This document provides information and guidance for leaders working with Scouts who have disabilities. It defines key terms like disability and special needs. It discusses the benefits and challenges of inclusion versus disability-specific Scout units. Guidelines are presented for organizing an advisory committee, handling Scouts with disabilities in units, selecting the right leadership, and involving parents. Adaptive approaches and flexibility in advancement requirements are also addressed to help all Scouts participate fully in Scouting.
Disabilities in Israel - Facts and Figures 2013mjbinstitute
An updated compendium of statistics and information on the population with disabilities in Israel, developed jointly by JDC-Israel Unlimited and the Myers-JDC-Brookdale Institute.
Disabilities in Israel - Facts and Figures 2013mjbinstitute
An updated compendium of statistics and information on the population with disabilities in Israel, developed jointly by JDC-Israel Unlimited and the Myers-JDC-Brookdale Institute.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
In this webinar, speaker Ibrahim “Bebo” Saab, Esq., Clients’ Rights Advocate with the Office of Clients’ Rights Advocacy (OCRA) will discuss:
- What In-Home Supportive Services is
- Who is eligible
- The kinds of services that are available
- Who can provide the services
- How to apply for IHSS
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
Presentation by David Craig – Executive Officer, Action for Community Living at field's 'The great debate - has life improved for people with a disability'.
Forum was held on Wednesday 23 September 2009,
Further information www.field.org.au
In this webinar, speaker Ibrahim “Bebo” Saab, Esq., Clients’ Rights Advocate with the Office of Clients’ Rights Advocacy (OCRA) will discuss:
- What In-Home Supportive Services is
- Who is eligible
- The kinds of services that are available
- Who can provide the services
- How to apply for IHSS
In this webinar, speaker Candis Bowles, Managing Attorney at Disability Rights California, Los Angeles Regional Office, discusses:
- What is E.S.S.A.?
- How it differs from No Child Left Behind
- How E.S.S.A. addresses students with disabilities
- I.E.P. considerations in light of E.S.S.A.
- What E.S.S.A. says about postsecondary education and employment
- How to find out status of E.S.S.A. in your state
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
Helping Your Child at Home (For NDIS Participants) Shira59
Carepro Disability Services is a reputable NDIS Service Provider based in Melbourne, offering comprehensive support and assistance to individuals with disabilities who are part of the National Disability Insurance Scheme. Our services encompass a wide spectrum of customized solutions, ranging from therapeutic interventions to personal care and community engagement programs. Our devoted team is dedicated to enhancing the overall quality of life and promoting self-sufficiency among NDIS participants. We prioritize a client-centric approach and are fully committed to fostering inclusivity, aiming to empower individuals to realize their aspirations and lead rewarding lives within their local communities. Feel free to reach out to us today at (03) 9492 6982 to arrange a complimentary consultation. Carepro Disability Services is here to provide the support you need. Website careprods.com.au
Girl Scout Troop 2702 Cookie Training for parents/guardians/responsible adults for the 2014 annual cookie sale. All rights reserved. Contact Lindsay Foster regarding use of this training for your Troop or organization.
July 14, 1920 - January 10, 2013 ... Sister / Wife / Mother / Grandmother / Godmother / Great-Grandmother / Adventurer / Traveler / Sports Fan / Card Shark and Hostess with the Mostest. I hope that this presentation honors my amazing grandmother's contribution to the world
This is the Troop 2702 Table Top Worksheet Usage Training. The worksheet and presentation are copyrighted/trademarked property of Girl Scout Troop 2702 (Saginaw, TX) and may not be reproduced or used without the express written permission of the Troop.
While I was long term subbing, my first grade art/music students wrote this book based on the quote by Paul Klee, "A line is a dot that went for a walk." The first graders and the kindergarteners loved viewing this PPT. It does have animations when downloaded.
Idea guide for Girl Scout SWAPs using seed beads, pony beads, and other related materials. Be advised that these SWAPs often use coil-less pins, which are available in the jewelry section of most megastores and craft stores such as Michaels, JoAnn's, or Hobby Lobby
These SWAPs hold items that are “loose” such as glitter, sand, confetti, or beads; allow you to combine multiple elements; hold “instant” or “mix” type SWAPs (examples: instant snow, instant snowman, instant cold, hot chocolate mix, etc.); or hold items that otherwise are not easily held on a pin.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter 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.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Pride Month Slides 2024 David Douglas School District
Part 1 Scouting For Youth With Disabilities
1. Scouting for Youth with Disabilities Part I-III Presentation prepared by Lindsay Foster Doctoral Dissertation Candidate 2011 Longhorn Council, Boy Scouts of America
32. Sample Guidelines for Questions to Ask for Membership and Advancement Youth’s name What is/are his/her disability/disabilities? Does he/she have an IEP (ARD) or 504 Plan from his/her school that can be used with his/her involvement with Scouting? Can he/she walk without assistance? With assistance? How? Crutches? Wheelchair? Other types of support? Does he/she wear a prosthesis? Can he/she adjust it? If not, can he/she direct others in adjusting it? Does he/she wear a helmet for protection against falls? When and for what purpose? Can he/she eat independently? What support is needed? Does he/she need a special diet or allergies? If so, attach list. Does he/she dress independently? What support is needed? Does he/she have normal hearing? Wear a hearing aid? Is he/she taking any medications? What types and dosages? Does he/she self-medicate? If not, who does it and how? Is there a written medication schedule? Does he/she have normal vision? Wear glasses? For what purpose? Does he/she wear a collection device? Does he/she toilet independently? What support is needed?
