Emotional Disturbance
-Inability to learn that cannot be explained by intellectual, sensory, or health factors
-Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-General pervasive mood of unhappiness or depression
-tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics:
1. Hyperactivity
2. Agressive
3. Withdrawal
4. Immaturity
5. Learning difficulties
Causes of Emotional Disturbance:
1. Biology
2. Home and Community
3. School
Overcoming Challenges
1. Medication - Behavior-Modifying Drug Options
2. Talk Therapy : Cognitive and Behavioral Therapy
3. School-Based Interventions - Counselling
Emotional Disturbance
-Inability to learn that cannot be explained by intellectual, sensory, or health factors
-Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-General pervasive mood of unhappiness or depression
-tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics:
1. Hyperactivity
2. Agressive
3. Withdrawal
4. Immaturity
5. Learning difficulties
Causes of Emotional Disturbance:
1. Biology
2. Home and Community
3. School
Overcoming Challenges
1. Medication - Behavior-Modifying Drug Options
2. Talk Therapy : Cognitive and Behavioral Therapy
3. School-Based Interventions - Counselling
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Inclusive education is educating ALL students in age-appropriate general education classes in their neighborhood schools, with high quality instruction, interventions and supports so all students can be successful in the core curriculum. Inclusive schools have a collaborative and respectful school culture where students with disabilities are presumed to be competent, develop positive social relationships with peers, and are fully participating members of the school community. Inclusive education has grown from the belief that education is a basic human right and that it provides the foundation for a more just society. All learners have a right to education, regardless of their individual characteristics or difficulties. Inclusive education initiatives often have a particular focus on those groups, which, in the past, have been excluded from educational opportunities.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
Introduction to soil science,
Fields of application in soil science
Soil
Function of Soil and
Major environmental issues
Scope of soil science,
Pedological and edaphological concepts,
Discuss a workable definition of Emotional Intelligence in leadership.
Understand the five domains of Emotional Intelligence.
“EI” Exercise to explore personal strengths and vulnerabilities related to EI.
Develop an EI Action Plan resulting in improved self-management & career transition success.
This is an introductory soil science presentation that I give to Master Gardeners, agribusiness personnel, farmers, and soil science students. Please feel free to contact me at andykleinschmidt@gmail.com with any comments regarding the presentation.
Exposes the elementary science student to the idea there are three major kinds of soil found on earth as well as the very important remains of dead plants and animals called humus. Discusses soil and humus along with as some of the properties of each.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
Module 3In this module, you will continue to explore specific hi.docxgilpinleeanna
Module 3
In this module, you will continue to explore specific high-incidence exceptionalities, including those related to behavior, emotions, communication, intellect, and autism spectrum disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is love enough? [Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/view/1641316/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on perceptions of health, illness, and disability: A review and focus on autism. Journal of Child & Family Studies, 21(2), 311–319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between peer groups and the development of children, pay special attention to the assigned readings that deal with the topics listed below. You can even use the search feature in your digital textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal articles: strength-based assessment, behavior intervention plan, oppositional defiant disorder, conduct disorder, social maladjustment, adaptive behavior, chromosomal abnormalities, metabolic disorder expressive language, receptive language, Asperger syndrome or Asperger disorder, and stereotypic behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that follow to enhance your understanding of high-incidence disabilities. Take a moment to check out some of these featured learning resources:
· Exceptional Children: This self-assessment activity presents a scenario of Serafina, an exceptional child, and provides you the opportunity of identifying the exceptionalities presented and suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents a scenario of Andrea, an exceptional child, and provides you the opportunity of identifying the ethical considerations that should be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional development, including identification of exceptionalities and individual strengths.
· Apply current, peer-reviewed research on environmental, biological, and cognitive influences on development to design systemic support and/or intervention plans for home, school, and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal ...
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