The Transition to Adulthood for Young Adults with Disabilities who Experience...Robin Harwick, PhD
This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
#ProvisionDenied Supporting children with send back to school in 2021 special...Special Needs Jungle Ltd
The #ProvisionDenied report from Special Needs Jungle. Find the article here https://www.specialneedsjungle.com/provision-denied-disabled-children-report/
Problems with Independent Study and Distance Learning in CaliforniaKristopher Dreyer
Because of the pandemic, some parents are concerned about returning their children to school too soon. However, distance possibilities are uncertain throughout California. Some parents were apprehensive about returning their children to in-person teaching after a year of uncertainty and trauma (due to the COVID-19 issue). In a poll of 1,006 public school parents conducted by the National Parents Union in May, slightly over half (56 percent) indicated they would like a choice between in-person and remote learning, with the remainder indicating they are ready to return their children to full-time in-person education.
The governor of California, Gavin Newsom, and state lawmakers, both Democrats and Republicans, originally stated that California public schools must return for full-time, in-person study. The necessity for alternative learning techniques, such as independent study and distance learning, arose from the pandemic's social isolation.
Can early child development programmes help overcome social disparities? (2008)sadafsh
Shallwani, S., & Jindani, F. (June, 2008). Can early child development programmes help overcome social disparities? Paper presented at the Biennial Convention of the Society for the Psychological Study of Social Issues, Chicago.
Abstract:
Current research in early child development (ECD) indicates that children’s experiences in their earliest years lay the foundation for lifelong development, academic achievement, and social success. Studies suggest children’s developmental health is impacted by the physical, emotional, and social environments in which they are raised in their earliest years (R. H. Bradley et al., 1989). Longitudinal research indicates that early interventions for ECD can have positive lasting effects on all children, but particularly strong impacts on children from disadvantaged circumstances (L. J. Schweinhart et al., 1993).
Some have further argued that ECD programmes can be a key opportunity to equalize social and health disparities resulting from poverty and social exclusion (M. Friendly & D. Lero, 2002). For example, the Inter-American Development Bank claims that early childhood interventions targeted to children from disadvantaged backgrounds “can help break the tragic cycle of poverty” (1999, p.3). In this way, ECD programmes are presented as an effective and unproblematic way to address problems of social disparities.
However, much of the evidence cited to support this conceptualization is based on research conducted with very specific populations in the Minority world, and has been critiqued as neither very strong nor very generalizable (H. Penn, 2004). Moreover, this conceptualization of ECD as the great equalizer focuses attention to the care and education given to the children of low-income parents, and diverts attention away from macro-level neoliberal economic practices which actually cause poverty and social injustice.
In this presentation, we critically review research and theory on the relationship between ECD and social and health disparities. We present evidence both supporting and shedding doubt upon the mainstream conceptualization of ECD as an opportunity to overcome disparities. We draw upon our own practice and research experiences, particularly in Majority world contexts such as Pakistan and Kenya, to qualitatively highlight learnings.
The number of homeless students in our nation's public schools has risen significantly since 2006, reaching over 1.3 million in 2013-14. What more can be done to help homeless students stay on track to graduation and on to a more stable future?
Civic Enterprises, the National Association for the Education of Homeless Children and Youth, the Raikes Foundation, and America’s Promise Alliance hosted a webinar to share research about the current state of homeless students in America’s public schools. In addition, the webinar addressed new ESSA guidelines that will require districts and states – for the first time – to report high school graduation rates for homeless students.
Speakers included:
*Tanya Tucker, Vice President of Alliance Engagement, America’s Promise Alliance
*Erin Ingram, Policy Advisors, Civic Enterprises
*Barbara Duffield, Director of Policy and Programs, National Association for the Education of Homeless Youth and Children
*Patricia A. Popp, Ph. D., State Coordinator with Project HOPE-VA and Clinical Associate Professor, School of Education, The College of William and Mary
*Hannah Johnson, a student who has experienced homelessness and is now a sophomore studying elementary education at Virginia Commonwealth University
The webinar stemmed from the report – Hidden in Plain Sight - written by Civic Enterprises with Hart Research Associates and recently released by the GradNation campaign. The report looks into how educators, policymakers and community organizations can help more students cope with homelessness, graduate from high school and get on a path to adult success.
Download the full Hidden in Plain Sight report at http://www.gradnation.org/report/hidden-plain-sight.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
This is an overview of the economic and social consequences of students who drop out of school. Too many students go to school every day with little enthusiasm about what they are learning. We need to share best practices that will help students to stay in school and pursue their career dreams.
