This document discusses strategies for transitioning preschoolers with autism spectrum disorder (ASD) from preschool to kindergarten. It summarizes a study that surveyed 65 preschool teachers in Ghana and 210 in the US about effective transition strategies. Both groups identified early planning, collaboration with families, providing family resources and sharing information as most important. However, Ghanaian teachers viewed assistive technology and parent training as less important than US teachers due to economic and cultural differences. The document concludes with implications for improving teacher preparation programs and transition practices, such as initiating early planning, sharing information with families, discussing placement options, and providing family support.
Joy o'neill 2012 report based on m sc researchjoyoneill
This document summarizes an MSc dissertation that studied how service children cope with transitions between schools. It focused on a primary school where 75% of students were from military families who experienced high mobility. The research aimed to understand the impact of multiple transitions and implications for learning. Through interviews and assessments, it found that service children often faced gaps in education, lack of school records transferred, and social/emotional issues adjusting to new schools. Interventions like individual learning plans and social/emotional support sessions were implemented, but differing views between parents and teachers were still found. The research highlighted challenges service children face with school transitions and implications for supporting their learning needs.
Effects of preterm birth on school readiness part iOzella Brundidge
Preterm and low birth-weight born school-age children experience difficulties with complex language functions which can negatively effect social skills, communication abilities, and academic performance. Children born very low birth-weight (VLBW) from lower socioeconomic status (SES) households performed significantly poorer on intellectual ability and academic achievement. However, VLBW first grade children from higher SES households performed similar to their siblings. Parents, pediatricians, and early childcare providers play a critical role in obtaining critical early intervention for this heterogeneous cohort. Preschool enrollment improved verbal and nonverbal cognitive school readiness skills from socially disadvantaged families. Preschool enrollment had no significant effect on cognitive and behavioral skills for moderate preterm (MPT) and very preterm (VPT) born children by family SES. Although preschool enrollment did not moderate the relationship between premature birth and school readiness, enrollment did moderate the relationship between small for gestational age (SGA) and school readiness. Preschool enrollment has a positive effect on language skills and verbal school readiness outcome.
Capstone Research Paper. Fall 2015. Huang, Nguyen & ZhangZijian Huang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
This document discusses the potential role of school nurses in addressing childhood obesity through three main areas: identification and monitoring of at-risk children, treatment of obesity, and prevention efforts. It outlines recommendations from the 2007 Foresight Report on taking a population-level approach and partnerships between different sectors. The document also examines specific school nursing interventions and programs, challenges in prioritizing limited school nurse resources, and considerations around inclusion of disabled children.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
The benefits and consequences of later school startMatt O'Quinn
The document summarizes the results of a student poll and essays on whether high school start times should be later. The poll found that most students feel tired in first period and support a later start time. Research cited in the articles showed later times improved grades, attendance, and reduced stimulant use and accidents. However, some essay responses disagreed, citing concerns about interfering with after school activities. After considering the evidence, the students still support a later high school start time.
Adolescent Health and Later School Start TimesClockerLibrary
This document discusses adolescent health issues related to school start times. It notes that circadian rhythms cause teenagers' sleep-wake cycles to shift later in the day, making early school start times disruptive to their sleep and health. Studies show later start times improve sleep duration, safety, mental health, academics and more. While some schools were initially concerned later times would increase costs, many districts found moving to later middle and high school starts to be cost-neutral or cost-saving due to transportation efficiencies.
Joy o'neill 2012 report based on m sc researchjoyoneill
This document summarizes an MSc dissertation that studied how service children cope with transitions between schools. It focused on a primary school where 75% of students were from military families who experienced high mobility. The research aimed to understand the impact of multiple transitions and implications for learning. Through interviews and assessments, it found that service children often faced gaps in education, lack of school records transferred, and social/emotional issues adjusting to new schools. Interventions like individual learning plans and social/emotional support sessions were implemented, but differing views between parents and teachers were still found. The research highlighted challenges service children face with school transitions and implications for supporting their learning needs.
Effects of preterm birth on school readiness part iOzella Brundidge
Preterm and low birth-weight born school-age children experience difficulties with complex language functions which can negatively effect social skills, communication abilities, and academic performance. Children born very low birth-weight (VLBW) from lower socioeconomic status (SES) households performed significantly poorer on intellectual ability and academic achievement. However, VLBW first grade children from higher SES households performed similar to their siblings. Parents, pediatricians, and early childcare providers play a critical role in obtaining critical early intervention for this heterogeneous cohort. Preschool enrollment improved verbal and nonverbal cognitive school readiness skills from socially disadvantaged families. Preschool enrollment had no significant effect on cognitive and behavioral skills for moderate preterm (MPT) and very preterm (VPT) born children by family SES. Although preschool enrollment did not moderate the relationship between premature birth and school readiness, enrollment did moderate the relationship between small for gestational age (SGA) and school readiness. Preschool enrollment has a positive effect on language skills and verbal school readiness outcome.
Capstone Research Paper. Fall 2015. Huang, Nguyen & ZhangZijian Huang
This study examines the impact of early childhood education programs, particularly Head Start, on children's non-cognitive outcomes using a national longitudinal dataset. The results indicate that children who attended Head Start improved in both internalizing and externalizing behaviors between 3rd and 8th grade compared to children who attended other pre-K programs or had no pre-K. However, Head Start children from low-income families did not fare as well in externalizing behaviors compared to children in other pre-K programs. This highlights the need to improve aspects of Head Start that address externalizing behaviors and enhance program quality for low-income children.
This document discusses the potential role of school nurses in addressing childhood obesity through three main areas: identification and monitoring of at-risk children, treatment of obesity, and prevention efforts. It outlines recommendations from the 2007 Foresight Report on taking a population-level approach and partnerships between different sectors. The document also examines specific school nursing interventions and programs, challenges in prioritizing limited school nurse resources, and considerations around inclusion of disabled children.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
The benefits and consequences of later school startMatt O'Quinn
The document summarizes the results of a student poll and essays on whether high school start times should be later. The poll found that most students feel tired in first period and support a later start time. Research cited in the articles showed later times improved grades, attendance, and reduced stimulant use and accidents. However, some essay responses disagreed, citing concerns about interfering with after school activities. After considering the evidence, the students still support a later high school start time.
Adolescent Health and Later School Start TimesClockerLibrary
This document discusses adolescent health issues related to school start times. It notes that circadian rhythms cause teenagers' sleep-wake cycles to shift later in the day, making early school start times disruptive to their sleep and health. Studies show later start times improve sleep duration, safety, mental health, academics and more. While some schools were initially concerned later times would increase costs, many districts found moving to later middle and high school starts to be cost-neutral or cost-saving due to transportation efficiencies.
The study investigated the relationships between high parental expectations, adolescents' academic performance, and depression in Hong Kong. It found that high parental expectations were positively associated with academic performance but also positively associated with depression. The relationships were partially mediated by adolescents' value of academic success, self-efficacy, and social support from parents and school. The findings suggest parental expectations can have both benefits and costs for adolescents and social support may play a role in the effects of expectations.
Challenging behavior in young children is prevalent, impacting 10-30% of those under age 5. Such behavior includes aggression, noncompliance, self-injury and can interfere with learning and social engagement. Over time, children who exhibit challenging behaviors face higher risks of poor academic and social outcomes including expulsion, peer rejection, and special education placement. Additionally, teachers report that challenging student behaviors negatively impact their job satisfaction and likelihood of remaining in the profession. Despite the impacts, few children exhibiting early problem behaviors receive intervention services.
