extended period of time due to internalizing or externalizing behaviors. Around 2% of school-aged children have EBD, with males and older students more likely to be identified. Risk factors include poverty, learning disabilities, and unstable home environments. Effective identification and support of students with EBD requires multimodal assessment and the use of positive behavioral interventions and engaging instructional approaches.
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
This document defines intellectual disabilities and discusses characteristics and strategies. It provides two definitions, one from IDEA and one from AAIDD. Characteristics discussed include poor motivation, attention issues, difficulties with social skills and academics. Strategies are presented to address motivation, attention, social behaviors, academics, memory, and generalization. The strategies should be practiced before, during and after instruction to support students with intellectual disabilities.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
The document discusses characteristics and instructional strategies for students with learning disabilities, ADHD, and emotional disabilities. It describes cognitive, academic, social, and behavioral characteristics for each category. For learning disabilities, it notes issues with attention, memory, processing, perception and specific academic areas. ADHD characteristics include executive function impairments. Emotional disabilities involve internalizing or externalizing behaviors. The document provides assessment tools and strategies like direct instruction, environmental supports, and peer-mediated learning to address students' needs.
Individuals differ in their development and traits due to hereditary and environmental factors. The two major factors that influence individual differences are heredity and environment. Hereditary factors like intelligence, physical condition, aptitudes, sex, age, and temperament are inherited and can affect an individual's development. Environmental factors like family background, community background, and school experiences also impact development and learning. Individual differences emerge as children progress through different stages of development at uneven rates depending on these hereditary and environmental influences.
The document provides guidelines for placing students in gifted programs, including identifying gifted behaviors, personality and environmental factors that influence giftedness, and characteristics of giftedness such as advanced cognitive abilities, creativity, and asynchronous development. It also discusses potential negative characteristics and guidelines for nominations and alternative identification pathways into gifted programs.
This document discusses gifted children and giftedness. It begins by defining giftedness as advanced ability or potential compared to others of the same age in one or more areas. It describes how giftedness evolves due to nature, nurture, and culture. Several theories of intelligence are discussed, including IQ classifications and Howard Gardner's theory of multiple intelligences. Signs and characteristics of gifted children are provided. The document also discusses identifying gifted children, differences between bright and gifted children, interventions for teachers and families, potential problems gifted children may face, and myths about giftedness.
Individual differences refer to variations among people in aspects like intelligence, personality, interests and aptitudes. Psychologists assess individual differences using reliable, valid and standardized psychological tests. Intelligence tests measure cognitive abilities and potential, not just achievements. They indicate how consistently someone scores and what they can do at their best. Personality tests examine characteristic ways of thinking, feeling and behaving. Understanding individual differences helps utilize people's capabilities optimally and support their development. Genetics and environment both contribute to making each person unique.
This document discusses several models of second language acquisition and how individual learner differences relate to computer-assisted language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. Across these models, the document notes that learner variables like age, attitude, motivation, intelligence, language aptitude, and previous knowledge are claimed to influence learning outcomes. However, it also acknowledges that the variables interact with each other and the learning context in complex ways.
After learning this unit, the learners can be able to
Describe the meaning and nature of individual differences
Bifurcate the areas of individual differences
Identify the causes of individual differences
Provide remedial measures for individual differences through general and special educational provisions.
take care of slow learners and finally be able to measure individual differences through various tests and techniques.
Social and Emotional Needs of Gifted Childrenguest8758a5
The document discusses the social and emotional issues that gifted children may face. It defines giftedness and describes how gifted individuals differ neurologically, in their perceptions and behaviors. Gifted children often experience overexcitabilities that can lead to issues like underachievement. Their asynchronous development and differences from others can cause maladjustment. The document recommends screening gifted children for social and emotional needs and providing support groups, counseling, and advocacy to help them develop in healthy ways.
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
Individual Differences: Meaning and Causes discusses the definitions, types, and causes of individual differences. It defines individual differences as variations between individuals in physical, mental, and personality traits. The main types of differences discussed are physical, intelligence, attitudes, achievement, motor ability, sex, race, economic status, interests, emotions, and personality. The key causes identified are heredity, environment, race/nationality, sex, age, and education. The document concludes by outlining the role of individual differences in education, including limiting class sizes, proper class division, tailored homework/curriculum, teaching methods, and educational/vocational guidance.
