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This document presents a case study analysis of the quality of life of a 10-year-old girl with Asperger's syndrome in a general education classroom setting. It identifies issues with her physical well-being, social inclusion, interpersonal skills, and personal development. Potential solutions discussed include increasing social skills training, improving self-esteem and confidence, and ensuring activities meet her needs. The analysis emphasizes the need to directly address the challenges of children with autism so they can lead satisfying and successful lives.
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PDHPE plays a unique role in primary education by teaching healthy lifestyle choices and establishing habits early. It is one of six key learning areas and aims to promote self-understanding, physical activity, and informed decision making. The document discusses the rationale, place, and aims of PDHPE education and provides opportunities for parental engagement to support children's learning in and out of the classroom.
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This document discusses the importance of PDHPE (Personal Development, Health and Physical Education) as a key learning area for primary students. It explores how PDHPE encourages understanding of self and others, promotes physical activity, and teaches informed decision making. The document also discusses the author's teaching philosophy that PDHPE is essential for students' personal development as it provides knowledge about health and tools to implement that knowledge. Finally, it outlines the focus and learning objectives of each strand in the PDHPE syllabus for Stage 1, including interpersonal relationships, safe living, personal health choices, and more.
Presentation PDHPE
This document discusses the importance of PDHPE (Personal Development, Health and Physical Education) as a key learning area for primary students. It explores how PDHPE encourages understanding of self and others, promotes physical activity, and teaches informed decision making. The document also discusses the author's teaching philosophy that PDHPE is essential for students' personal development as it provides knowledge about health and tools to implement that knowledge. Finally, it outlines the focus and learning objectives of each strand in the PDHPE syllabus for Stage 1, including interpersonal relationships, safe living, personal health choices, and more.
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PDHPE stands for Personal Development, Health and Physical Education. The document discusses three key aims of PDHPE in primary school: 1) To develop positive attitudes towards physical activity and lifelong habits of participation, 2) To have lifelong significant impacts on students' attitudes and practices through the experiences they encounter in school, 3) To encourage an understanding and valuing of self and others.
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The document discusses the importance of teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It argues that PDHPE focuses on developing the whole person by teaching them about personal growth, health and wellbeing, physical activity, and informed decision making. It teaches essential skills like communication, problem solving, and interaction. The 'PD' component teaches about personal identity and development. The 'H' teaches mental, social, physical and spiritual health as well as nutrition and health services. The 'PE' promotes physical activity and fundamental movement patterns.
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The document reflects on the importance of physical education and personal development, health, and physical education (PDHPE) in primary schools. It discusses how physical education involves more than just physical activity, including rules, strategies, game sense, and movement education. It also explains that some students withdraw from physical activity not due to lack of interest, but because of lifestyle factors and lack of physical literacy and fundamental movement skills. This makes them less confident to participate. Therefore, as a future educator, it is important to ensure all students feel confident by providing knowledge of physical literacy and movement education. The document also reflects on how PDHPE education is significant for teaching students about health and well-being through a variety of resources aligned with
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This document discusses the importance of PDHPE (Personal Development, Health and Physical Education) as a key learning area for primary students. It explores how PDHPE encourages understanding of self and others, promotes physical activity, and teaches informed decision making. The document also discusses the author's teaching philosophy that PDHPE is essential for students' personal development as it provides knowledge about health and tools to implement that knowledge. Finally, it outlines the focus and learning objectives of each strand in the PDHPE syllabus for Stage 1, including interpersonal relationships, safe living, personal health choices, and more.
Presentation PDHPE
This document discusses the importance of PDHPE (Personal Development, Health and Physical Education) as a key learning area for primary students. It explores how PDHPE encourages understanding of self and others, promotes physical activity, and teaches informed decision making. The document also discusses the author's teaching philosophy that PDHPE is essential for students' personal development as it provides knowledge about health and tools to implement that knowledge. Finally, it outlines the focus and learning objectives of each strand in the PDHPE syllabus for Stage 1, including interpersonal relationships, safe living, personal health choices, and more.
Presentation PDHPE
This document discusses the importance of PDHPE (Personal Development, Health and Physical Education) as a key learning area for primary students. It explores how PDHPE encourages healthy lifestyle choices, understanding of self and others, and informed decision making. The document also provides an overview of the PDHPE syllabus stages and strands, outlining the knowledge, skills, and understandings students should develop at each stage regarding interpersonal relationships, safe living, personal health choices, and more. The overall message is that PDHPE provides essential tools for students' personal development and lifelong healthy living.
