This document discusses steps for teachers to become more culturally aware when working with families, including learning about the family's culture, using an interpreter if needed, and allowing extra time. It also discusses ways for teachers and parents to communicate, such as parent-teacher meetings, home visits, emails, and encouraging the use of home languages in the classroom. Finally, it provides information on resources for families with autism, including support groups, books, websites, and early intervention options from birth to age 3 or 4.
When it comes to your child, the first few years of their life are absolutely crucial to their development. The fundamentals you provide to your child in their earliest years will provide the foundation that shapes their future health, happiness, growth and overall development.
When it comes to your child, the first few years of their life are absolutely crucial to their development. The fundamentals you provide to your child in their earliest years will provide the foundation that shapes their future health, happiness, growth and overall development.
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Families Commission - Anne Kerslake Hendricks and Steve Attwoodihc
The IHC Childrens Rights Seminar on 23 March in Wellington which focused on Early and Sustained Support for Children with a Disability was a resounding success! Government and non-Government agencies, parents, advocates, and professionals from all sectors came together to discuss a range of issues facing children with a disability and their families in early life. The three presentations from the seminar can be accessed here and a further document stating IHC’s round up of the issues and plan for action will be released shortly.
IHC also announced the beginning of a new e-discussion group on this topic which received huge support, if you are interested in joining this group please email laura.o.donovan@ihc.org.nz indicating your interest and what you would like to get from this discussion group.
Handedness and the Diverse Gender-Related Personality Traits i.docxwhittemorelucilla
Handedness and the Diverse Gender-Related Personality Traits in Humans
Handedness and the Diverse Gender-Related Personality Traits in Humans
Sejla Husic
FSCJ South Campus
Handedness and the Diverse Gender-Related Personality Traits in Humans
According to recent meta-analysis, there has been an immoderate amount of
information linked between the likeliness of sexual orientation and laterality. Using one hand
more than the other. The significant data from 6,182 homosexual and 14,808 heterosexual men,
showed that homosexual men had 34% greater odds of being non-right handed than heterosexual
men, and data from 805 homosexual and 1,615 heterosexual women had 91% greater odds of
being non- right handed than heterosexual women RichardA.Lippa,Ph.D.1 Other gender-
atypicality has been linked to this finding, one would be gender identity disorder. In an
international survey, more than 11,000 participants, documented that 10.6% of males and 8.5%
of females are at higher rates of heft- handedness. Even though the number of theories found of
small but reliable gender differences found in handedness, the results remain poorly understood.
Prenatal Androgen Theory is the most reasonable explanation of homosexuality in
the social behavior of human genders. Stating the sexual orientation is established in the womb
during fetal development. Although with more higher androgen exposure, comes more gender
typical patterns of development, in the males case it would be a greater chance of left-
handedness. Corresponding to gender- related personality traits, within sexual orientation groups,
non- right handedness is associated with masculine traits for both sexes. Predictions have been
made based on simple linear version of prenatal hormone theory, the androgens masculinize
behavior between sex and then is compared on average (James, 1989). Consequently there has
been strong data shown the prenatal hormone theory of handedness, concluding that the non-
right-handedness occurs more in the males sex than females.
Handedness and the Diverse Gender-Related Personality Traits in Humans
Neurological and developmental problems can be the cause of so many theories.
For instance the Pathological left- handedness theory, stating that left-handedness is caused by
pathological stressors, as in birth traumas, or cerebrum impairments. Evidence has proven that
left-handedness is associated with numerous cognitive developmental problems, including
learning disabilities, intellectual retardation, autism, cerebral palsy, etc. (Previc,1996). An
argument has been made that moderate right-handedness is the optimal evolved human trait and
therefore that developmental instability leads both to non-right ...
“Talking is Teaching: Talk, Read, Sing” is a public education and action campaign intended to equip parents and caregivers with the tools they need to increase early brain and language development among 0-5-year-old children. One strategy of the campaign is to enlist the help of trusted messengers to spread information about early literacy and brain development, and to motivate parents and caregivers to engage in language rich interactions like talking, reading, and singing more with their young children starting at birth.
Authors: Dana Hughes, DrPH, Professor in the Department of Family and Community Medicine and the Philip R. Lee Institute for Health Policy Studies and Healthforce Center at the University of California, San Francisco.
Jasmine Marquez, MPH, Researcher at the Philip R. Lee Institute for Health Policy Studies at the University of California, San Francisco.