The Transition to Adulthood for Young Adults with Disabilities who Experience...Robin Harwick, PhD
This presentation describes an ecological approach to the transition to adulthood for young adults with disabilities who experience foster care. Recommendations for practice are included.
#ProvisionDenied Supporting children with send back to school in 2021 special...Special Needs Jungle Ltd
The #ProvisionDenied report from Special Needs Jungle. Find the article here https://www.specialneedsjungle.com/provision-denied-disabled-children-report/
Problems with Independent Study and Distance Learning in CaliforniaKristopher Dreyer
Because of the pandemic, some parents are concerned about returning their children to school too soon. However, distance possibilities are uncertain throughout California. Some parents were apprehensive about returning their children to in-person teaching after a year of uncertainty and trauma (due to the COVID-19 issue). In a poll of 1,006 public school parents conducted by the National Parents Union in May, slightly over half (56 percent) indicated they would like a choice between in-person and remote learning, with the remainder indicating they are ready to return their children to full-time in-person education.
The governor of California, Gavin Newsom, and state lawmakers, both Democrats and Republicans, originally stated that California public schools must return for full-time, in-person study. The necessity for alternative learning techniques, such as independent study and distance learning, arose from the pandemic's social isolation.
Can early child development programmes help overcome social disparities? (2008)sadafsh
Shallwani, S., & Jindani, F. (June, 2008). Can early child development programmes help overcome social disparities? Paper presented at the Biennial Convention of the Society for the Psychological Study of Social Issues, Chicago.
Abstract:
Current research in early child development (ECD) indicates that children’s experiences in their earliest years lay the foundation for lifelong development, academic achievement, and social success. Studies suggest children’s developmental health is impacted by the physical, emotional, and social environments in which they are raised in their earliest years (R. H. Bradley et al., 1989). Longitudinal research indicates that early interventions for ECD can have positive lasting effects on all children, but particularly strong impacts on children from disadvantaged circumstances (L. J. Schweinhart et al., 1993).
Some have further argued that ECD programmes can be a key opportunity to equalize social and health disparities resulting from poverty and social exclusion (M. Friendly & D. Lero, 2002). For example, the Inter-American Development Bank claims that early childhood interventions targeted to children from disadvantaged backgrounds “can help break the tragic cycle of poverty” (1999, p.3). In this way, ECD programmes are presented as an effective and unproblematic way to address problems of social disparities.
However, much of the evidence cited to support this conceptualization is based on research conducted with very specific populations in the Minority world, and has been critiqued as neither very strong nor very generalizable (H. Penn, 2004). Moreover, this conceptualization of ECD as the great equalizer focuses attention to the care and education given to the children of low-income parents, and diverts attention away from macro-level neoliberal economic practices which actually cause poverty and social injustice.
In this presentation, we critically review research and theory on the relationship between ECD and social and health disparities. We present evidence both supporting and shedding doubt upon the mainstream conceptualization of ECD as an opportunity to overcome disparities. We draw upon our own practice and research experiences, particularly in Majority world contexts such as Pakistan and Kenya, to qualitatively highlight learnings.
The number of homeless students in our nation's public schools has risen significantly since 2006, reaching over 1.3 million in 2013-14. What more can be done to help homeless students stay on track to graduation and on to a more stable future?
Civic Enterprises, the National Association for the Education of Homeless Children and Youth, the Raikes Foundation, and America’s Promise Alliance hosted a webinar to share research about the current state of homeless students in America’s public schools. In addition, the webinar addressed new ESSA guidelines that will require districts and states – for the first time – to report high school graduation rates for homeless students.
Speakers included:
*Tanya Tucker, Vice President of Alliance Engagement, America’s Promise Alliance
*Erin Ingram, Policy Advisors, Civic Enterprises
*Barbara Duffield, Director of Policy and Programs, National Association for the Education of Homeless Youth and Children
*Patricia A. Popp, Ph. D., State Coordinator with Project HOPE-VA and Clinical Associate Professor, School of Education, The College of William and Mary
*Hannah Johnson, a student who has experienced homelessness and is now a sophomore studying elementary education at Virginia Commonwealth University
The webinar stemmed from the report – Hidden in Plain Sight - written by Civic Enterprises with Hart Research Associates and recently released by the GradNation campaign. The report looks into how educators, policymakers and community organizations can help more students cope with homelessness, graduate from high school and get on a path to adult success.
Download the full Hidden in Plain Sight report at http://www.gradnation.org/report/hidden-plain-sight.
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
This is an overview of the economic and social consequences of students who drop out of school. Too many students go to school every day with little enthusiasm about what they are learning. We need to share best practices that will help students to stay in school and pursue their career dreams.