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This document compares the educational aspirations of visually handicapped children and deaf and dumb children. It finds that visually handicapped children have higher educational aspirations than deaf and dumb children. The majority of visually handicapped children aspire to complete graduation, while most deaf and dumb children only aspire to complete class 12. This is because visually handicapped children have better communication skills and receive more support and guidance from teachers, while deaf and dumb children face more limitations in communication. When comparing boys and girls separately, the study finds that visually handicapped boys have higher aspirations than deaf and dumb boys, and visually handicapped girls have higher aspirations than deaf and dumb girls. However, all groups set realistic aspirations based on their potential and limitations. The Three Characteristics of an Effective Teacher
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Influence of Self-Regulation and Social Competence on Academic Achievement o...
Influence of Self-Regulation and Social Competence on Academic Achievement o...Research Journal of Education
This research study examined the influence of self-regulation skills and social competence on the academic achievement of lower primary school pupils in Osun State, Nigeria. The study used a correlational research design and surveyed 418 primary 3 pupils across 9 local government areas using three instruments to measure self-regulation skills, social competence, and academic achievement. The results showed that pupils had low levels of behavioral and verbal self-regulation skills, average levels of emotional self-regulation skills, and overall low levels of self-regulation skills. Pupils showed high levels of social competence. Statistical analysis revealed a significant influence of self-regulation skills and social competence on pupils' academic achievement. The study concluded that social competence had a greater influence on academic achievement comparedChapter i
This document discusses the coping mechanisms of children with parents who work overseas in public elementary schools in Batangas City, Philippines. It begins by introducing the problem, noting that these children may experience academic, social, or emotional difficulties due to the absence of their parents. The study aims to identify the coping mechanisms used by these children and problems they encounter. It also seeks to determine if there are relationships between teacher and student responses, and provide suggestions for teachers to help students facing challenges. The document scopes the study to intermediate students and teachers in public elementary schools in West District, Batangas City. It argues the research will benefit schools, teachers, counselors, parents, students, and future researchers by increasing understanding of students' experiences
Comps study guide
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
Behavioral Challenges Related to Inclusion 2
This document discusses challenges related to inclusion of students with emotional and behavioral disabilities. It notes that teachers are reporting increased behavior problems, especially at the elementary level. Common disabilities include ADHD, conduct disorders, anxiety/depression, autism, and Tourette syndrome. While inclusion is important, students with emotional/behavioral disorders often need individualized support. The document outlines strategies for supporting these students, such as reinforcing positive behaviors, understanding triggers, and using functional behavior assessments to design interventions.
Guidance
The document discusses the origin and principles of guidance services. It began in 1905 with Frank Parsons who helped young people find work. Guidance provides assistance to help individuals direct their own views and decisions rather than being directed. It is needed due to changing social factors. Principles include respecting individual dignity and differences, and helping individuals enhance their self-perception through a continuous guidance process. Types of guidance include education, vocation, social, and personal. School guidance programs provide counseling, career information, testing, placement, and follow up support.
Final_Research_Proposal_MIKLASZ
This document provides a final research proposal on enrichment opportunities for gifted junior high school students in Chicagoland schools. The research problem identified is the lack of enrichment programs for gifted students compared to support available for underperforming students. The research goals are to evaluate existing gifted programs and make recommendations to better challenge and engage gifted students. A literature review found more research on underachieving versus gifted students. The proposed methodology is qualitative, using interviews of 30 gifted students, 50 teachers/administrators from public and private schools to understand student and educator perspectives on challenges, social issues, and how interests are supported.
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docx
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
Maladjustment in home amd school
This document discusses mental health in middle childhood and factors that can contribute to maladjustment in children at home and at school. It outlines signs of maladjustment such as rebellious behavior, poor academic performance, and challenging authority. Factors seen as contributing to maladjustment include family issues like divorce, lack of parental involvement, and stressful life events. The document emphasizes the important role that schools and families play in fostering mental wellness through supportive relationships, developing skills and self-esteem, managing stress, and addressing issues before they escalate. Protective strategies discussed include social-emotional learning, counseling, and open communication between parents and educators.