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
Individuals differ in many characteristics including physical, mental, motor, emotional, interests and attitudes. These individual differences arise from heredity factors inherited from parents and ancestors, as well as environmental influences. In education, individual differences are addressed through strategies like limiting class size, dividing classes by ability, assigning tailored homework, adjusting curriculum and teaching methods, providing guidance, and giving individual attention to students.
The document discusses "The Death of the Author" theory proposed by Roland Barthes. It argues that an author's individual identity or intentions should not be considered in interpreting a text. A text is composed of multiple voices and citations from culture, with meaning emerging from the reader rather than being imposed by an author. By removing the focus on the author, literary analysis is freed from attempting to find a single or fixed meaning, instead allowing for new interpretations over time. The death of the author thus decentralizes meaning and is a revolutionary act against authority.
The document discusses the history and development of the Internet and the World Wide Web. It describes how early computer networks used protocols like TCP/IP to connect universities and researchers. It then explains how the introduction of graphical web browsers in the 1990s, like Mosaic and Internet Explorer, popularized accessing web pages using URLs and HTTP. The document also provides examples of some of the first websites created and early uses of the Internet like chatting online and searching for information.
This document discusses individual and group differences and their implications for education. It covers the following key points:
1) Individual differences arise from hereditary, environmental, training, and volitional factors. Group differences also exist between sexes and races.
2) Schools must adapt instructional methods like ability grouping, the laboratory method, and team teaching to accommodate individual differences.
3) Exceptional children include the gifted, disabled, emotionally disturbed, and physically handicapped who require specialized support.
4) The challenge for education is to devise methods that provide each student with the direction, guidance, and work needed to reach their full potential.
The document discusses emotional and behavioral disorders (EBD) in children as defined by IDEA 2004. It notes that EBD is identified by marked difficulties in educational performance over an extended period of time due to internalizing or externalizing behaviors. Around 2% of school-aged children have EBD, with males and older students more likely to be identified. Risk factors include poverty, learning disabilities, and unstable home environments. Effective identification and support of students with EBD requires multimodal assessment and the use of positive behavioral interventions and engaging instructional approaches.
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
This document defines intellectual disabilities and discusses characteristics and strategies. It provides two definitions, one from IDEA and one from AAIDD. Characteristics discussed include poor motivation, attention issues, difficulties with social skills and academics. Strategies are presented to address motivation, attention, social behaviors, academics, memory, and generalization. The strategies should be practiced before, during and after instruction to support students with intellectual disabilities.
Identifying Gifted Students in the ClassroomAngela Housand
This document discusses understanding giftedness and identifying gifted students. It begins by outlining the goals of understanding unique gifted behaviors, providing resources for talent development, and identifying students using a 6-step strategy. It then provides examples of matching personality descriptions with famous individuals. The rest of the document discusses defining giftedness, characteristics of gifted individuals such as asynchronous development and underachievement, looking for advanced abilities, and differentiating gifted learners from high achievers. It aims to help understand giftedness in context and identify gifted students.
This document discusses identifying gifted and talented students. It begins with definitions of giftedness and different models for conceptualizing giftedness. It then discusses characteristics commonly seen in gifted individuals, both positive traits like curiosity and rapid learning as well as potential negatives like uneven development. The document emphasizes using identification procedures that are inclusive and reflect the diversity of the student population. It recommends using multiple criteria and sources of data in identification to avoid unfairly excluding certain groups. The goals of identification should be to select students who would benefit from supplementary services and to label the services not the students.
The document discusses characteristics and instructional strategies for students with learning disabilities, ADHD, and emotional disabilities. It describes cognitive, academic, social, and behavioral characteristics for each category. For learning disabilities, it notes issues with attention, memory, processing, perception and specific academic areas. ADHD characteristics include executive function impairments. Emotional disabilities involve internalizing or externalizing behaviors. The document provides assessment tools and strategies like direct instruction, environmental supports, and peer-mediated learning to address students' needs.