This document is a thesis submitted by Christopher Kear to the University of Wisconsin-La Crosse to fulfill requirements for a Master of Science degree in Exercise and Sport Science. The thesis examines how interpersonal factors from the Theory of Triadic Influence predict adolescents' physical activity levels in physical education classes. Seventy-one high school students completed surveys assessing social constructs from the theory and wore accelerometers during five physical education lessons playing flag football. Results showed the social constructs predicted physical activity intentions but not actual physical activity levels during class. Further research is needed to identify additional factors that predict adolescents' physical activity behavior in physical education.
Brittany N Haro is pursuing a Bachelor's of Interdisciplinary Studies (K-8) from Western Governors University with an anticipated graduation date of April 2016. She has over 5 years of experience as a caregiver at the Little Rock Air Force Child Development Center and has also worked as an instructional aide for the Hawthorne School District and as a program leader for an after school program. She has received exemplary marks and recognition for her work with children.
Schools contribute to unhealthy behaviors in adolescents in three main ways: (1) they do not provide enough physical activity through physical education and recess, (2) they do not emphasize enough importance of sleep through early start times and increased homework, and (3) they promote unhealthy eating through use of technology in lessons which increases calorie and unhealthy food intake. Research shows improving physical activity in schools can positively impact cognitive performance and academic achievement.
Autism is a disability that affects how nerve cells in the brain connect and organize. It is diagnosed early in childhood and is supported under the Individuals with Disabilities Education Act (IDEA). While the specific causes are unknown, genetic factors are important. Evidence suggests that autistic children can benefit from inclusive classrooms, which mix disabled and non-disabled students to improve social and academic skills.
This study examined how individual, family, and school-level factors influence the age of sexual initiation in adolescents using data from the National Longitudinal Study of Adolescent Health. Hierarchical linear models were used to predict age of sexual initiation separately for boys and girls. Results found that more favorable attitudes about sex at the school level were associated with younger age of sexual initiation for both boys and girls. The school-level mean parental education also moderated the influence of individual attitudes about sex on age of initiation. Perception of maternal approval and peer approval were the most important predictors of younger age of initiation for boys, while more factors were significant predictors for girls. The findings support the need for school-wide prevention programs that address attitudes
This document discusses the effects of multimodal treatment approaches on children with ADHD and co-morbid disorders. It finds that a biopsychosocial approach involving medication, behavioral therapy, parent/teacher education, and family support best manages ADHD symptoms. While stimulant medications are effective, non-stimulant alternatives are needed for those with co-morbid conditions or risk of abuse. More research is still required to determine the most effective interventions for ADHD accompanied by other disorders.
Effectiveness of a group-based tutorial direct instruction program with a Canadian-Aboriginal and non-Aboriginal sample of children in care
Children in foster care are frequently behind in educational achievement (Flynn, Ghzal, Legault, Vandermeulen, & Petrick, 2004) and perform below grade level (Trout, Hagaman, Casey, Reid, & Epstein, 2008 for a review). Vacca (2008) found that children in foster care perform seven to eight percentile points lower in achievement test scores when compared to children in the general population. This study evaluated the effectiveness of a direct instruction literacy and math program ("Teach Your Children Well"; TYCW) in a small group format to educationally disadvantaged children in foster care. Across the two years of the study, 101 children in long-term foster care, 78.2% of which were Aboriginal Canadian, between grades 1 and 8 inclusive, participated in this randomized control trial intervention. Half were randomly assigned to the 30- week experimental TYCW condition, while the other half served as waitlist controls. Children were assessed at baseline and post-intervention on word reading, spelling, sentence comprehension, and mathematic skills using an academic measure of functioning, the Wide Range Achievement Test Forth Edition (WRAT4). An analysis of covariance (ANCOVA) demonstrated a statistically significant increase in standard scores on reading decoding, spelling and mathematic skills for those who received the tutoring. Meaningful effect sizes (small to moderate range) were also found in support of the tutoring intervention across these three domains. Furthermore, the results also indicated that condition predicted improvements in word reading for those with elevated levels of school instability, and a trend towards those with high inattention symptoms, as measured by the Conners' ADHD/DSM-IV Scales (CADS). The implications of these findings as they relate to improving educational achievement among foster children are discussed.
This document is a thesis submitted by Annabel Myers examining predictors of college adjustment in students with Attention-Deficit Hyperactivity Disorder (ADHD). The thesis summarizes previous research showing that ADHD symptoms, particularly inattentiveness, are related to poorer academic adjustment, lower GPAs, and difficulty completing college. It also discusses how personality characteristics like neuroticism and conscientiousness, as well as stress, may impact college adjustment. The current study assessed these relationships and whether they can predict academic adjustment, social adjustment, and GPA in college students with ADHD.
This document discusses learning disabilities. It defines learning disabilities as neurologically based difficulties achieving academic abilities that can affect basic skills like reading and math as well as higher level thinking. Around 4-6% of students have a learning disability. There are four main types: issues with input, integration, memory, and output. The document outlines treatments, how learning disabilities can affect individuals, and approaches to educating students with learning disabilities like mainstreaming and inclusion.
PPA 402 Decision Memorandum assignment by Vincent OstbergVincent Ostberg
The memorandum recommends maintaining the status quo school start times rather than pursuing later start times. It summarizes a study showing that allowing high school students an extra 30 minutes of sleep by starting 30 minutes later improved their alertness, moods, attendance, and eating habits. However, the memorandum notes that implementing later start times province-wide would be difficult due to impacts on parents' work schedules, school busing constraints, and lack of a control group in the study. To avoid controversy, it recommends no changes at this time.
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...inventionjournals
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
The document discusses gender bias and fairness in multiple contexts. It begins by defining the differences between gender and sex, noting that gender refers to social and cultural differences while sex refers to biological ones. It then examines how gender is constructed beginning in infancy, with girls and boys receiving different social reinforcement. Gender bias can also occur in schools and testing. Teachers may unintentionally exhibit bias by interacting more with and calling on boys more than girls, or having different expectations of students based on gender. Test publishers work to prevent bias in testing materials and recommended uses. Reducing bias requires examination of teaching practices and interactions with different students.
The document summarizes the findings of a large 2005 UK government study on the impact of single-sex versus coeducational schooling. The study analyzed over 350,000 students across nearly 3,000 schools. It found that for most students, single-sex schooling had little effect on academic performance compared to coeducational schools. However, it did find improvements for some groups, such as girls in non-selective schools and boys in selective schools. The document also discusses debates around other factors that influence performance and the challenges in isolating the impact of school type. Overall, the study offers an unbiased analysis but does not fully settle debates on the issue.
This study aimed to describe the functional performance of 5-year-old children with Down syndrome. The researchers assessed 43 children with Down syndrome in Norway using the Pediatric Evaluation of Disability Inventory. They found that the children showed a wide range of functional abilities. Self-care skills requiring fine motor skills were most delayed. Basic mobility skills were less affected. Parents were most concerned about language skills and bladder/bowel control as children approached school age. The results provide baseline information on typical functional levels in 5-year-olds with Down syndrome but caution is needed in generalizing to individuals due to variability.
This document examines factors that may contribute to achievement gaps in early childhood test scores. It discusses previous studies that both found and failed to find observable gaps between children of different backgrounds. The document then reviews literature on early childhood development, noting that a child's environment and experiences can significantly influence brain development. Finally, it discusses factors studied like neighborhood crime and parents' education levels that are used to represent a child's socioeconomic status and learning environment. The authors aim to determine if socioeconomic status impacts test scores in Ontario between grades 3 and 6.
