The document discusses assessing and addressing the specific needs of children with autism in an educational setting. It provides a checklist that evaluates children across dimensions like social skills, communication, play, sensory perception, and behavior that may be affected by autism. The goal is not to diagnose autism but to understand each child's difficulties and adapt teaching approaches and curricula to help them achieve communication, learning, and behavioral objectives.
Teachers need to be aware of the autism spectrum disorder range and must be aware of what to expect from this population and how to teach appropriately to these students.
Learning disability and its homeopathy treatmentShewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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"Treatment & remedies for learning disability find its promising homeopathy ...Shewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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This presentation share how to teach individuals with autism in inclusive settings in core content areas as well as providing social and behavior supports
Teachers need to be aware of the autism spectrum disorder range and must be aware of what to expect from this population and how to teach appropriately to these students.
Learning disability and its homeopathy treatmentShewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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"Treatment & remedies for learning disability find its promising homeopathy ...Shewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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This presentation share how to teach individuals with autism in inclusive settings in core content areas as well as providing social and behavior supports
Learning disability and its homeopathy treatment in Chembur, Mumbai, India.Shewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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Learning disability and its homeopathy treatment in Chembur, Mumbai, India.Shewta shetty
"Treatment & remedies for learning disability find its promising homeopathy treatment.Personalised online consultancy & treatments provided at our clinic by efficient panel of doctors in our center at mumbai,Bombay,Chembur, India.Contact us."
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Developing Social Skills for Children with Autism and Other Related DisordersJacklyn Ivy Reyna
Defining Social Skills
Overview on Autism
Challenges in Socialization and Play
The Need to Facilitate Social Skills
Assessing Social Skills and Needs
Approaches in Social Skills Training
Other Strategies in Teaching Social Skills
Tips in Teaching Social Skills at Home and in School
Workshop presented by Jeanne Hopkins, Department Chair & Professor of Early Childhood Development, Tidewater Community College, and Amanda Raymond, Disability Awareness Advocate, published author, parent of two children with autism. For more information e-mail jehopkins@tcc.edu.
Teachers need to be aware of the autism spectrum disorder range and must be aware of what to expect from this population and how to teach appropriately to these students.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Objectives of this session
Learn about functional
difficulties caused by autism
Understand the need and
significance for focusing on
these dimensions
Learn about a checklist to
identify needs of children on
dimensions affected by autism
× How to diagnose autism
×How to adapt the curriculum for
children with autism
×Intervention program for autism
There is a session on Autism and
child development in Module 4
when the above will be covered.
3. Consider this problem
You are using the curriculum based on the standard assessment of
needs. It is helping most children achieve the goals that you have set
for them.
But, there are a few children who are not making progress in
communication, learning or behaviour, and even when they seem to
learn something at the school they do not use that learning in any
other setting.
Why?
5. Focus on certain specific
abilities and function will help
all children, but is essential for
children with autism.
Your task is not to diagnose
autism but to consider how
the differences in some
abilities may be affecting the
learning of the child and adapt
the teaching approach to suit
the child.
6. Are we setting new goals?
We are not setting any new goals, which are different from other children with special
needs.
The goals remain the same:
• achieving progress in social and academic abilities,
• verbal and nonverbal communication skills,
• reduced behaviour difficulties and
• flexible generalisation of abilities across multiple circumstances – also known as adaptive
skills.
We are considering if, for some children, the curriculum needs to be adapted to help them
achieve these goals.
7. Why?
In autism, the connectivity in the brain is such that it affects crucial
aspects of children’s ability to
‽ pay attention, particularly social attention,
‽ shift their attention as the focus and the meaning shift
‽ perceive and respond to communication,
‽ perceive and react to sensations - light, sound and noise
‽ understand and handle their emotions
9. Assessing
• Ask:
• Parents
• Others who know the child
• Observe:
• Classroom
• Playground
Structured
Unstructured
Known setting
New setting
Variability of behaviour is
common.
It can you ideas about what
works and what doesn’t!
10. Consider before assessing needs
• There is almost no point assessing un less you are workin g with parents.
• Consider needs in different contexts – needs change and the context changes for example, at
home, in groups, at playtime.