Individuals differ in their development and traits due to hereditary and environmental factors. The two major factors that influence individual differences are heredity and environment. Hereditary factors like intelligence, physical condition, aptitudes, sex, age, and temperament are inherited and can affect an individual's development. Environmental factors like family background, community background, and school experiences also impact development and learning. Individual differences emerge as children progress through different stages of development at uneven rates depending on these hereditary and environmental influences.
The document provides guidelines for placing students in gifted programs, including identifying gifted behaviors, personality and environmental factors that influence giftedness, and characteristics of giftedness such as advanced cognitive abilities, creativity, and asynchronous development. It also discusses potential negative characteristics and guidelines for nominations and alternative identification pathways into gifted programs.
This document discusses gifted children and giftedness. It begins by defining giftedness as advanced ability or potential compared to others of the same age in one or more areas. It describes how giftedness evolves due to nature, nurture, and culture. Several theories of intelligence are discussed, including IQ classifications and Howard Gardner's theory of multiple intelligences. Signs and characteristics of gifted children are provided. The document also discusses identifying gifted children, differences between bright and gifted children, interventions for teachers and families, potential problems gifted children may face, and myths about giftedness.
Individual differences refer to variations among people in aspects like intelligence, personality, interests and aptitudes. Psychologists assess individual differences using reliable, valid and standardized psychological tests. Intelligence tests measure cognitive abilities and potential, not just achievements. They indicate how consistently someone scores and what they can do at their best. Personality tests examine characteristic ways of thinking, feeling and behaving. Understanding individual differences helps utilize people's capabilities optimally and support their development. Genetics and environment both contribute to making each person unique.
This document discusses several models of second language acquisition and how individual learner differences relate to computer-assisted language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. Across these models, the document notes that learner variables like age, attitude, motivation, intelligence, language aptitude, and previous knowledge are claimed to influence learning outcomes. However, it also acknowledges that the variables interact with each other and the learning context in complex ways.
After learning this unit, the learners can be able to
Describe the meaning and nature of individual differences
Bifurcate the areas of individual differences
Identify the causes of individual differences
Provide remedial measures for individual differences through general and special educational provisions.
take care of slow learners and finally be able to measure individual differences through various tests and techniques.
Social and Emotional Needs of Gifted Childrenguest8758a5
The document discusses the social and emotional issues that gifted children may face. It defines giftedness and describes how gifted individuals differ neurologically, in their perceptions and behaviors. Gifted children often experience overexcitabilities that can lead to issues like underachievement. Their asynchronous development and differences from others can cause maladjustment. The document recommends screening gifted children for social and emotional needs and providing support groups, counseling, and advocacy to help them develop in healthy ways.
Information & Resources Guide
Gifted and Talented Students
___
by David Haberlah and Chanel Loveridge
Gifted and talented children are characterised by outstanding abilities and potential for high performance. The realisation of these talents however requires differentiated educational intervention and support.
Document access: https://docs.google.com/document/d/1vgaJrsaByKaTHuoGbizWM7PfDq3Kh1UEkkIonvZ3iCU/pub
Individual Differences: Meaning and Causes discusses the definitions, types, and causes of individual differences. It defines individual differences as variations between individuals in physical, mental, and personality traits. The main types of differences discussed are physical, intelligence, attitudes, achievement, motor ability, sex, race, economic status, interests, emotions, and personality. The key causes identified are heredity, environment, race/nationality, sex, age, and education. The document concludes by outlining the role of individual differences in education, including limiting class sizes, proper class division, tailored homework/curriculum, teaching methods, and educational/vocational guidance.
This document is aimed at providing brief information about Intellectual disability and legal definitions of ID given by different organizations.
"Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 22."
There are four levels of ID:
Mild
Moderate
Severe
Profound
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
Individuals differ in many characteristics including physical, mental, motor, emotional, interests and attitudes. These individual differences arise from heredity factors inherited from parents and ancestors, as well as environmental influences. In education, individual differences are addressed through strategies like limiting class size, dividing classes by ability, assigning tailored homework, adjusting curriculum and teaching methods, providing guidance, and giving individual attention to students.
The document discusses "The Death of the Author" theory proposed by Roland Barthes. It argues that an author's individual identity or intentions should not be considered in interpreting a text. A text is composed of multiple voices and citations from culture, with meaning emerging from the reader rather than being imposed by an author. By removing the focus on the author, literary analysis is freed from attempting to find a single or fixed meaning, instead allowing for new interpretations over time. The death of the author thus decentralizes meaning and is a revolutionary act against authority.