The document discusses how schools must change from "Success by Chance" to "Success by Design" to better serve students. It outlines how Ware County Schools in Georgia developed a model of achievement and accountability through instructional components and management/governance to improve graduation rates for all students. It also discusses how the district has expanded beyond traditional education through partnerships in healthcare via school-based health centers and telehealth, establishing the new normal of integrating education and healthcare reform.
The document describes a study that investigated the strategies that school-aged children use to answer items from a quality of life measure. Researchers administered a 30-item quality of life survey to 266 children ages 5-9 years old and asked them to think aloud while answering selected questions. The children's responses were coded into five categories: (1) social comparisons, (2) stable character references, (3) concrete examples, (4) other reasons, or (5) no reason given. The researchers found that concrete examples were used most frequently by children to answer questions. The type of strategy used varied depending on the child's age and the type of question.
This document summarizes a study that examined relationships between socioeconomic status, gender, and self-regulation in 408 preschool children. The study found that (1) children from low-income backgrounds in Head Start programs displayed significantly lower self-regulation than children not in Head Start, and (2) the gender gap in self-regulation favoring girls was significantly larger for children not in Head Start compared to those in Head Start.
This document discusses three types of research: quantitative research focuses on statistics and asks closed questions like "Have you bought the game?"; qualitative research provides more detailed results through open-ended questions like "What aspects of gameplay do you enjoy most?"; audience profiling groups people by attributes like age, gender, income to understand the target audience.
Inductive and Deductive Approach to Research. Difference between Inductive an...Rohan Byanjankar
What is inductive and Deductive Approach to Research? The difference between Inductive and Deductive Reasoning to Research with clear example, figure and some major differences between them.
The study investigated the relationships between high parental expectations, adolescents' academic performance, and depression in Hong Kong. It found that high parental expectations were positively associated with academic performance but also positively associated with depression. The relationships were partially mediated by adolescents' value of academic success, self-efficacy, and social support from parents and school. The findings suggest parental expectations can have both benefits and costs for adolescents and social support may play a role in the effects of expectations.
Challenging behavior in young children is prevalent, impacting 10-30% of those under age 5. Such behavior includes aggression, noncompliance, self-injury and can interfere with learning and social engagement. Over time, children who exhibit challenging behaviors face higher risks of poor academic and social outcomes including expulsion, peer rejection, and special education placement. Additionally, teachers report that challenging student behaviors negatively impact their job satisfaction and likelihood of remaining in the profession. Despite the impacts, few children exhibiting early problem behaviors receive intervention services.
This document is a thesis submitted by Christopher Kear to the University of Wisconsin-La Crosse to fulfill requirements for a Master of Science degree in Exercise and Sport Science. The thesis examines how interpersonal factors from the Theory of Triadic Influence predict adolescents' physical activity levels in physical education classes. Seventy-one high school students completed surveys assessing social constructs from the theory and wore accelerometers during five physical education lessons playing flag football. Results showed the social constructs predicted physical activity intentions but not actual physical activity levels during class. Further research is needed to identify additional factors that predict adolescents' physical activity behavior in physical education.
Brittany N Haro is pursuing a Bachelor's of Interdisciplinary Studies (K-8) from Western Governors University with an anticipated graduation date of April 2016. She has over 5 years of experience as a caregiver at the Little Rock Air Force Child Development Center and has also worked as an instructional aide for the Hawthorne School District and as a program leader for an after school program. She has received exemplary marks and recognition for her work with children.
Schools contribute to unhealthy behaviors in adolescents in three main ways: (1) they do not provide enough physical activity through physical education and recess, (2) they do not emphasize enough importance of sleep through early start times and increased homework, and (3) they promote unhealthy eating through use of technology in lessons which increases calorie and unhealthy food intake. Research shows improving physical activity in schools can positively impact cognitive performance and academic achievement.
Autism is a disability that affects how nerve cells in the brain connect and organize. It is diagnosed early in childhood and is supported under the Individuals with Disabilities Education Act (IDEA). While the specific causes are unknown, genetic factors are important. Evidence suggests that autistic children can benefit from inclusive classrooms, which mix disabled and non-disabled students to improve social and academic skills.
This study examined how individual, family, and school-level factors influence the age of sexual initiation in adolescents using data from the National Longitudinal Study of Adolescent Health. Hierarchical linear models were used to predict age of sexual initiation separately for boys and girls. Results found that more favorable attitudes about sex at the school level were associated with younger age of sexual initiation for both boys and girls. The school-level mean parental education also moderated the influence of individual attitudes about sex on age of initiation. Perception of maternal approval and peer approval were the most important predictors of younger age of initiation for boys, while more factors were significant predictors for girls. The findings support the need for school-wide prevention programs that address attitudes
This document discusses the effects of multimodal treatment approaches on children with ADHD and co-morbid disorders. It finds that a biopsychosocial approach involving medication, behavioral therapy, parent/teacher education, and family support best manages ADHD symptoms. While stimulant medications are effective, non-stimulant alternatives are needed for those with co-morbid conditions or risk of abuse. More research is still required to determine the most effective interventions for ADHD accompanied by other disorders.
Effectiveness of a group-based tutorial direct instruction program with a Canadian-Aboriginal and non-Aboriginal sample of children in care
Children in foster care are frequently behind in educational achievement (Flynn, Ghzal, Legault, Vandermeulen, & Petrick, 2004) and perform below grade level (Trout, Hagaman, Casey, Reid, & Epstein, 2008 for a review). Vacca (2008) found that children in foster care perform seven to eight percentile points lower in achievement test scores when compared to children in the general population. This study evaluated the effectiveness of a direct instruction literacy and math program ("Teach Your Children Well"; TYCW) in a small group format to educationally disadvantaged children in foster care. Across the two years of the study, 101 children in long-term foster care, 78.2% of which were Aboriginal Canadian, between grades 1 and 8 inclusive, participated in this randomized control trial intervention. Half were randomly assigned to the 30- week experimental TYCW condition, while the other half served as waitlist controls. Children were assessed at baseline and post-intervention on word reading, spelling, sentence comprehension, and mathematic skills using an academic measure of functioning, the Wide Range Achievement Test Forth Edition (WRAT4). An analysis of covariance (ANCOVA) demonstrated a statistically significant increase in standard scores on reading decoding, spelling and mathematic skills for those who received the tutoring. Meaningful effect sizes (small to moderate range) were also found in support of the tutoring intervention across these three domains. Furthermore, the results also indicated that condition predicted improvements in word reading for those with elevated levels of school instability, and a trend towards those with high inattention symptoms, as measured by the Conners' ADHD/DSM-IV Scales (CADS). The implications of these findings as they relate to improving educational achievement among foster children are discussed.
This document is a thesis submitted by Annabel Myers examining predictors of college adjustment in students with Attention-Deficit Hyperactivity Disorder (ADHD). The thesis summarizes previous research showing that ADHD symptoms, particularly inattentiveness, are related to poorer academic adjustment, lower GPAs, and difficulty completing college. It also discusses how personality characteristics like neuroticism and conscientiousness, as well as stress, may impact college adjustment. The current study assessed these relationships and whether they can predict academic adjustment, social adjustment, and GPA in college students with ADHD.
