This document analyzes the myth that students with autism cannot be educated in general classrooms. It discusses how this myth stems from a misunderstanding of autism characteristics but is debunked by research showing inclusion benefits these students and their peers. Strategies like social stories, the pyramid model, and student-directed learning help inclusion by addressing autism traits. While students with autism often spend less than 80% of time in general classes, inclusion promotes acceptance when teachers receive proper training and support. Separating students further stigmatizes autism despite evidence that inclusion, with supports, allows students on the spectrum to thrive academically and socially.
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docxhealdkathaleen
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
The document discusses the concept of inclusion in education. It defines inclusion as the belief that all students, regardless of labels, should be members of the general education community and have access to the full curriculum. It argues that inclusion is not about labels or settings, but ensuring students receive effective instruction through supports, trained teachers, peer assistance, and administrative buy-in. When these factors are addressed, students with autism spectrum disorders can learn successfully in inclusive environments.
The document summarizes two students, Maritza and Seth, who have autism and are educated using the SCERTS model in an inclusive classroom setting. Maritza, a second grade girl, struggles with social communication, emotional regulation, and requires transactional supports like visual symbols to participate. Seth, a fourth grade boy with Asperger's Syndrome, works on social skills like turn-taking and requires supports like a visual schedule. Both students benefit from the SCERTS framework which individualizes objectives and supports across different domains to facilitate their success in inclusive classrooms.
The document provides recommendations from a team of multidisciplinary experts on meeting the needs of students with specific learning disabilities, emotional/behavioral disabilities, and autism at Senn High School. It recommends promoting student self-advocacy, providing wrap-around services, implementing programs like positive behavioral support and buddy programs for autism, using curriculum planning and partnership strategies for specific learning disabilities, and employing classwide peer tutoring for emotional/behavioral disorders. Physical therapy, social work, and ensuring necessary resources are in place are also emphasized.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
The document is a research paper outline for a student named Christina Sookdeo on the effects of inclusion at the secondary level. The paper will have an introduction defining inclusion and noting its benefits. The body will discuss academic effects like improved literacy and cognitive development through opportunities, activities, and an inclusive environment. It will also examine social effects such as developing relationships and contradicting findings, with a conclusion summarizing the effects and recommendations.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
Running Head AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1.docxhealdkathaleen
Running Head: AUTISM AND HOW TO HELP STUDENT TO DEAL WITH IT 1
Autism and How to Help Student to Deal with It
Elizabeth Collins-Bray
EDU 694 Capstone 1: Educational Research
Instructor: Newton Miller
September 10, 2019
Introduction
Engagement concept is one of the most considered aspects when it comes to improving outcomes be it in schools or workplaces. When the concept of engagement is directed to the educational context, it becomes a very vital element when it comes to students' academic excellence, dropout rates as well as motivation. Students engagement is one of the most determinants of the positive student's outcomes as put across by student engagement literature. When it comes to comes children in their early year’s children engage with the environment plays a key role in improving their outcomes (Haroon, 2019). When it comes to students with disabilities their engagement is much less especially with other peers and adults, they are also less engaged with other materials as compared with other children without disability. Children with autism have been identified to be more passive as well as having increased levels of non-engagement even when compared to other children with other types of disabilities (Corsello, 2005, Kishida & Kemp, 2006). If at all these children are engaged, chances are that they are more engaged to other objects and not with people. Due to this reduced social engagement especially with the social world, children with Autism are not able to learn new skills which arise particularly from engagement and this adversely affect their development.
Special needs for children with autism
The prevalence of students with autism today have increased with more than ten-fold in the past two decades with estimate indicating that for every 88 children 1 child is believed to have autism (CDC,2012). This means there is an overall increase in the number of school-going children with autism and thus calling for more research and additional information on how to meets their educational needs (USDOE, 2010).
Students with autism have special needs which are attributed to affecting their success in multiple ways. Autism children have a lot of challenges engaging in the classroom, which is associated with filtering unnecessary information, difficulties in attending to important aspects as well as focus shifting (Keen, 2009). Children with autism are also faced with the challenge of lacking motivation which is most evident in disruptive behaviors and task avoidance e.g. running away or even crying (Barbera, 2007). Another challenge faced by these children is when it comes to learning new materials. To be specific children and individuals with ASD have a lot of challenges in learning strategies and rules as well as information breakdown (Goldstein et al., 2001).
Measures to address specials need for students with autism
Use of Universal Design Learning (UDL)
One of the ways which can be employed to deal with autism issu ...