The document discusses the history and development of the Internet and the World Wide Web. It describes how early computer networks used protocols like TCP/IP to connect universities and researchers. It then explains how the introduction of graphical web browsers in the 1990s, like Mosaic and Internet Explorer, popularized accessing web pages using URLs and HTTP. The document also provides examples of some of the first websites created and early uses of the Internet like chatting online and searching for information.
The document discusses the fundamentals of university-level writing. It explains that university writing is more complex than the basic "hamburger" format taught in high school. The document outlines the components of a university-level essay, including an introduction with contextualizing information and a thesis, multiple body paragraphs with arguments and evidence, and a conclusion. It also discusses developing and refining a thesis through querying, mustering evidence, and seeking complicating evidence.
The document discusses the importance of developing a strong thesis statement. It provides guidance on what makes a good thesis and how to fix weaknesses. A strong thesis makes a clear claim, avoids obvious truths, complicates conventional wisdom, and is specific rather than broad. It should guide the structure of the paper by requiring the writer to prove or explore the thesis. Examples are used to demonstrate weak theses and potential improvements.
This document discusses the social role of university students and successful characteristics. It defines a social role as a pattern of expected behaviors, responsibilities, expectations, and privileges. The social role of a student involves behaviors like doing work, and responsibilities such as studying, completing assignments, and attending class. Successful student characteristics include being motivated, articulate, and well-spoken. The document also discusses role communicators that shape expected behaviors and how roles can conflict.
The document provides guidance on developing effective time management skills through identifying personal values and goals, prioritizing tasks, creating schedules, avoiding procrastination, and maintaining routines. It emphasizes the importance of self-management over rigid time management, experimenting to find what works best personally, and allowing flexibility for unexpected events. The recommendations include setting reasonable goals, breaking large tasks into smaller steps, rewarding accomplishments, and focusing on progress rather than perfection.
Champlain Farms and Bud Light are offering a chance to win a trip on the 2012 Bud Light Party Cruise to the Bahamas, with Bud Light 18-packs on sale for $12.99, which is described as the best deal in town. Entrants will have a chance to cruise the Bahamas with the Bud Light crew, with the winner to be selected over Labor Day weekend, and participants must be over 21 to enter and should ask the manager for more details.
The article summarizes and critiques proposals in the McGuinty government's report on post-secondary education in Ontario. It argues the proposals, including increased online learning, 3-year undergraduate degrees, and private sector involvement, will cut costs at the expense of education quality and accessibility. While increasing productivity, the changes may limit curriculum, research agendas, academic freedom, and disproportionately favor certain fields over others. The proposals are part of ongoing efforts to shift more funding burden to students and private sector that could fundamentally change the purpose of educational institutions.
Stress can often lead to depression and anxiety in students. Studies show that 7% of men and 14% of women in their first year of post-secondary education meet the criteria for major depressive disorder, while 13% of men and 19% of women meet the criteria for a major anxiety disorder. Mindfulness techniques like body scanning, focused breathing, and observing thoughts non-judgmentally can help reduce rumination and improve mood by cultivating present-moment awareness of one's self, body, and environment. Regular mindfulness practice involves paying close attention to bodily sensations, sounds, and thoughts in a calm, accepting manner.
This document discusses teaching diverse students and provides strategies for addressing different types of student diversity in the classroom. It addresses socioeconomic differences, cultural differences, gender differences, sexual orientation differences, developmental differences, personality differences, learning styles, multiple intelligences, learning aptitudes, interests, and implications for teachers. The key strategies discussed include early intervention for low-SES students, respecting cultural diversity, ensuring equal opportunities for all genders, discussing sexuality openly, tailoring instruction to student development levels, accounting for different learning styles and intelligences, mainstreaming special needs students, and meeting students' interests.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
This document provides an overview of various disabilities, disorders, and syndromes that can impact learning. It defines key terms like disability, disorder, and syndrome. It then describes several categories of conditions - learning disabilities, speech disabilities, reading disabilities, writing disabilities, mathematics disabilities, physical disabilities, and disorders like ADHD, autism, Tourette's syndrome. For each one, it briefly outlines what they are, their impact on learning or brain development, and examples of specific disabilities or disorders that fall under that category. The document concludes with a list of resources for further information.