This document discusses learning disabilities. It defines learning disabilities as neurologically based difficulties achieving academic abilities that can affect basic skills like reading and math as well as higher level thinking. Around 4-6% of students have a learning disability. There are four main types: issues with input, integration, memory, and output. The document outlines treatments, how learning disabilities can affect individuals, and approaches to educating students with learning disabilities like mainstreaming and inclusion.
PPA 402 Decision Memorandum assignment by Vincent OstbergVincent Ostberg
The memorandum recommends maintaining the status quo school start times rather than pursuing later start times. It summarizes a study showing that allowing high school students an extra 30 minutes of sleep by starting 30 minutes later improved their alertness, moods, attendance, and eating habits. However, the memorandum notes that implementing later start times province-wide would be difficult due to impacts on parents' work schedules, school busing constraints, and lack of a control group in the study. To avoid controversy, it recommends no changes at this time.
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...inventionjournals
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
The document discusses gender bias and fairness in multiple contexts. It begins by defining the differences between gender and sex, noting that gender refers to social and cultural differences while sex refers to biological ones. It then examines how gender is constructed beginning in infancy, with girls and boys receiving different social reinforcement. Gender bias can also occur in schools and testing. Teachers may unintentionally exhibit bias by interacting more with and calling on boys more than girls, or having different expectations of students based on gender. Test publishers work to prevent bias in testing materials and recommended uses. Reducing bias requires examination of teaching practices and interactions with different students.
The document summarizes the findings of a large 2005 UK government study on the impact of single-sex versus coeducational schooling. The study analyzed over 350,000 students across nearly 3,000 schools. It found that for most students, single-sex schooling had little effect on academic performance compared to coeducational schools. However, it did find improvements for some groups, such as girls in non-selective schools and boys in selective schools. The document also discusses debates around other factors that influence performance and the challenges in isolating the impact of school type. Overall, the study offers an unbiased analysis but does not fully settle debates on the issue.
This study aimed to describe the functional performance of 5-year-old children with Down syndrome. The researchers assessed 43 children with Down syndrome in Norway using the Pediatric Evaluation of Disability Inventory. They found that the children showed a wide range of functional abilities. Self-care skills requiring fine motor skills were most delayed. Basic mobility skills were less affected. Parents were most concerned about language skills and bladder/bowel control as children approached school age. The results provide baseline information on typical functional levels in 5-year-olds with Down syndrome but caution is needed in generalizing to individuals due to variability.
This document examines factors that may contribute to achievement gaps in early childhood test scores. It discusses previous studies that both found and failed to find observable gaps between children of different backgrounds. The document then reviews literature on early childhood development, noting that a child's environment and experiences can significantly influence brain development. Finally, it discusses factors studied like neighborhood crime and parents' education levels that are used to represent a child's socioeconomic status and learning environment. The authors aim to determine if socioeconomic status impacts test scores in Ontario between grades 3 and 6.
The document discusses how schools must change from "Success by Chance" to "Success by Design" to better serve students. It outlines how Ware County Schools in Georgia developed a model of achievement and accountability through instructional components and management/governance to improve graduation rates for all students. It also discusses how the district has expanded beyond traditional education through partnerships in healthcare via school-based health centers and telehealth, establishing the new normal of integrating education and healthcare reform.
The document describes a study that investigated the strategies that school-aged children use to answer items from a quality of life measure. Researchers administered a 30-item quality of life survey to 266 children ages 5-9 years old and asked them to think aloud while answering selected questions. The children's responses were coded into five categories: (1) social comparisons, (2) stable character references, (3) concrete examples, (4) other reasons, or (5) no reason given. The researchers found that concrete examples were used most frequently by children to answer questions. The type of strategy used varied depending on the child's age and the type of question.
This document summarizes a study that examined relationships between socioeconomic status, gender, and self-regulation in 408 preschool children. The study found that (1) children from low-income backgrounds in Head Start programs displayed significantly lower self-regulation than children not in Head Start, and (2) the gender gap in self-regulation favoring girls was significantly larger for children not in Head Start compared to those in Head Start.
This document discusses three types of research: quantitative research focuses on statistics and asks closed questions like "Have you bought the game?"; qualitative research provides more detailed results through open-ended questions like "What aspects of gameplay do you enjoy most?"; audience profiling groups people by attributes like age, gender, income to understand the target audience.
Inductive and Deductive Approach to Research. Difference between Inductive an...Rohan Byanjankar
What is inductive and Deductive Approach to Research? The difference between Inductive and Deductive Reasoning to Research with clear example, figure and some major differences between them.
The document outlines key aspects of research methodology including:
1. The objectives of research such as defining problems, formulating hypotheses, collecting and evaluating data, making deductions, and testing conclusions.
2. The different types of research including descriptive, applied, quantitative, conceptual, empirical, qualitative, fundamental, and analytical research.
3. The methods of collecting data including primary methods like questionnaires, observations, interviews, and schedules and secondary methods of collecting published and unpublished data from various sources.
Quantitative, Qualitative, Inductive and Deductive Researchhallidayhannah
Quantitative, Qualitative, Inductive and Deductive Research.
Characteristics of Quantitative and Qualitative Research.
Differences between Inductive and Deductive.
Research is the systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possible control of events .
This document discusses various methods of data collection in research. It describes 7 common methods: questionnaires, checklists, interviews, observation, records, experimental approaches, and survey approaches. For each method, it outlines the key aspects, such as how it is administered or structured, as well as advantages and disadvantages. It also discusses important considerations for developing research instruments and measuring variables in studies. The overall purpose is to provide guidance on selecting appropriate data collection techniques based on the research problem and design.
The School Success Program ImprovingMaltreated Childrens A.docxjoshua2345678
The School Success Program: Improving
Maltreated Children's Academic and
School-related Outcomes
Christopher A. Mallett
Many victims of chudhood maltreatment expedence difficulties in school and with aca-
demic performance. This article reviews the evidence on the connection between child-
hood maltreatment and school performance and presents an evaluation of a unique
program established by Children's Services in Lorain County, Ohio. Since 2001, the
School Success Program, in collaboration with 18 Ohio public school distdcts, has pro-
vided individual tutodng and mentodng by certified teachers to 615 maltreated children
and youths, working closely with the whole family in an in-home setting. Most children
and youths in the program have progressed to their appropdate grade level whue improv-
ing overall grade point averages from 1.74 to 2.56 in core academic subjects. Program par-
ticipants have shown one-year improvements that are significant when compared with
those of their nonmaltreated peers: Basic reading and comprehension skills improved 58
percent; math reasoning and comprehension skills improved 50 percent; basic wddng
skills improved 48 percent; and overall academic skills improved 51 percent. These
improvements were seen across both gender and race, with almost equal gains made by
minodty and nonminodty children and youths, but particularly by boys. Implications for
school social work practice are set forth in light of these promising results.
KEY WORDS; children; maltreatment; mentor; school; tutor
A
cademic success is vital for children and
youths to transition without difficulty to
adolescence and young adulthood
(Buehler, Orme, Post, & Pattenon, 2000). This
transition is markedly more difficult for many
children w h o have been vicdms of maltreatment.
Abuse and neglect may affect children's abüities to
learn, decrease cognitive and language capacities
(SmithgaU, Gladden, Howard, Goerge, &
Courtney, 2004), increase dsk for special educa-
tion disabüities, decrease standardized tesdng out-
comes (Egeland, 1997), and decrease overall
academic performance (Leiter, 2007). It is import-
ant to develop interventions and programs tar-
geted specifically to this population that has
expedenced abuse, neglect, or both to provide
these children and youths the opportunity to
achieve school-related success. These interventive
efforts may have long-lasting and important future
impacts (Veltman &L Browne, 2001).