The document discusses the concept of inclusion in education. It defines inclusion as the belief that all students, regardless of labels, should be members of the general education community and have access to the full curriculum. It argues that inclusion is not about labels or settings, but ensuring students receive effective instruction through supports, trained teachers, peer assistance, and administrative buy-in. When these factors are addressed, students with autism spectrum disorders can learn successfully in inclusive environments.
The document summarizes two students, Maritza and Seth, who have autism and are educated using the SCERTS model in an inclusive classroom setting. Maritza, a second grade girl, struggles with social communication, emotional regulation, and requires transactional supports like visual symbols to participate. Seth, a fourth grade boy with Asperger's Syndrome, works on social skills like turn-taking and requires supports like a visual schedule. Both students benefit from the SCERTS framework which individualizes objectives and supports across different domains to facilitate their success in inclusive classrooms.
The document provides recommendations from a team of multidisciplinary experts on meeting the needs of students with specific learning disabilities, emotional/behavioral disabilities, and autism at Senn High School. It recommends promoting student self-advocacy, providing wrap-around services, implementing programs like positive behavioral support and buddy programs for autism, using curriculum planning and partnership strategies for specific learning disabilities, and employing classwide peer tutoring for emotional/behavioral disorders. Physical therapy, social work, and ensuring necessary resources are in place are also emphasized.
Working effectively with schools; why co-production is essential for good out...SPACE Stockport ADHD Group
This document discusses the importance of developing positive relationships between schools and parents/carers of students with special educational needs. It notes that research shows better student outcomes when parents are engaged with the school. However, parents often report experiencing conflict with schools due to a lack of opportunity to provide input. The document advocates for co-production between schools and parents, with schools providing training for collaborative teams and ensuring parents have chances to be involved. Taking a co-productive, integrated approach can make significant differences for student outcomes.
The document is a research paper outline for a student named Christina Sookdeo on the effects of inclusion at the secondary level. The paper will have an introduction defining inclusion and noting its benefits. The body will discuss academic effects like improved literacy and cognitive development through opportunities, activities, and an inclusive environment. It will also examine social effects such as developing relationships and contradicting findings, with a conclusion summarizing the effects and recommendations.
This document discusses cooperative learning in inclusion classrooms for students with disabilities. It begins by providing background on inclusion classrooms and cooperative learning. It then reviews literature showing that cooperative learning can increase both the academic achievement and social acceptance of students with disabilities when done effectively. Specifically, the literature review finds that academic achievement is highest when students receive training in cooperative learning, are given clear instructions, and teachers provide extra help to students with disabilities.
Attitudes And Opinions of Parents and Teachers About Autism in Turkeyinventionjournals
Autism is a lifelong developmental disability that affects the way a person communicates and relates to people around them. Bringing up an autistic child is a hard and long journey, but parents have various options and places to turn for help. For example, they can learn and use certain strategies to help communicate with autistic children. Teaching strategies for students with ASD still need to be individualized, and it is fairly important for teachers to realize their expectations of their students. Children with autism often have visualspatial strengths so teachers can modify their instructional strategies several ways by demonstrating and modelling expected skills. The purpose of this study is to explain the attitudes and opinions of parents and teachers about autism in Turkey. The participants of the study consists of 82 subjects, 42 of whom were parents of children with autism and the remaining 40 were teachers of students with autism. This study was carried out several public and private schools in Konya, by means of interviews and regular conversations with teachers and parents of children with autism, over the period from 03.01.2015 until 04.05.2015. In order to obtain the data, three types of survey questionnaires were employed in this research.
This document discusses the coping mechanisms of children with parents who work overseas in public elementary schools in Batangas City, Philippines. It begins by introducing the problem, noting that these children may experience academic, social, or emotional difficulties due to the absence of their parents. The study aims to identify the coping mechanisms used by these children and problems they encounter. It also seeks to determine if there are relationships between teacher and student responses, and provide suggestions for teachers to help students facing challenges. The document scopes the study to intermediate students and teachers in public elementary schools in West District, Batangas City. It argues the research will benefit schools, teachers, counselors, parents, students, and future researchers by increasing understanding of students' experiences
This document discusses inclusion of autistic students in general education classrooms. It notes that while inclusion is increasing, autistic students require significant support. Teachers often feel unprepared for inclusion and autistic students may disrupt classrooms without proper training. Successful inclusion requires at least 25 hours per week of specialized instruction to teach social skills and adaptive tools to help autistic students communicate. Peer modeling can also help, but autistic students must first receive extensive ABA therapy to benefit. There are still open questions around how to structure new inclusion models to meet the needs of all students.