The document provides information about the International Baccalaureate (IB) Primary Years Programme at Fork Shoals School. It discusses the learner profile attributes that are emphasized, such as being principled, knowledgeable, and caring. It also describes the six transdisciplinary themes that are incorporated across subjects, such as "Who We Are" and "How We Express Ourselves." Inquiry-based instruction is used to allow students to explore concepts through their own interests and questions. The goal is for students to take action based on their learning.
This document provides an overview of understanding learning disabilities. It introduces the topic for day one of a training program. The objectives are to define learning disability, identify facts about it, examine early signs, identify common signs and symptoms, discuss how it is diagnosed, describe different types, discuss associated conditions, and consider issues related to learning disability, mental health, ethnicity and age. [/SUMMARY]
How The Environment Relates To Unwanted Behavioursscot ghead
The document discusses developing a responsive social and learning environment to support communication and reduce unwanted behaviors for students. It covers several key areas:
1) How the environment can support language development and encourage communication through various cues and supports.
2) Looking at a student's relationship with their physical, symbolic, and social environments to understand behaviors.
3) Ways to adapt the environment, such as organizing spaces, using visual supports and schedules, to increase understanding and independence while reducing stress.
4) Analyzing behaviors from an objective standpoint to understand their function and how to teach replacement behaviors through strategies like functional communication training.
MTML FINAL EChannel Webinar Creating Pathways of Learning Support for EO Clie...Kimberly Lansdowne
This document summarizes the key findings from a research project exploring how to better support Employment Ontario clients and learners with learning disabilities. The research included a literature review, focus groups, and expert consultations. Some of the main themes that emerged included: issues with social stigma and self-esteem related to learning disabilities; the complex interactions between learning disabilities and other issues like mental health problems, poverty, experiences of racism; and the barriers posed by a lack of diagnosis and accommodations. The research identified gaps in services and support for adults with learning disabilities and opportunities to improve practices, environments, and interventions across Employment Ontario programs.
This document discusses intellectual impairments and strategies for supporting learners with intellectual impairments in the classroom. It defines intellectual impairments as limitations in intellectual functioning and adaptive behavior that originate before age 18. The document outlines causes of intellectual impairments including genetic and environmental factors. It also discusses consequences for learners and strategies teachers can use to support learners, including allowing breaks, speaking directly to the learner, and assigning jobs. The document provides guidance on conducting learner assessments and profiles to identify support needs.
This document discusses intellectual impairments and strategies for supporting learners with intellectual impairments in the classroom. It defines intellectual impairments as limitations in intellectual functioning and adaptive behavior that originate before age 18. The document outlines causes of intellectual impairments including genetic factors and environmental factors. It also discusses consequences of intellectual impairments for learners in areas like physical, social, and independence. The document provides guidance for teachers on identifying learners' needs, developing support profiles, and implementing strategies to support learners with intellectual impairments, such as allowing breaks, using simple instructions, and encouraging interaction with other students.
Supporting students with asd in an inclusive setting with resource pagesSergiy Sydoriv
This document provides an overview of supports for students with autism spectrum disorder (ASD) in an inclusive school setting. It discusses the characteristics of ASD and how it affects socialization, communication, and behaviors. It also outlines strategies to support students with ASD, including using visual supports, social skills instruction, social stories, and addressing behaviors and social/emotional needs through techniques like comic strip conversations, social problem-solving cue cards, and identifying expected versus unexpected behaviors. The document is a resource for teachers and staff on understanding ASD and implementing effective classroom supports and interventions.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(c) inclusion without borders, 2020
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти, 2020
The document provides strategies for teaching students with autism spectrum disorder. It discusses characteristics of autism including difficulties with communication, social interaction, and behavioral patterns. It then outlines various classroom strategies such as using visual schedules, social stories, and positive behavior management plans to help students with organization, social skills, transitions, and behavioral issues. Sensory strategies are also discussed to address students' sensory processing challenges.