This investigation provides descdptive and lon-
gitudinal findings for a program initiated in 2001
in one Ohio county's children's services agency
that is trying to address and improve the academic
and school-related outcomes for maltreated children
and youths. Finding evidence of what may work
to address this child welfare, school social work,
and public educadon situadon is important not
only because academic difficuldes are a common
problem for maltreatment victims, but also because
few programs have been designed specifically.
Exploring classroom teachers' awareness of pupils with learning disabilities ...Alexander Decker
This document summarizes a study that explored classroom teachers' awareness of students with learning disabilities in public primary schools in Tanzania. The study found that 15% of students have learning disabilities, higher than estimated rates. However, few teachers were aware of students with disabilities or how to provide appropriate instruction. Teachers identified students with difficulties based on poor academic performance but lacked understanding of learning disabilities. While teachers had some knowledge of inclusive education, their awareness of students' specific learning needs was limited. The study aimed to strengthen teacher skills to improve education for students with disabilities.
This document summarizes a research article that investigated strategies for transitioning preschoolers with autism spectrum disorder to kindergarten. The study found that effective strategies identified by teachers included planning and preparation time, finding family resources, sharing information with families, and home visits. Transition planning should start 6 months before the move and involve collaboration between teachers and parents to support the child. Future research is needed to better understand educational practices for children with ASD in different countries.
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docxhealdkathaleen
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
Autism Spectrum Disorders Intervention Options For Parents And EducatorsJim Jimenez
The document provides an overview of intervention options for children with autism spectrum disorders, including educational interventions like special education services, behavioral interventions such as applied behavior analysis, and potential use of medication. It emphasizes the importance of collaboration between parents and educators and individualizing interventions for each child's specific needs and strengths. The goal is to help children with ASD achieve the best possible outcomes through specialized support across home and school environments.
Introduction Teaching as a profession has been considered to.pdfbkbk37
Teaching children with autism can be challenging due to their unique needs and learning styles. Autism affects social skills, communication, and behaviors. While each child is different, some common strategies are effective. Teachers should learn each child's strengths and needs, use visual aids, maintain routines to reduce frustration, and partner with families by communicating daily in a journal about the child's progress, behaviors, and interests. This helps teachers develop individualized learning plans and care approaches for each student.
This document discusses teaching exceptional learners, specifically those with autism spectrum disorder (ASD). It begins with an overview of ASD, noting its diverse effects on communication, social interaction, and behaviors. Effective teaching requires understanding each student's unique needs. Screening tools can help diagnose ASD early to provide support. Teachers must learn students' strengths and use strategies like visual learning, routines, and parental partnership to create supportive learning environments.
The cupational transition process to upper secondary school of young adults w...miriam odar
The aim was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger syndrome or attention deficit/hyperactivity disorder.
Academic Achievement In Grade 11 And 12 In K12 High School Students In Public...Scott Donald
This document discusses a study investigating the influence of parents' educational attainment on the academic achievement of grade 11 and 12 students in public and private schools. The study utilized surveys of students, teachers, and parents in Naval Biliran, Philippines. Previous research suggests parents' education level affects children's academic outcomes through factors like resources available at home, parental values around education, involvement in schooling, and modeling of skills. However, some research has found no relationship between parental education and student achievement. The study aims to further examine the long-term effects of parental education on children's educational and occupational success when controlling for socioeconomic status and children's behaviors.
Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
The document summarizes two students, Maritza and Seth, who have autism and are educated using the SCERTS model in an inclusive classroom setting. Maritza, a second grade girl, struggles with social communication, emotional regulation, and requires transactional supports like visual symbols to participate. Seth, a fourth grade boy with Asperger's Syndrome, works on social skills like turn-taking and requires supports like a visual schedule. Both students benefit from the SCERTS framework which individualizes objectives and supports across different domains to facilitate their success in inclusive classrooms.
High Quality Programs for Early Childhood Education Chantoria Scott
High-quality early childhood education programs produce both short- and long-term benefits for children's cognitive and social development. Studies show children in these programs engage in more complex play, have more secure adult attachments, and score higher on measures of thinking and language. They also experience greater academic success, better school adjustment, and fewer behavioral issues in first grade. In particular, the Head Start program has been shown to improve children's social skills, self-control, learning approaches, and decrease aggression and hyperactivity over one year, as well as lead to healthier BMI levels by kindergarten entry for obese, overweight or underweight children.
Mini ResearchHow parents deal with the education.pdf 1.docxannandleola
Mini Research/How parents deal with the education.pdf
1
The University of Western Australia
Graduate School of Education
PhD Research Proposal
Student Name: Jasmine McDonald Student Number:
Supervisors: Professor Keith Punch & Associate Professor Anne Chapman
A. PROPOSED STUDY
(i) Project Title
How parents deal with the education of their child with an Autism Spectrum Disorder:
a constructivist grounded theory study.
(ii) The Research Aim
The aim of this study is to develop substantive theory about how parents deal with
the education of their child diagnosed with an Autism Spectrum Disorder. A series
of in-depth case studies, conceptualised within the social theory of symbolic
interaction, will use both autoethnographic and constructivist grounded theory
methods to generate thick description and explanation.
According to the Diagnostic and Statistical Manual (4th TR ed.) of the American
Psychiatric Association (2000), Autism Spectrum Disorders (ASD) or Pervasive
Developmental Disorders (PDD) are “characterized by severe and pervasive
impairment in several areas of development: reciprocal social interaction skills,
communication skills, or the presence of stereotyped behaviour, interests, and
activities” (p.69). ASD’s are lifelong disorders which have no identified aetiology or
cure (Frith, 2003). There are five complex, often severe, neurological disorders under
the PDD category where manifestations vary greatly depending upon the
developmental level and chronological age of the individual. These are: Autistic
Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder
and Pervasive Developmental Disorder Not Otherwise Specified (Including Atypical
Autism).
Prevalence rates for all forms of ASD’s have risen dramatically over the last twenty
years from 1 in 10,000 in the 1980’s to 1 in 166 today (Fombonne, 2003; Gillberg,
2004; Kirby, 2005). Such increases have, most often, been attributed to changes in
case definition and an increasing community and professional awareness of the
diagnostic criteria for PDD (Fombonne, 2003) although other theories (Kirby, 2005)
are also now apparent in mainstream discourse. To further complicate matters families
with one affected child have a 45 times greater recurrence risk of siblings also being
affected by an ASD than would occur in the general population (Jamain et.al., 2003).
Along with any ASD diagnosis there is also a 25% greater susceptibility of
comorbidity with another psychiatric disorder and/or medical condition (Gillberg &
Billstedt, 2000). Autism is associated with mental retardation in about 70% of the
cases and is over represented amongst males with a male to female ratio of 4.3:1
(Fombonne, 2003). “Follow up studies suggest only a small percentage of individuals
with the disorder go on as adults to live and work independently. In about one-third
of cases, some degree of partial independence is possible ...
This document summarizes a study that investigated differences in academic achievement between male and female college students and whether their early childhood education experiences impacted achievement. The study surveyed 74 male and female students and found mixed support for the hypothesis that gender differences exist in how educational experiences affected achievement. Specifically, it found a statistically significant difference between genders, with more males agreeing that sports-related extracurricular activities during elementary school positively impacted their academic achievement. The implications are that assumptions cannot be made about how gender determines the relationship between early education and later achievement. More research is needed using a larger, randomized national sample and qualitative interviews to better understand this relationship.