This document discusses the pros and cons of inclusion, which is the practice of educating students with disabilities in general education classrooms alongside their non-disabled peers. Some potential benefits mentioned include social and academic benefits for students with disabilities, the development of acceptance and understanding of diversity among all students, and positive role modeling. However, some drawbacks discussed are a lack of training and resources for teachers, which could negatively impact the education of both students with disabilities and general education students if classrooms are not properly equipped for inclusion. The document presents arguments from both perspectives in a balanced manner.
The document discusses inclusion and inclusive practices in education. It defines inclusion as ensuring all children and young people, regardless of their background or situation, are able to fully participate in all aspects of school life. It identifies some key barriers to inclusion, such as physical barriers, lack of support and resources, and attitudes. The document emphasizes that inclusion is about providing equal opportunities and access, not treating all students the same. It also stresses the importance of including disabled students and removing barriers to their participation.
G11-2Describe how a change in the exchange rate affected your fiJeanmarieColbert3
G11-2
Describe how a change in the exchange rate affected your firm. Explain what happened to your price and quantity. How can you profit from future shifts in the exchange rate? How do you predict future changes in the exchange rate?
Running head: Introduction and Literature Review 1
Introduction and Literature Review 8
The Motivation of Students Towards Science Learning
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
January 27, 2020
INTRODUCTION
The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework. The future goal is to help improve the performance of students in science. Comment by Juliet Krummick: perfect
The purpose of the study is to find various ways in which students could be motivated during the learning of science. The student outcomes that need influence are their knowledge and skills in science and their attitude towards learning the subject. Assessments have shown that some students lack sufficient knowledge in science. The performance of students in science is also an area of interest to be influenced because it also determines whether or not the students are engaged in learning. Students are expected to obtain a positive attitude toward science learning. They should achieve good grades to show that they understand the topics at hand.
The fact that many students lose interest in learning science as they progress to higher levels shows that they are not engaged enough during the initial years of science learning specifically in first grade. Decreased motivation leads to lower grades in science (Uhm et al, 2018). Teachers do not put much emphasis on the teaching of science because they dedicate most of their time to reading within the researcher’s school. Students, therefore, lose interest in learning science because they are not fully engaged in learning by their teachers.
Teachers should ensure that they motivate students to learn. The provision of autonomy support to students enhances their motivation in learning. Student-teacher relationships are important in optimizing student motivation. "Educators and parent ...
Indiscipline, parenting style and attitude to learning of students in seconda...Alexander Decker
This document summarizes a study that examined the influence of parenting styles and student attitudes toward learning on student indiscipline in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study found that parenting styles significantly influence student behavior, with students from autocratic parenting styles exhibiting more indiscipline than those from democratic parenting styles. It also found a significant relationship between student attitudes toward learning and indiscipline, with more disciplined students having more positive attitudes toward learning. The study concluded that parenting styles and home environment impact student discipline and attitudes toward school. It recommended that parents take primary responsibility for disciplining children from a young age to help teachers promote discipline in schools.
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This document summarizes a qualitative study that explored how Bachelor of Child and Youth Care students may be influenced by their educational program and apply what they've learned to their own future parenting styles. The study analyzed responses from 15 students through open-ended surveys. Four major themes emerged: 1) a desire to adopt an authoritative parenting style, unlike the authoritarian styles many experienced, 2) influence from specific courses and concepts around development, abuse, and substance use, 3) a better understanding of parenting theories, and 4) increased self-reflection abilities. The results suggest the CYC program significantly impacts not only graduates' professional skills but also their personal approaches to parenting.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
1) An inclusive classroom is a general education classroom where students with and without disabilities learn together. It embraces diversity and recognizes that all students learn differently.
2) Inclusion focuses on the social aspects of education for students with disabilities by having them learn alongside their non-disabled peers. IDEA focuses on providing education in the least restrictive environment through IEPs and special services.
3) Arguments against full inclusion include concerns that not all students will receive an appropriate education and that teachers may not be able to meet all students' needs. Supporters argue inclusion benefits students socially and improves self-worth by allowing them to learn with peers.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This document discusses the coping mechanisms of children with parents who work overseas in public elementary schools in Batangas City, Philippines. It begins by introducing the problem, noting that these children may experience academic, social, or emotional difficulties due to the absence of their parents. The study aims to identify the coping mechanisms used by these children and problems they encounter. It also seeks to determine if there are relationships between teacher and student responses, and provide suggestions for teachers to help students facing challenges. The document scopes the study to intermediate students and teachers in public elementary schools in West District, Batangas City. It argues the research will benefit schools, teachers, counselors, parents, students, and future researchers by increasing understanding of students' experiences
This document discusses inclusion of autistic students in general education classrooms. It notes that while inclusion is increasing, autistic students require significant support. Teachers often feel unprepared for inclusion and autistic students may disrupt classrooms without proper training. Successful inclusion requires at least 25 hours per week of specialized instruction to teach social skills and adaptive tools to help autistic students communicate. Peer modeling can also help, but autistic students must first receive extensive ABA therapy to benefit. There are still open questions around how to structure new inclusion models to meet the needs of all students.