This document provides an overview of a career guidance module for grade 11 learners. The module aims to help students identify different career professions and life choices, as well as factors that influence these decisions. It includes activities for students to explore career tracks and reflect on how personal, family, and social factors shape their own choices. The module also lists senior high school curriculum exits and regulated professions to help guide students in planning their next steps after graduation.
ADHD is a neurodevelopmental disorder defined by impairing levels.docxaryan532920
ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning.
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Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
The International Baccalaureate Primary Years Program (PYP) is a rigorous, internationally recognized program for students that develops globally-minded, inquisitive problem solvers. The PYP curriculum is inquiry-based and organized around six transdisciplinary themes, empowering students to take learning beyond the classroom. It focuses on developing knowledge, concepts, skills, attitudes, and actions in students outlined in the IB Learner Profile through five essential elements.
This document discusses developmental tasks and concerns at different stages of human development. It addresses the following stages:
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2. High school (ages 12-18) - Developmental tasks center around relationships, independence, vocational planning and values. Concerns involve relationships, responsibilities, school/career, and religion/morality.
3. College/early adulthood (ages 19-30) - Tasks include selecting a partner, starting a family, career development
1. The document provides an overview of a training session that aims to support staff in delivering consistent messages based on an informed approach to equality.
2. Participants will learn about language and disablism, the power of individuality, legislation, the social model, and implementing learning to promote consistency.
3. The training covers topics like respectful language, discrimination, the medical vs social models of disability, and putting social model ideas into practice through language.
The document summarizes a professional development session for teachers on dyslexia. It discusses beliefs around dyslexia including that each student is unique, teachers are knowledgeable, and instruction should be systematic, structured, and multi-sensory. It outlines norms for the session and learning outcomes which include understanding developmental reading skills continuums and experts' recommendations. The problem-solving cycle of assess, research, decide, teach, monitor, feedback is presented. Teachers complete learner profiles and hypothesize next instructional steps. Effective reading programs and approaches are discussed.
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Exercise relieves stress by releasing endorphins, increasing blood flow, and allowing meditation while in motion. The document recommends finding physical activities you enjoy to manage stress and links to a video on YouTube about exercise and stress management.
Exercise relieves stress by releasing endorphins, increasing blood flow, and allowing meditation while in motion which can help increase sleep. The document recommends finding an enjoyable exercise like activities in the video link provided. Choosing an activity you enjoy makes it more likely you will stick with a stress-reducing exercise routine.
The document outlines the differences between scholarly and non-scholarly articles, noting that scholarly articles are intended to share primary research results with other scholars, go through peer review, have a formal academic style, and include references, while non-scholarly articles aim to inform the general public in a casual style without peer review or references. It also provides examples of scholarly and non-scholarly publications and outlines the parts of a typical scholarly research article and peer review process.
Checklist of things I Need to know about my Collegerpeart
This document is a checklist for students preparing to attend college or university. It contains questions about confirming enrollment details, finding course information and requirements, important academic dates, paying fees, locating campus services, and connecting with disability and tutoring resources. Completing the checklist will help students be prepared for the transition to post-secondary education by addressing typical information gaps experienced by first and second year students.
This document provides information about stress management. It begins with an agenda that outlines discussing what stress is and symptoms of stress. It then includes a stress quiz where participants rate statements about lifestyle habits and stress levels. The document discusses interpreting stress quiz scores and areas of life that stress can impact like the mind, body, and behavior. Participants are prompted to identify their own stressors and how stress affects them. The goal is for readers to understand what stress is and how it can impact health in order to better manage stress.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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5. It is all about choice – and
what you deem is important
Because we can teach you nothing….
Unless you want to learn
And if you do not want to be here – you are free
to leave – today
If you stay – you commit to 9 days of building your
post-secondary to be a foundation for the next 6
years
What do you want to take away from today?
How are we going to do that together?
6. Rules of Engagement
Willbe common to all university
classrooms
Student code of conduct
Expectations for my sessions
8. 2001 Statistics
Population Sampled (15 years and older)
= 23 901 360
or about 24 000 000
6 173 225 start university = 24%
3 687 650 complete degree = 15%
642 055 complete a masters = 2.6%
128 625 complete a PhD = .5%
9. Social Role
As Defined by Sociologist Talcott Parsons
A Social Role may be defined as a socially
expected pattern…
of behaviours,
responsibilities,
expectations,
and privileges.