33. Scouting for Youth with Disabilities Part IV-VIII Presentation prepared by Lindsay Foster Doctoral Dissertation Candidate 2011 Longhorn Council, Boy Scouts of America
40. The Role of Parents Prior to joining the unit, parents and the Scout with disabilities should meet with the Scout leader to explain the prospective Scout’s needs. The Scout should be present at the pre-joining conference so that he or she CLEARLY understand the expectations of Scouts in the unit. Allow the Scout to contribute as much as possible. The following are some of the issues that should be discussed: General Characteristics Physical Capabilities Mental Capabilities Medication Discipline Diet and Eating Restrictions Independent Living or Self-Care Skills Transportation Unit Operation
54. Purpose of the Eagle Scout Award A recipient of the Eagle Scout Award is a Boy Scout, Varsity Scout, or qualified* Venturer who applies the principles of the Scout Oath and Law in his daily life. He has achieved the qualities listed below because of determination and persistence through the advancement program.
1923. A special award is created for Scouts with disabilities who are unable to meet certain requirements without modifications or supports. 1962. Boys’ Life begins printing in Braille. 1965. Individuals with intellectual or developmental disabilities age 18 and over are permitted to register in Scouting. 1971. A grant from Disabled American Veterans enables the BSA national office to establish a professional position of director, Scouting for the Handicapped. 1971. The Scouting for the Physically Handicapped pamphlet (revised in 1994) is published. 1972. An improved Scouting program goes into effect with more flexible advancement requirements. 1973. Scouting for the Hearing Impaired (revised in 1990) is published. 1974. Scouting for the Blind and Visually Impaired (revised in 1990) is published. 1975. Understanding Scouts With Handicaps, Understanding Cub Scouts With Handicaps, and Exploring for the Handicapped training manuals are published. 1977. The Signing for the Deaf interpreter strip is approved. 1978. The National Executive Committee approves the removal of age restrictions on advancement for all members with severe disabilities. 1979. The National Executive Board approves the substitution of merit badges for the Eagle Scout rank by Scouts with disabilities. 1980. Scouting for the Handicapped (revised in 1984), a resource manual, is published.1986. In-School Scouting Training Course for special education teachers is published. 1987. Scouting for the Learning Disabled manual is published. 1991. Scouting for Youth with Mental Retardation manual is published. 1992. Camp Director’s Primer to the Americans with Disabilities Act of 1990 manual is distributed to local councils. 1993. Cub Scout, Boy Scout, and Exploring divisions each establish a national subcommittee on Scouts with disabilities. 1994. Explorers with Disabilities Program Helps , designed to involve all posts with Explorers with disabilities, is released. 1995. Scoutmaster’s Guide to Working With Scouts with Disabilities is published. 2007. Scouting for Youth With Disabilities manual is revised and includes all previous editions of the manuals dealing with specific disabilities and includes program ideas for leaders to use in their programs.
Youth with disabilities want to participate but generally depend on others to introduce Scouting to them. These youth are just as eager for adventure as other youth, and they need challenges to have a satisfying experience. Offer them friendship and encouragement. Accept them for what they are and what they can contribute, just as you would any other youth member. Working with disabilities might mean adapting the ordinary program to make it as worthwhile as possible. - Find out the youth’s abilities as well as his/her limitations. Plan activities in which ALL youth are able to participate. Be enthusiastic about helping youth with disabilities. Recognize the special demands that will be made on your patience, understanding and skill in teaching requirements. Recognize the opportunities and benefits for ALL the Scouts! 11/12/11
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A disabled youth’s adjustment to society depends more on the reactions of others to him than on the physical problem itself. Sympathy is EASY. However, as the late Dr. William C. Menninger noted, understanding only comes from information. Analyze your feelings about disabled persons and then learn by experience in dealing with them what their capabilities and limitations are. In this way, you may overcome the common reactions of pity, morbid curiosity, being oversolicitious, and in a minority of persons, fearing disabled individuals because of their differences. 11/12/11
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A Scout with a permanent disability may select an alternate merit badge in lieu of a required merit badge if his disability prohibits the Scout from completing the necessary requirements of a particular required merit badge. This substitute should provide a “similar learning experience and be approved the unit and council advancement committee.” Some Scouts with disabilities may have difficulty completing the requirements to advance in Scouting. Completing the requirements as stated in the official Scouting literature should be a primary objective. If a Scout’s disability hinders him or her in completing a particular requirement or merit badge, then he or she may wish to apply for alternate requirements for rank advancements or an alternate merit badge. 11/12/11