This document discusses the pros and cons of inclusion, which is the practice of educating students with disabilities in general education classrooms alongside their non-disabled peers. Some potential benefits mentioned include social and academic benefits for students with disabilities, the development of acceptance and understanding of diversity among all students, and positive role modeling. However, some drawbacks discussed are a lack of training and resources for teachers, which could negatively impact the education of both students with disabilities and general education students if classrooms are not properly equipped for inclusion. The document presents arguments from both perspectives in a balanced manner.
The document discusses inclusion and inclusive practices in education. It defines inclusion as ensuring all children and young people, regardless of their background or situation, are able to fully participate in all aspects of school life. It identifies some key barriers to inclusion, such as physical barriers, lack of support and resources, and attitudes. The document emphasizes that inclusion is about providing equal opportunities and access, not treating all students the same. It also stresses the importance of including disabled students and removing barriers to their participation.
G11-2Describe how a change in the exchange rate affected your fiJeanmarieColbert3
G11-2
Describe how a change in the exchange rate affected your firm. Explain what happened to your price and quantity. How can you profit from future shifts in the exchange rate? How do you predict future changes in the exchange rate?
Running head: Introduction and Literature Review 1
Introduction and Literature Review 8
The Motivation of Students Towards Science Learning
Annette Williams
ECE660: Action Research and Inquiry in Education
Instructor Dr. Krummick
January 27, 2020
INTRODUCTION
The future professional role would be an early childhood educator to teach both Science and English. This would educate students through lectures and hand-on learning with adherence to the curriculum. The setting would be the classroom whereby it would ensure that there is a happy environment for all students. It would be good to act as a role model and a mentor by encouraging students to learn and ensuring that they do not face challenges such as depression or discrimination which would inhibit their learning. This would ensure that interacting with students more often and learn about their families. Maintaining good relationships with their families and having frequent communication would be a good way to understand any challenges the students could be facing. The current experience is helping kindergarten students learn social studies while the previous experience in helping students complete their homework. The future goal is to help improve the performance of students in science. Comment by Juliet Krummick: perfect
The purpose of the study is to find various ways in which students could be motivated during the learning of science. The student outcomes that need influence are their knowledge and skills in science and their attitude towards learning the subject. Assessments have shown that some students lack sufficient knowledge in science. The performance of students in science is also an area of interest to be influenced because it also determines whether or not the students are engaged in learning. Students are expected to obtain a positive attitude toward science learning. They should achieve good grades to show that they understand the topics at hand.
The fact that many students lose interest in learning science as they progress to higher levels shows that they are not engaged enough during the initial years of science learning specifically in first grade. Decreased motivation leads to lower grades in science (Uhm et al, 2018). Teachers do not put much emphasis on the teaching of science because they dedicate most of their time to reading within the researcher’s school. Students, therefore, lose interest in learning science because they are not fully engaged in learning by their teachers.
Teachers should ensure that they motivate students to learn. The provision of autonomy support to students enhances their motivation in learning. Student-teacher relationships are important in optimizing student motivation. "Educators and parent ...
Indiscipline, parenting style and attitude to learning of students in seconda...Alexander Decker
This document summarizes a study that examined the influence of parenting styles and student attitudes toward learning on student indiscipline in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study found that parenting styles significantly influence student behavior, with students from autocratic parenting styles exhibiting more indiscipline than those from democratic parenting styles. It also found a significant relationship between student attitudes toward learning and indiscipline, with more disciplined students having more positive attitudes toward learning. The study concluded that parenting styles and home environment impact student discipline and attitudes toward school. It recommended that parents take primary responsibility for disciplining children from a young age to help teachers promote discipline in schools.
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This document summarizes a qualitative study that explored how Bachelor of Child and Youth Care students may be influenced by their educational program and apply what they've learned to their own future parenting styles. The study analyzed responses from 15 students through open-ended surveys. Four major themes emerged: 1) a desire to adopt an authoritative parenting style, unlike the authoritarian styles many experienced, 2) influence from specific courses and concepts around development, abuse, and substance use, 3) a better understanding of parenting theories, and 4) increased self-reflection abilities. The results suggest the CYC program significantly impacts not only graduates' professional skills but also their personal approaches to parenting.