Running Head BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY .docxhealdkathaleen
Running Head: BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 1
BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 7
Building Blocks Learning Center in Hansvale County
Angel Winslow
Walden University
Date: November 20, 2019 (Revised )
PV004: Impact of Current Issues and Trends on the Field
Performance Task
Changing demographics
The changing aspects of the demographics of Hansvale County have a significant impact on the center as well as its progress in the center. The critical differences experienced include ethnicity change, cultural, and social changes.
Study shows that whites' mothers are comparatively stable economically compared to the blacks, and hence, the black are employed more than whites and high salary differences between the races (Johnson, 2013); this affect the center when children join their early childhood development. Parents who earn low income may sometimes face difficulties while paying for the services in the centers affecting the center progress and operation. It may lead sometimes to slow offering of the necessary services in the centers. Additionally, regarding the population depiction in any of the government schools in Hansvale County, it illustrates that the white children in schools who come from less fortunate families with low incomes are about 40%. (McLoyd, 1998).
However, cultural variations have adverse effects on the work procedures at the center. Guardians take their children to a center which favors their social belief and feel their children are safe in the centers. For example, the elementary public schools in the County of Hansvale, do not have an Indian student in the school due to culture differences (Uskov, 2016). These have harmfully jammed on the center's motive to enforce the learning equity plans. According to the population basis of this County, higher figures of children who talk other languages other than English in their homesteads upsurges from around 9.20% in the year 2005 to 10.20% in the year 2015. Therefore, linguistics problem has a significant effect on young children performance with regards to their family backgrounds (Johnson, 2013). Hence, such types of students tend towards being in school for a more extended period than the others.
Poverty and its impact on child development
Poverty is an enduring condition for families that may inhibit effective modification to development tasks apart from schoolwork. Children who are raised in a low income earning backgrounds become an exposure to social and academic challenges in conjunction with poor health services offered to them and their well-being (Buss, 2014). These destabilize their living systems, therefore, affect them in their day to day development and their adaptation to the environment surrounding them. Children are crucial beings and need to be raised in a manner affecting them positively.
Moreover, building block centers can always fine-tune to achieve the needs of families living in poverty throug ...
This document outlines the objectives and methodology of a research study on student absenteeism. The study aimed to identify the key reasons for absenteeism by interviewing students, parents, teachers and administrators from several schools in Dhaka, Bangladesh. The researchers faced challenges in data collection due to political unrest, but were able to gather perspectives on absenteeism and recommendations to address it. The objectives were to understand reasons for truancy, examine stakeholder views, and identify solutions to reduce absenteeism rates in schools.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
1) The document discusses research on the effects of inclusion classrooms on students without disabilities. Studies have found positive impacts on academics, social awareness, and exposure to diversity.
2) Academically, students in inclusion classrooms showed improved standardized test scores in reading and math compared to students in traditional classrooms. Socially, students reported developing empathy, acceptance of individual differences, and stronger interpersonal relationships.
3) Exposure to inclusion helped students appreciate diversity more and made them less likely to stereotype others. Overall, the research suggests inclusion benefits students without disabilities.
This literature review analyzes two documents related to special education:
1) A cross-cultural analysis of family involvement in the education of children with disabilities in South Africa and the US. The review finds differences in how families navigate education systems and advocate for their children's needs.
2) A review of literature on educating gifted rural children from 1990-2003. The review finds issues around identifying and supporting gifted rural students, as well as challenges such as lack of opportunities and teacher training. The importance of community support and tailored education for gifted rural children is also discussed.
This document discusses teaching students with different abilities and challenges in an inclusive classroom. It defines specific learning disabilities and describes symptoms of conditions like ADHD, autism, dyslexia and dysgraphia. It also outlines strategies for effective teaching in an inclusive classroom, including consistent routines, visual instructions, structured layout and explaining assignments clearly. While inclusion has challenges, research shows benefits for both special needs and general education students, as well as teachers, when implemented properly.
Early identification of autism is important so that children can receive interventions as early as possible, as research has shown early intensive behavioral intervention can greatly improve outcomes. Counselors can help by educating parents on the signs of autism and encouraging developmental screenings. Early screening and diagnosis allows children to receive applied behavior analysis and other therapies to target deficits and maximize potential.
This document summarizes a study that examined how 627 parents of children with intellectual disabilities or autism rated the importance of self-determination skills, assessed their child's performance of those skills, and evaluated their child's overall self-determination. The study found that while parents highly valued self-determination skills, they reported their children performed those skills fairly low. Several factors predicted higher self-determination ratings, including educational setting, presence of challenging behaviors, and perceived disability severity. The researchers recommend equipping parents to better support their children's development of self-determination.
This document is a dissertation submitted by Beth Jolene Walters in partial fulfillment of the requirements for a Doctor of Education degree. The dissertation examines the perspectives of general education teachers who work with students diagnosed with autism. It provides an overview of autism spectrum disorders and the inclusion of students with autism in general education classrooms. The study aims to understand how general educators perceive their experiences teaching students with autism.
Early identification of autism is important so that children can receive behavioral and educational interventions at the earliest stages of development when the brain is most responsive. Counselors can help by educating parents on the signs of autism and encouraging early screening. Early intervention services have been shown to significantly improve outcomes for children with autism.
This document summarizes a dissertation investigating potential disparities in the age of diagnosis of autism spectrum disorders between African American and White children. The study examines how caregiver factors such as empowerment levels, reactions to initial symptoms, and attributions of symptoms may impact the age at which children receive an ASD diagnosis. Using survey methods, 168 families reported on diagnostic factors, empowerment, and views of initial ASD symptoms. Results found no significant differences in age of diagnosis between racial groups, but found that severity of symptoms, caregiver worry about symptoms, and attributing symptoms to behavioral problems predicted an earlier age of diagnosis.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Strategies for Transitioning Preschoolers with Autism Spectrum
Disorders to Kindergarten
Anthony M. Denkyirah • Wilson K. Agbeke
Published online: 31 July 2010
Ó Springer Science+Business Media, LLC 2010
Abstract In recent years, there has been a rapid increase
in the number of children diagnosed with autism spectrum
disorders (ASD), worldwide. Since children with ASD have
limited social interaction and communication skills, they
tend to lag behind their peers without disabilities in many
areas. In particular, they are unable to easily transition
smoothly from one stage of their life to another. Transitions
from preschool settings to kindergarten and beyond should
be a critical issue of concern for educators and parents of
young children with ASD. The results of a survey com-
pleted by 65 preschool teachers from Ghana and 210 of their
counterparts in the United States of America, about char-
acteristics of effective transition programs for children with
ASD, are presented. Implications for preschool teacher
preparation and transition planning are discussed.
Keywords Transition planning Á Preschool Á Autism
spectrum disorders Á Vertical transitions Á Horizontal
transitions
Introduction
The life of a child with autism spectrum disorders (ASD),
like all other children, consists of several transitions. Some
transitions require greater coping skills than others. The
nature of transition that preschoolers with ASD experience,
as they move to kindergarten, can have long-term impact
on their school and post-school life (Forest et al. 2004;
National Research Council 2001).