10. Characteristics of the
Successful Student
What do they look like?
What don’t they look like?
How do they behave?
How don’t they behave?
Divide into 4 groups
11. Characteristics
What do they look like? What don’t they look
like?
1. “smart” – glasses,
reading 1. Rumpled
2. Scruffy
2. Carries backpack
3. Baggy clothes
3. Well dressed 4. Intoxicated
4. Carries books 5. Parties all the time
5. Conservative 6. Bags under their
clothing eyes
12. Characteristics
How do they How don’t they
Behave? behave?
1. Motivated 1. Lazy
2. Articulate 2. Disrespectful
3. Well spoken 3. Hostile
15. Social Role of the Student
of behaviour
responsibilities –
Expectations –
and privileges –
What are these for a student
16. Social Role of the Student
of behaviour, - doing work
responsibilities - studying, completing
assignments, attending class
Expectations – you will work hard, you
will fulfill all class requirements
and privileges – access to library,
access to funding, access to student
services, reduced rates for museums,
travel, ability to choose courses,
create own time table
17. Roles Powerfully Impact Upon:
Image in eyes of others ~ status &
reputation
Image in own eyes ~ self-image
Acceptance and belonging
Associations and relationships
Autonomy and freedom
Personal growth and development
Opportunities
Material side of life
Lifestyle
18. What other Social Roles Do You Hold
· It is useful to make a list of the roles that
you hold in your life.
· These may include some of the following
common roles:
· Spouse, child, parent, sibling, worker,
friend, profession, hobbyist, voluntary
worker, older person.
20. Social Roles and LDs
Connection
Terminology re LD
Permanent disability – tied to rights
Neurological dysfunction in one or more of
the psychological processes related to
learning
Learn
“differently” vs Learning Disability
Concept of “passing”
Concept of “comorbidity” stopped here
21. There are both positive
and negative social
roles.
List positive social roles
and negative ones
22. The Social Definition of
Devaluation
A person becomes perceived or
defined as devalued…
1. By being different from others…
2. In one or more dimensions…
3. Which are perceived as significant by a
majority or ruling segment of a society…
4. Who value this difference negatively.
24. Minority groups Widely
Devalued in Western Society
Those impaired in
Senses – vision, hearing
Body – CP, epilespy, etc
Mind – psychiatric illness, intellectual disability
Those see as disordered in behavior
Activity level – hyperactive, lethargic
Self-destructive , substance dependent
Sexual orientation or conduct
Socially rebellious
Lawless, delinquent, imprisioned
dissident
Wolf Wolfsenberger - Syracuse University
Training Institute
25. Minority groups Widely
Devalued in Western Society
The poor
Those with few or unwanted skills
Illiterate
unemployed
Those“unassimilated” for other
reasons:
Age – unborn, newborn, aged
Race, nationality, ethnicity
religion
26. So what do we do
about it?
Minimize devaluation...
Maximizevalued social
roles…
27. By paying attention to…
the socially expected
pattern of behaviours,
responsibilities,
expectations,
and privileges,
…of a University Student
28. We accomplish this through role
communicators
What are role communicators?
29. Role Communicators
1. The structure & context of the physical
environment
University Campus vs. separate space
30. Role Communicators
1. The people associated with a person or
group, including clients, staff, others
32. Role Communicators con’t.
4. The language that is used:
a. Direct address to people
a. Dr. vs. Sir vs. Miss
b. Indirect references to people
c. Names of services processes,
including activities, staff titles
d. Facility/service names
a. Student Affairs vs. Student, Community
and Leadership Development
41. Breakdown in Pathways
General way of explaining what a
learning disability is - breakdown or
slowdown of pathways that process,
interpret, express information
43. “Learning Disabilities” refers to a variety of
disorders that affect the
acquisition,
retention,
understanding
organization
or use of
verbal and/or non-verbal information
44. These disorders result from impairments in one or
more psychological processes related to
learning,
in combination with otherwise average abilities
essential for thinking and reasoning.
45. “Psychological Processes” - An evolving list that
has focused on functions such as:
phonological processing
memory and attention
processing speed
46. Learning disabilities are specific not global
impairments and as such are distinct from
intellectual disabilities.
