Community integration of adhd and autism children scurt

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Grundtvig Project

Autism, Education, Torelance, INTEGRATION

Education

Public Library and the community Integration of ADHD and autis tic children

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Involving caregivers and teachers in the therapeutic process is a major component of successful therapy. However, social, familial, personal, and environmental factors can make caregiver and teacher involvement difficult. In this course we identify the benefits of family involvement and will then provide five research-based strategies for how to improve our interactions with families and teachers. We refer to the strategies as SMILE (Sign, Model, Imitate, Label, and Expand). These strategies have been found to improve communication skills in young children. We will define the SMILE strategies, provide the rationale behind them, and demonstrate how to implement the strategies when serving an early-childhood population.

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15Play, Peers, School, and Media Hero Images/Getty Images Learning Objectives After completing this module, you should be able to: ሁ Distinguish between different kinds of preschool environments and generate evidence-based conclusions about the benefits of preschool. ሁ Outline types of play and elaborate on the psychosocial and cognitive benefits that play provides. ሁ Describe how the structure and activity of friendships change throughout childhood. ሁ Differentiate among a number of peer statuses and generalize about group outcomes. ሁ Synthesize developmental issues related to bullying and identify commonly used intervention strategies. ሁ Identify trends in adolescent use of tobacco and psychoactive substances. ሁ Discuss the changing role of electronic media in the development of children. Section 15.1Preschool: Giving Children a Head Start? Prologue In response to a prompt in a recent class, Akira, a young college student, related how our everyday experiences with peers and in activities can deeply affect how we develop: In the world that technology has taken over our communications, I usually feel lonely. Yesterday I was in a room with my group of friends. Every one of us was on the phone, either texting or on social media. It was really bad. There were no words tossing around the room, it was just complete silence. There were so many opportunities to connect to the people next to you, yet people were on their phones for no reason. Then, I thought about loneliness as I looked around the room. Being on the phone is a way to isolate us from the community. We might have hundreds of friends on social media, but how many REAL friends do we have? I think we become more lonely when we get into our phones. At least, I do. I feel sad that we are missing out on living in the moment. It happens whether we are in a room by ourselves or in a room full of people. Whenever my partner is on the phone—not even talking—for a long period of time, I get lonely to the point that I feel like I am not loved or I cannot talk about my concerns. He is right next to me, and there is complete silence for hours. What can we do in those few hours without being on the phone? He didn’t have a phone when we met. We were totally different back then compared to how we are today. I get really sad when I think how communication has changed. Akira’s poignant response reveals to us how individual circumstances can have a profound effect on development for some, and have little effect for others. It also reminds us that we are all affected by the ways in which technology has transformed social interaction, among young people especially. Just as the advancement of automobiles and the telephone transformed social networks during the 20th century, the Information Age is no doubt affecting part of the foundation of psychosocial growth for today’s generation of children. As this final module explains, these developments are an extension ...

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