The education of children with ASD has received
greater attention in the last 20 years. For instance, in the
United States of America (USA), comprehensive federal
government support for the education of children with ASD
was accepted as a public responsibility as part of the
Education Act of All Handicapped Children in 1975 [now
the Individuals with Disabilities Education Act (IDEA)].
However, there have been considerable variations in how
states provide services to children with ASD, and courts
have been increasingly called upon to determine appro-
priate educational services for those children (National
Research Council 2001).
In Ghana, it was in the last decade that early childhood
general and special education programs became well-
organized and supervised under the Ministry of Education
(UNESCO 2007). Early childhood special education per-
sonnel preparation programs in Ghana are, therefore, a
recent addition to that country’s educational system.
Research confirms that early intervention programs for
children with developmental disabilities produce positive
outcomes (Dawson et al. 2009; Rice and O’Brien 1990;
Rosenkotter et al. 2001; Rule et al. 1991; Stoner et al.
2007; Wittmer et al. 1996). For instance, Rice and O’Brien
(1990), Rule et al. (1990), and Wittmer et al. (1996) found
that children with ASD, who receive appropriate services
in their preschool years, are better able to face academic
challenges and to continue to develop long-lasting cogni-
tive and social skills. How smoothly a child with ASD
transitions from preschool to kindergarten and beyond
depends partly on strategies educators adopt when working
with that child and his or her family (Harris and Handel-
man 2000; Wolery 1997).
A. M. Denkyirah (&)
Department of Special Education and Communication Disorders,
Southern Illinois University, Edwardsville, IL 62026, USA
e-mail: denkyirah@hotmail.com
W. K. Agbeke
University of Education, Winneba, Ghana
123
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DOI 10.1007/s10643-010-0407-z
2. Children with ASD experience greater transition diffi-
culties because of social and communication deficits
associated with their disability (Forest et al. 2004). Spe-
cifically, social and communication deficits limit the
child’s interactions with peers and care-takers, thus making
transitions to new social, academic, and physical settings
stressful (Forest et al. 2004; Fowler et al. 1988). Addi-
tionally, children with ASD, unlike children with other
developmental disabilities, are typically not diagnosed
until they are about 3 years old (Heflin and Alaimo 2007;
Howlin and Moore 1997; Stoner et al. 2007). Though, there
could be evidence indicating that a child might have ASD
before he or she is 3 years old, there is often a ‘‘wait and
see’’ attitude on the part of parents and physicians (Young
et al. 2003; Wetherby et al. 2004). This could delay early
intervention programs for those children, resulting in loss
of critical years of intensive intervention. Effective tran-
sition planning becomes even more crucial once the diag-
nosis is confirmed (Woods and Wetherby 2003).
Transition planning is a process, purposely designed and
organized to support children with developmental disabil-
ities to move from one program to another, such as from a
home-based or family-based program to an inclusive pre-
school program (Simon et al. 2009). Delays in diagnosis of
children with ASD adversely affect preparation needed for
them to transition smoothly from family-based programs to
inclusive school settings (Earles et al. 1998; Simon et al.
2009). Earles et al. (1998) concluded that problems that
accompany transitions, such as unpredictable behavior
outbursts from children with ASD and unreasonable
expectations on the part of receiving schools and teachers,
can cause anxiety and confusion among children and their
parents, teachers, and other service providers.
Transitions between early intervention and preschool ser-
vices, as well as preschool and kindergarten services, can pose
several challenges to the child, his or her parents, and the
receiving school (Colorado Department of Education, Early
Childhood Initiatives 2000). For instance, transition times for
young children from family-focused programs to child-cen-
tered programs can be emotional for all parents, and even
more so if their child has a disability. Similarly, the receiving
sitehas todevelopnew servicesand adapt tothe specific needs
of the child (Marghetts 2003; Sutherland 2008).
Young children with ASD experience two major types
of transitions; namely, vertical transitions and horizontal
transitions (Stoner et al. 2007). Vertical transitions involve
movement from one program to another, such as from a
preschool program to kindergarten. Vertical transitions are
predictable and developmental in scope. In most instances,
vertical transitions are designed to meet the needs of
children with ASD over time and require different pro-
fessionals to work collaboratively with parents to ensure
successful transitions for a child with ASD. For instance,
professionals can collaborate in planning for environmental
changes at a receiving school site that will facilitate a
smooth and successful placement of a child with ASD from
a sending school setting. Ineffective vertical transition
planning can result in negative consequences for the child’s
social and academic development in the future (Stahmer
and Ingersoll 2004).
Horizontal transitions refer to short-term movements of
students with ASD across situations and events (Stoner
et al. 2007). Horizontal transitions occur more frequently,
on a daily or weekly basis, and are specific to a student’s
needs. It is often very difficult to predict problems that
would occur in horizontal transitions for children with
ASD. For example, it would be difficult to predict the
behavior of a child with ASD when he or she is transi-
tioning from the playground to the classroom, or from
playing with a desired toy in the playroom to engaging in a
different activity in another part of the classroom. Schools,
therefore, spend substantial amounts of time and other
resources to transition planning activities for preschoolers
with ASD (Siklos and Kerns 2006).
In spite of efforts that schools make toward transitioning
preschoolers with ASD to school settings, parents of young
children with ASD and other developmental disabilities are
generally not very satisfied with special education and
related services that their children with disabilities receive
(Bitterman et al. 2008; Siklos and Kerns 2006). Etscheidt
(2003) found that, though young children with ASD
received more services than children with other disabilities,
parents of children with ASD often requested schools to
give more time and services to their children than did
parents of other children with disabilities. It is, therefore,
critical for preservice programs for teachers of children
with ASD and other developmental disabilities to include
skills needed for working with parents.
Preschoolers with ASD lack appropriate socialization
and communication skills, and they may exhibit such
behaviors throughout their lives, unless effective strategies
are used to address those needs. Strategies that are critical
in ensuring successful transition of preschoolers with ASD
to school settings should, therefore, be a legitimate concern
for teachers and parents. The purpose of this study was to
identify strategies that teachers of preschoolers with ASD
in Ghana and the USA considered to be effective in tran-
sitioning preschoolers to school settings.
Method
Participants
The population for this study involved 306 preschool
teachers from public schools in eight counties in a
266 Early Childhood Educ J (2010) 38:265–270
123
3. Midwestern state in the USA and 82 of their counterparts
from early childhood programs in eastern and central
regions of Ghana. All the participants were female. The
minimum teaching credential of participants from the USA
was an associate degree in early childhood education, and
their Ghanaian counterparts had a minimum of diploma in
early childhood education from a teaching university in
Ghana. For the purposes of this study, only teachers who
had taught or were teaching preschoolers with ASD and
intellectual and developmental disabilities were selected to
participate. In all, 275 preschool teachers (USA = 210;
Ghana = 65) responded to a survey that was used in the
study.
Instrument
A 10-item survey was developed from major issues iden-
tified in Elements for Transition to Kindergarten (ETK)
(Forest et al. 2004). The survey items were open-ended,
and participants responded to the items based on the
importance participants attached to each issue item as they
prepared preschoolers with ASD to transition to kinder-
garten settings. The survey was piloted on preschool
teachers with similar characteristics in the two countries,
after which a final survey was developed. The survey
covered the following themes: (1) Timing for planning and
preparation; (2) Sharing information with family; (3) Dis-
cussing placement with family; (4) Helping family find
school and community resources; (5) Preparing the child
for changes in placement and services; (6) Preparing
receiving school and teachers; (7) Relationship between
sending and receiving schools; (8) Assistive technology;
(9) Home visit; and (10) Parent training.