In this webinar, Marian Williams, PhD, Associate Professor of Clinical Pediatrics at the USC UCEDD and Program Area Lead in Early Childhood Mental Health Programs, and Co-Director
of Interdisciplinary Training discussed:
- A project to increase access to early screening and intervention for youn children in underserved communities
- Why screening is critical; what is screened
- Red flags for autism spectrum disorder
- What services are recommended for young children with developmental concerns
- How we can keep children from falling through the cracks
This slide show complements our learner guide NCV 2 Eary Childhood Development Hands-On Training by Melanie Vermaak and published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
The project I have chosen to radically revise my second paper about Autism and Education. I plan on making an informative power point based on the researched information from my paper. In the power point, I will discuss the different options available to the parents of children with autism. The different options I will discuss include enrolling a child in a private school, the process of enrolling a child in public school, and enrolling a child in an alternative school. For each option, I will discuss the pros and cons, advantages and disadvantages of each choice. The objectives of my power point include informing parents of autism more about the disorder, outlining the step by step process of enrolling a child into a special education program in a public school, outlining the different laws associated with how the public school systems and special education, discuss the advantages and disadvantages of each option, and give references for more information on Autism and how to help out the cause. The goal of the power point overall is to inform parents of children with autism of their different options, and hopefully it will become an aid in their decision when it comes time to decide how they want to educate their child. I also plan on providing more information on Autism, so they will be able to learn more about the disorder and have some references to find more information about it.
As for the interface, I will be using Microsoft Powerpoint. In the program there is an option to ‘Publish as a Webpage”, which is how I am going to publish my work. I will be posting the link to the webpage I created with the power point to a blog I created so it will be accessible to a wide audience. By using a blog as well I give the audience a chance to provide feedback on my website, or a forum to post more information. Parents can post their opinions, choices, or provide advice for each other.
2. Understanding the Family Steps to take to become more culturally aware: “Learn more about the family you are serving,--Work with people from the family’s culture-- Learn words and forms of greeting in the family’s language --Allow additional time to work with interpreters--Use forms of communication that are acceptable and meaningful to the family” (Allen & Cowdery, 2005, p. 165)
3. Communication with Parents Parent Observations Parents are more than welcome to come in the classroom and observe their child(ren) in their natural learning environment. This also gives them the opportunity to see what is happening in the classroom rather than just hearing about it from their child. Parent-Teacher Meetings Parents and teachers alike will have open communication and many opportunities to meet with their child’s teacher to ask questions and raise concerns that they may have This gives the parents a chance to build a relationship with the teacher and gain trust in him/her.
4. Communication with parents Home Visits This is a great option if the parents do not feel comfortable with coming to the school to meet. It also gives the teacher a great opportunity to understand the family at a much higher level. A home visit is only done with more than one adult (teacher and interpreter) etc. for safety reasons and for means of communication Email Technology is a amazing way of communication for parents and teachers alike. With online interpretation websites teachers and parents can translate the email to English, Spanish, Italian, etc. This technology could be taught at a parent-teacher meeting so that the parents could easily communicate with the teacher at any time.
5. Encourage use of home language To encourage children to use their home languages teachers will let them “teach” the other students simple greetings (i.e. hello, goodbye, girl, boy, etc) This would take place during a unit about other cultures or daily during circle time Doing this encourages the use and continuation of their home language and also opens the other children’s minds to the other languages of the world.
28. Resources for Early Intervention Behavioral Care Specialists “Behavioral Care Specialists offers intensive early intervention services for children diagnosed with autism, pervasive development disorders and related developmental disabilities. Our program is designed to provide our young patients with the language, social, pre-academic and independent living skills necessary for them to enjoy normal lives” (www.behaviorcarespecialists.com) Mainly for children aging from birth to 8 years of age Time 2 Shine Therapy Time 2 Shine Therapy is a non-profit organization that offers therapy services to children with autism and other delays no matter their economic status. They focus on skills in: communication, social and play, daily living, fine motor and sensory needs. For more information visit: http://www.sfearlyintervention.org/ 3 hour sessions five days a week (all done by an occupational and speech therapists)
29. Resources for Early Intervention Cont. Theratime Theratime is a small business that is geared towards helping children succeed in every way possible by providing physical, occupational, and speech therapy. The therapists focus on what is most needed by the child and also what their disability is and how they can help with the outcomes of how the disability affects them. Find more information at: www.theratime.com Birth to 3 Connections State Department of Education This office and website provides parents with the laws and rules that provide their children with the rights to being helped and educated. It also provides parents with the knowledge of what is possible for their children.
30. References Allen, K.E., & Cowdery, G.E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). Clifton Park, NY: Thomson Delmar Learning. Autism Society - Homepage. (n.d.). Autism Society - Homepage. Retrieved June 23, 2011, from http://www.autism-society.org Books: ARI's Recommended Reading : Autism Research Institute. (n.d.). Autism is Treatable : Autism Research Institute. Retrieved June 22, 2011, from http://autism.com/fam_readinglist.asp Home - Sioux Falls Early Intervention. (n.d.). Home - Sioux Falls Early Intervention. Retrieved June 23, 2011, from http://www.sfearlyintervention.org Welcome Sibling Support Project. (n.d.). Welcome Sibling Support Project. Retrieved June 23, 2011, from http://www.siblingsupport.org Welcome to Behavior Care Specialists Online. (2011, January 1). Welcome to Behavior Care Specialists Online. Retrieved June 23, 2011, from http://www.behaviorcarespecialists.com