• notice the child’s preferences:
• Visual
• Routine
• Pace of working
11. Recording
• Consider recording each difficulty on a scale, such as:
• 0: This difficulty is Never seen, 1: This difficulty is Sometimes seen, 2: This difficulty is seen
Most of the time.
12. Dimension Functional and qualitative difficulties Parent
report
Observation
Social competence
Does not show things at a distance (to share
interest) by pointing at them.
Does not respond to others’ attempts to
show things by pointing.
Does not look with interest at others,
approach others or initiate social
interactions with them without support.
Does not do to-and-fro interactions, such as
taking turns in play.
Prefers being alone and avoids social
contact; ignores others’ social approaches,
such as smiles or attempts to play together.
13. Dimension Functional and qualitative difficulties Parent
report
Observatio
n
Communication
Preverbal
Does not attempt to communicate with
others using either sounds or words, or
gestures beyond crying or asking for
needs.
Does not respond to others’ attempts to
communicate, for example, no response
to name being called or to simple
directions “give ---- to me”.
Does not use eye contact for
communication.
Does not use gestures (body language)
and expressions to communicate with
others.
14. Dimension Functional and qualitative difficulties Parent
report
Observation
Communication
Verbal
Frequently talks in a way that is not
communicative, such as repeating
words or phrases or talking to self.
Talks in an unusual tone, volume,
intonation, accent or odd language.
Cannot have a to-and-fro
conversation. (Even though can ask
and answer questions.)
15. Dimension Functional and qualitative difficulties Parent
report
Observation
Play
Does not play with toys in a pretend way
- as if making a story, for example,
feeding or caring for a doll or making
pretend food.
Plays repetitively, for example, with only
certain types of toys or objects, or doing
the same thing with a toy, e.g. flicking
wheels.
Does not include other children in play
or join in any group games with other
same-age children.
16. Dimension Functional and qualitative difficulties Parent
report
Observatio
n
Restricted
interest
Has an unusual interest in some objects,
for example, traffic lights, paper bits or
time- tables.
Has a strong interest in some objects
(e.g., numbers, letters, toys with
wheels) or some topics (e.g. planets,
animals).
Sensory
perception
Has an unusually strong interest or
aversion of some sensations: looking,
smelling, licking, touching or sounds
17. Dimension Functional and qualitative difficulties Parent
report
Observation
Behaviour
Has a strong dislike (becomes upset) of
change – usually of minor changes.
Shows some ritualistic activities (self-
imposed ways of doing certain things), for
example, organising things in a certain
way.
Has a difficulty in following social rules for
their age and situation.
Shows frequent negative behaviours
(aggression or self-injury), fear, anxiety or
frequent meltdowns.
18. Objectives of this session
Learn about functional difficulties caused by autism
Understand the need and significance for focusing on these
dimensions
Learn about a checklist to identify needs of children on
dimensions affected by autism
Editor's Notes
The assessment process will prove most useful if a pupil’s strengths and needs are considered contextually. Teachers will develop a comprehensive understanding of their pupil by assessing different adaptive areas such as academic skills, learning styles, how the child or young person communicates and why, and how the pupil responds to in social situations such as the dining room or playground. Just as importantly the comprehensive assessment process should lead, as required, to the implementation of targets and interventions adapted to the individual pupil. These can be recorded in a summary document such as the pupil profile and action plan.
Provide opportunities for parents to work closely with the school. Use information from parents as a vital resource.
Ensure that you are familiar with your pupil’s communicative level. A verbal, intellectually able pupil may have significant difficulties with inference, creative expression, auditory processing, and comprehension, literal interpretation of events and phrases and with reciprocal conversations.
Attain an understanding of the pupils learning style, for example, most pupils will learn best if information is presented to them visually. Some, for example, will have difficulties getting started on a task or will finish work very quickly. Others will work at a steady pace; appear not to hear anything going on around them (perhaps even loud noises such as a fire bell). Some will not be able to leave work unfinished. All pupils are individuals and knowing how they work and learn will help teachers decide on appropriate interventions and classroom adaptations for individual children and young people.