Boosting Enrollment: Strategies from a Gold Medallion-Winning Marketing CampaignDelaina Biernstein
Facing dropping enrollment and fierce competition from charter schools and other districts, the Tempe Elementary Schools needed a plan to enhance their appeal and stimulate enrollment. Through research, strategic planning, and effective marketing we boosted enrollment by turning a typical school into the cutting-edge Scales Technology Academy.
This was a 1-hour presentation session from the National School Public Relations Association Annual Seminar on June 29, 2009 in San Francisco, CA
Presented by: Delaina Biernstein, Graphic Design Specialist for the Tempe Elementary School District in Tempe, Arizona
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
1. The purpose of this research is to discover factors that lead to a decision of dropping out of school, and how the decision can be prevented. Sara Grimm Module 5
2. “Dropping out is more of a process than an event—a process that, for some students, begins in early elementary school.”- President Obama
3. Top reasons why some consider dropping out of school Dislike of school Instruction pace Pregnancy Bullying Retention
4. In the early Elementary years: School work becomes very challenging Acceptance by peers begin to become more defined, and others begin to notice who needs more “time” to finish assignments Teasing and bullying often using the word “stupid” or “retarded” by peers The play time fades and work begins Parental support is needed tremendously, through homework, programs, academics, or just signing a folder One teacher who either loves or hates them in their opinion
5. The Junior High years: State testing becomes more accountable Bullying and teasing increases Extra curricular activities begin to set grade requirements Advance classes, and the “smart group” forms Self esteem declines Several teachers Success felt in physical education or elective class or not at all
6. High school years: Retained, how do they know? Am I really the only 9th grader with a drivers license? Ranking and GPA More social groups and extra curricular activities Influence of older friends who also hate school They become one in a 100+ and teachers barely know anything about them Employment begins
7. Employment in High School Students who feel more success from their boss than their teacher realize they would rather work all day even if it means they will make minimum wage for several years Veronica who was set to graduate in 2000 from CISD, said she dropped out to join the work force until she realized, “school was cooler than punching a time clock in restaurant industries.”
8. Sen. Leticia Van de Putte, D-San Antonio, a member of the Senate Education Committee “This is the time bomb. This is the tsunami that started already. If you look at our demographics, we have go to solve this problem. “ Van de Putte, was referring to what others are now nicknaming as dropout factories. HISD is one of the dropout factories with 22 high school on the list. Once the dropouts start it has a ripple effect, prevention is key.
9. From the National Center of Education Statistics Reports: 1972-2008 http://nces.ed.gov/pubs2011/dropout08/
10. Which groups have the highest percent? In 2007 the Chronicle reported that the highest dropout rate was amongst the Hispanic population. Hispanics represent 45% of the dropouts, but they also make up the largest population in the state with 4.6 million students.
11. Dropping out, how long are the effects? According to the National Dropout Prevention Center
12. Governor Rick Perry’s approach “The fact is, a single drop out is too many, so we’ve got to continue pursuing sensible, proven options and give every Texan an option at a better life.” Video from Ch 11 KHOU “No school, No license”
13. Every child has a choice to build their education. The size of their knowledge is unlimited, some pieces are easy, others are hard to see or fit, but together they produce one complete product.
14. The pieces that make up the puzzle? Through laws (the border/frame): President State government Local government Through support and guidance (the inside pieces): Educators Parents/Family Peers, social groups Mentors Drop out
15. The best prevention is through early interventions. Alternative Programs Support from peers and teachers Family communication Improve access for struggling students Identify warnings in the early stages Be proactive before reactive
16. Example Interventions at Conroe ISD: CHOOSE: allows students to earn credits for courses online or after school while enrolled in regular classes Hawke Alternative: high school program for students with pregnancy, academic issues, and social concerns among a variety of other challenges Jr High mentoring: community members mentor students all the way through their graduation from high school
17. Bibliography Bier, Charles. (2010, April 12). Dropout Prevention, recovery programs assist CISD students. Your Houston News. Retrieved from http://www.yourhoustonnews.com Chapman, C. (2010, December, 10). Trends in High School Dropout and completion rates in the United States from 1972-2008. NCES 2011012. Retrieved from http://www.nces.ed/gov Scharrer, Gary. (2007, November 7). Report points to ‘dropout factories’. Houston Chronicle. Retrieved from http://www.chron.com Zubwoski, Courtney. (2010, July 15). Texas governor to teen dropouts: No school, no driver’s license. KHOU News. Retrieved from http://khou.com