47. Learning disabilities range in severity and
invariable interfere with the acquisition and use
of one or more of the following important skills:
Orallanguage (e.g., listening, speaking,
understanding)
Reading (e.g., decoding, comprehension)
Written language (e.g., spelling, written
expression)
Mathematics (e.g., computation, problem
solving)
48. Learning disabilities may also cause difficulties
with organizational skills, social perception and
social interaction.
49. The impairments are generally life-long.
However, their effects may be expressed
differently over time, depending on the match
between the demands of the environment and
the individual’s characteristics.
50. Common Elements Regardless
of Definition
Neurological dysfunction
Uneven growth pattern and psychological
processing deficits
Difficulty in academic and learning tasks
Discrepancy between achievement and
potential
Exclusion of other causes
51. Now we have a sense of what
a LD is
How do we assess one?
52.
53.
54. Traditional Assessment
Rely on standardized / formal tests
Use scores to compare student’s
progress with others
“norm-referenced”
Tests available in more than 1 form
Standard administration
Contains grade norms, age norms,
percentiles
Information on validity of the test
55. Traditional Assessment
Caveats
What are the limitations of the tests you
are using
Use multiple sources of data when
possible to get a more accurate picture
56. Standardized Tests
Reading
- Nelson-Denny Test of Reading
Comprehension (Vocab/Comp/Rate)
Diagnostic Reading
- Woodcock Reading Mastery Tests -
Revised
Language
- Peabody Picture vocabulary test
Visual – Motor
- Bender
57. Types of Standardized Tests
Tests of Mental Abilities and Processes IQ
WISC – III – Wechsler Intellignce Scale for
Children
> 16 – WAIS – Wechsler Adult Intelligence
Scale
Stanford-Binet
Kaufman Assessment Battery for Children
(KAB-C)
Editor's Notes
.
EXPECTED !!!! REGARDLESS OF WHETHER IT … OUGHT VS. IS ROLE OF STUDENT behaviour: attend class responsibilities: hand in assignments on time expectations: study for tests, be responsible for own learning privileges: access to library, student services, etc.
Have students list positive and negative social roles. Ex. Student, homeowner, member, parent vs. eternal child, menace, burden of charity, object of pity. OH: Major Common Socio-historical role perceptions of individuals or groups who are different, devalued, minority or handicapped.
REMINDER: OUGHT VS. IS
Have students list qualities and conditions that they see as being devalued. WRITE THEM ON THE BOARD. Do students think that having a learning disability is seen as a difference that is perceived as significant by a ruling or majority segment of society who value this difference negatively? If not, ask them if they have ever been made to feel bad about having a disability – maybe felt like people thought they are stupid or felt that they themselves were stupid. OH: Minority Groups Widely Devalued In Western Society
Minimize devaluation: Not perceive the difference Perceive the difference in fewer areas Perceive the difference as insignificant by a significant majority of the people. View the difference positively. ALL OF THIS WITHOUT PUSHING OTHER PEOPLE DOWN
OH: Rielle as baby graduate. What is communicated about the role this child is filling or is EXPECTED to fill in the future?
– with typical students typical prof ’s, TA’s, other students, etc. Like typical students but paying even closer attention to behaviour. For a university student, this provides a broad range of choice. This does not restrict individuality but provides guidelines for appropriate behaviour.
4. OH: Examples of equating people with their impairments Indirect references influence people but this can also be influenced by the individual. Facility Names – Project Advance vs. Let the students come up with a name that would enhance a negative image. For example: Slow starters. OH: Why are the Following Facilities Named as they Are?
- non-verbal information – where we don ’t use language – understanding how wood joins together to make a table - puzzles
Norm-referenced – have been administered to large groups of children More than 1 form = can be assessed more than once without being overly – practiced – in situations where might want to assess pre- and post- to determine progress Standard administration – very precise instructions have been to given, and strict criteria for scoring and adminisitration Does it test what it says it does
Diagnostic tests – those that are trying to pin-point the difficulty the student is experiencing as opposed to describing reading level – trying to discover the HOW Writing does not tend to be among the standarized tests as it is much more difficulty to assess this way Notion of batteries – often try to come up with one “package”that will test everything – example with respect to academic tests is the WRAT series – reading out of context, spelling, math