Data Collection
Surveys were administered about the same time in the two
countries. The first author mailed the survey packet, which
included directions for completion, a form for voluntary
participation, and a stamped self-addressed return enve-
lope, to participants in the USA. The second author gave
the survey to teachers in Ghana, who were attending an in-
service training workshop. The second author collected all
completed surveys back the next day. All the participants
in the USA completed and returned the survey within
3 weeks.
Data Analysis
Data analysis was completed based on the 10 themes of the
survey instrument. Data from participants in the two
countries were analyzed separately with descriptive statis-
tics, and then the results were compared. The data from
participants in Ghana were first analyzed by the second
author and cross-checked by the first author after 2 weeks.
Similarly, data from participants in the USA were analyzed
by the first author, and cross-checked by the second author
after 4 weeks. Data from participants in the two countries
were then compared.
Results
Participants from the two countries agreed that most of the
issues mentioned on the survey were important to pre-
school transitions. However, preschool teachers in Ghana
did not consider assistive technology and parent training as
important in transition activities for preschoolers with ASD
as their counterparts from the USA. Specifically, all the
participants from the USA considered assistive technology
and parent training as critical transition programs for pre-
schoolers with ASD before they enter regular kindergarten
settings. About one half (N = 32) of Ghana teachers con-
sidered parent training important and about one-third
(N = 18) considered assistive technology important.
The issues both groups of participants identified as most
important include (a) timing of planning and preparation,
(b) helping family to find resources, (c) sharing information
with family, and (d) home visits. Summaries of the com-
ments by participants from both countries regarding (a)
timing of planning and collaboration with family, and (b)
school/community resources and information sharing are
presented below.
Timing of Planning and Collaboration with Family
All the participants in the study (N = 165) indicated that
early planning and preparation and collaboration with
family are the two most critical initial steps to ensuring a
successful transition program for preschoolers with ASD to
regular kindergarten settings. Suggestions participants
provided include getting a transition team and setting goals
early, identifying challenges in the transition process from
the onset, gathering information about the child, his inter-
ests and preferences, and developing a reciprocal rela-
tionship between sending and receiving schools. Planning
must begin when there is a strong suspicion for a diagnosis
of ASD. In order to allow enough time for the child and his
or her family to adjust to the new setting, the participants
suggested that sending and receiving schools must work
closely with the child and his or her family to identify and
address problems that could hinder a smooth transition for
the preschool child with ASD to kindergarten. For exam-
ple, schools must discuss placement options and expecta-
tions for both the child and the family in the receiving
school.
Early Childhood Educ J (2010) 38:265–270 267
123
4. Family Resource and Information Sharing
All the participants from the USA (N = 210) and all but
one of the participants from Ghana (N = 64) indicated that
schools should provide families of preschoolers with ASD
sources of family and community support during the
transition process. Consequently, early childhood service
providers should work with the child and his or her family
before the child enters preschool. Other specific sugges-
tions participants gave include (1) schools must get a
transition planning team for the child with ASD; (2)
schools and parents must collaborate to identify challenges
that the child and his or her teachers will face in kinder-
garten; and (3) schools must collect information about the
child, his or her family’s interests and preferences before
the child enters kindergarten. Table 1 is a summary of
issues that preschool teachers from the two countries
considered as important in transition programs for pre-
schoolers with ASD.
Discussion
Results from this study indicate that, with the exception of
the usefulness of assistive technology and parent training,
teachers in Ghana and the USA agreed on the effectiveness
of many other strategies that ensure smooth transitions for
preschoolers with ASD to kindergarten. Reasons for dif-
ferences between the two groups regarding assistive tech-
nology and parent training could be attributed to economic
and socio-cultural differences in the two countries. For
instance, preschool teachers in a developing country, such
as Ghana, do not have access to as much assistive tech-
nology as their counterparts in the USA. Second, parents of
children with disabilities in Ghana may not participate in
their child’s school programs because of their cultural and
superstitious beliefs and practices regarding disabilities
(Avoke 2002).
Implications for preschool teacher preparation and
practice are many. First, early childhood special education
teacher preparation programs must address parent-profes-
sional collaboration as a critical area in their curricula. This
will help early childhood special educators to develop
skills they will need to effectively work with parents.
Second, preschool teachers should initiate transition
plans early and prepare the child and his or her family, at
least, 6 months before the child moves to kindergarten.
Without appropriate early intervention programs, social,
behavioral, and communication problems of a child with
ASD will worsen as he or she moves from preschool to
kindergarten.
Third, preschool teachers must share information with
the child’s family in the family’s preferred language.
Families must be given information outlining the steps in
the transition process, their role, and the role of other
individuals who will be involved. Teachers should present
such information through interpreters if they cannot do so
in the language that the child’s parents can understand.
Fourth, an important step in the transition process is
discussing placement options with family members. Pre-
school teachers must assist parents to visit potential kin-
dergarten programs and explore opportunities and
experiences of the staff. They should provide parents with
information about open house days, application procedures,
registration dates, parents’ orientation, and similar events
from different kindergarten programs.
Fifth, parents would require additional support as their
child with ASD moves from preschool to kindergarten. For
instance, the child will be in a different school, travel on a
new bus with unfamiliar students, and follow new pick-up
and drop-off times. Such new experiences can be over-
whelming for the child, and can also disrupt the family’s
Table 1 Participants’ selection
of effective preschool transition
strategies by country
Issue Participants (N = 275)
USA (N = 210) Ghana (N = 65)
# % # %
Timing for planning and preparation 210 100 65 100
Sharing information with family 210 100 65 100
Discussing placement with the family 206 98 63 97
Helping family with school/community resources 210 100 64 98
Preparing the child for changes in services 208 99 64 98
Preparing receiving school and teachers 205 97 60 92
Sending and receiving schools’ relationships 205 97 61 93
Assistive technology use 210 100 18 27
Home visit 208 99 64 98
Parent training 210 100 32 49
268 Early Childhood Educ J (2010) 38:265–270
123
5. schedules. Preschool teachers can help find community
resources that will support the family to deal with changes
such as an after-school program. Preschool teachers must
take steps to prepare the child for changes in service
delivery, including steps to help the child to become suc-
cessful in the new placement. They should encourage
parents to involve their child in family activities, even if
the child shows little interest.
Sixth, teachers in the future kindergarten program will
have to be adequately prepared for the in-coming child and
his or her parents. In addition, the sending preschool pro-
gram and the receiving kindergarten school must commu-
nicate regularly about the child’s progress when the child is
formally enrolled in the new program. Reciprocal follow-
up activities between the sending and receiving programs
are necessary, particularly, in the first few months of kin-
dergarten life.
Conclusion
Evidence exists in the literature confirming the importance of
transition planning for preschoolers with ASD prior to kin-
dergarten placement. The effectiveness of preschool transi-
tions for children with ASD depends upon the strategies used,
the time planning and preparation were initiated, support that
parents receive in identifying community resources, parent
training and participation, the establishment of reciprocal
information-sharing system between sending preschool and
receiving kindergarten school, and how much kindergarten
teachers are prepared for the in-coming child.
Results of this study indicate that, despite the socio-
economic and scientific disparities that exist between the
USA and Ghana, preschool teachers in both countries share
similar experiences regarding strategies that are relevant to
transition programs for preschoolers with ASD. More
studies should be done to promote a better understanding
among teachers regarding similarities and differences that
exist in educational practices in developed and developing
countries.
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