DISCUSSION ISSUES ON DISPARITIES IN ACHIEVEMENT
This document discusses disparities in educational achievement between rural and urban students in Malaysia. It begins by providing context on the importance of education for economic development but notes ongoing issues with rural-urban performance gaps. The Malaysian government has invested heavily in education to improve rural student achievement and reduce these disparities. However, perceptions of inferior rural school performance persist. The document then examines some factors contributing to differences in academic achievement between rural and urban students, including family background/support, teacher quality, and school resources.
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本公司拥有海外各大学样板无数，能完美还原。
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◇回国时间很长，忘记办理；
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◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(UMTC毕业证书)明尼苏达大学双城分校毕业证如何办理
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◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
学历顾问：微信：6496090
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- 1. THE QUALITY OF LIFE OF A CHILD WITH ASPERGER’S DISORDER IN A GENERAL EDUCATION SETTING CASE STUDY ANALYSIS – EDUC 1 (CHILD AND ADOLESCENT DEVELOPMENT) Republic of the Philippines UniversityofSoutheasternPhilippines College of Teacher Education and Technology Tagum-Mabini Campus Apokon, Tagum City
- 2. INTRODUCTION The concept of the quality of life is the intimate connection building social skills competencies in children with developmental disabilities. A case study conducted to a 10-year old Caucasian girl with Asperger’s syndrome being educated in a general education Grade 4 classroom. The researchers study about the quality of life of a child with Asperger’s disorder in a general education setting.
- 3. ENVIRONMENTAL ANALYSIS SCHOOL With this data, the researchers have evaluated that a child having Asperger’s disorder will often quietly stand by and try to fit in during school. HOME The participant’s home was chosen for the collection of interview data. In order to get the data the researcher’s was located in a middle class, suburban neighborhood.
- 4. PROBLEM DEFINITION WITH EVIDENCESSOCIAL INTERACTION A. PHYSICAL WELL-BEING The participant had little mobility and no leisure activity in the classroom. She cannot manage everything by her own and she always need to be guided in every class works. B. SOCIAL INCLUSION The problem of the participant is the lack of importance in inclusive roles in their classroom.
- 5. C. INTERPERSONAL RELATIONS Reports of limited friendships, limited interactions in social situation, and difficulty initiating friendly interactions all point to interpersonal skills limitations. D. PERSONAL DEVELOPMENT The problem here was, she is being teased by several boys in her class. She related that the only way to help her to solve this problem in school, were: (a) if the teacher was watching, the teacher would tell the boys to stop; and (b) she could ignore them as the teacher had told her to do.
- 6. ALTERNATIVE SOLUTION A. PHYSICAL WELL-BEING The participant have to balance her physical and mental well-being for her to succeed to have a quality life. Her optimism concerning the availability and quality of available health care made the subject a non- issue, and recreation was covered to her satisfaction by recess and other activities outside the school. Therefore, some activities most involve things that can satisfied her needs.
- 7. B. SOCIAL INCLUSION In solution with this, the participant must do an effort to interact with her other classmates and must not choose a person to interact with. She must not limit herself in socializing with her other classmates just because of the fear within her that she might be rejected. C. INTERPERSONAL RELATIONS The Participant must improve her social interaction towards herself. Applying Social Skills has been identified as the most important area need in children with AD, yet it is area least often addressed as stated by the researcher/author of the study about the Quality of life of a child with Asperger’s Disorders. D. PERSONAL DEVELOPMENT Improve self-esteem, and confidence.
- 8. RECOMMENDED SOLUTIONS As consistent with the work of Simpson and Myles (1998) and Church, et al. (2000), the evidence that they gather to demonstrate in order to help them focus individual in this study they achieve the highest QOL and potential for success in school, she should be the recipient of social skills instruction in applied classroom context. Not only could this help head off potential behavior problems related to teasing by peers, it could also help her live a fuller life with more variety, choice, and opportunity stemming from a higher quantity and quality of guided social interaction.
- 9. SUMMARY OF ANALYSIS These findings emphasizes that although children with AD have already exposed strengths, their challenges must still be directly addressed so that they can also be satisfied as well as be ultimately successful in their life. Schalock (2000) emphasizes the need to use multiple measures of person’s Quality of Life that measures both direct and indirect sources of data. However, it must be emphasized that QOL is universal as well as individually applied concept and therefore should not be used in a misguided pursuit of Quality of Life for persons with Asperger Disorder.