This document discusses the inclusion of students with special needs in mainstream classrooms. It explores both the benefits and challenges of inclusion. Research has shown inclusion has positive impacts on both the academic achievement and social development of students with special needs. Studies also indicate inclusion does not negatively impact students without special needs. While some students may initially feel uncomfortable around students with disabilities, inclusion fosters understanding and respect among all students. Overall, the document argues inclusion aligns with Canada's values of equality and is beneficial for students of all abilities.
1) An inclusive classroom is a general education classroom where students with and without disabilities learn together. It embraces diversity and recognizes that all students learn differently.
2) Inclusion focuses on the social aspects of education for students with disabilities by having them learn alongside their non-disabled peers. IDEA focuses on providing education in the least restrictive environment through IEPs and special services.
3) Arguments against full inclusion include concerns that not all students will receive an appropriate education and that teachers may not be able to meet all students' needs. Supporters argue inclusion benefits students socially and improves self-worth by allowing them to learn with peers.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
2. Introduction to Topic
WE WILL BE ANALYZING AND BUSTING THE
MYTH THAT STUDENTS WITH AUTISM
CANNOT BE EDUCATED IN THE SAME
CLASSROOM AS THEIR NON-AUTISTIC
PEERS. IN DOING THIS, WE WILL IDENTIFY
WHERE THIS MYTH COMES FROM AND GO
OVER RESEARCH THAT USES EVIDENCE TO
DEBUNK THIS CLAIM.
3. The Myth
There are many myths that exists related to individuals with autism, which is a developmental disability
resulting in and characterized by persistent impairments in social interactions and communications, and
stereotyped or repetitive movements, including inflexibility in routines or patterns (Turnbull et al., 2020, p
308).
The myth I will be busting today is the one that exists about students with autism and how students with
autism should be educated alone. Many believe that including students with autism into general education
is harmful due to the impact it has on them and other students. Many believe that educating students with
autism inside of general education classes is harmful to them because they can easily become
overstimulated and cause a scene which will take away from the learning experience from other students.
This is a myth because there is a lot of research-based evidence reason why this is untrue and why
educating students with autism in general education classes is especially beneficial to their learning and
promoting acceptance and respect amongst their peers.
4. Why this Myth Exists
• This myth exists because of some of the characteristics of autism that include but are not
limited to: social-communication impairments (social-emotional reciprocity, nonverbal
communication, maintaining relationships, etc.), repetitive behaviors, restrictive behaviors
and interests, atypical behaviors, problem behaviors (self-injurious behavior, aggression,
etc.) (Turnbull et al., 2020, p 310-312). The reasons surrounding this myth relate to these
characteristics because these characteristics are seen as undesirable and not conducive
to a functioning classroom. It is draped in a way to sound good for students with autism,
saying that they are getting a better education being isolated in separate classrooms. This
is a way of deficit thinking and there is plentiful research stating that this is inaccurate.
• Additionally, it is believed that other students in a general education classroom may be
distracted by these behaviors and do worse. It is also believed that general education
teachers can be unprepared to tach a student with autism, so students with autism should
be confined to special education classrooms.
5. Why this is inaccurate
According to Turnbull et al., (2021), "only 40 percent of students with autism spend more than 80
percent of their time inside general education classrooms,” (p 320). However, there is a lot of
research supporting the fact that students with autism benefit from inclusion in general education
classrooms. Inclusion in a general classroom is a positive option for children with autism.
Inclusion has often been a highly debated topic, and if schools are prepared students with
autism should be able to be in inclusive settings. Most students on the autism spectrum are
included within general classrooms, because they have the right to be taught in an inclusive
classroom (Andre et al., 2019, as cited in, Beghin 2021). Inclusion can benefit all children,
including peers within the classroom. Inclusion of students with autism in the general classroom
can minimize stigma against autism while students learn how to communicate appropriately with
one another. Having a student with autism in a general classroom also reduces negativity
associated with autism, and children will learn how to work with one another. Inclusive
classroom settings teach students to build relationships with all peers.
6. Why this is inaccurate (continued)
According to Beghin (2021) “Inclusion of students with autism in the general classroom can minimize stigma against
autism while students learn how to communicate appropriately with one another. Having a student with autism in a
general classroom also reduces negativity associated with autism, and children will learn how to work with one
another,” (p 12) .
Children with autism should always have access to general education not only for themselves, but for the benefit of
other peers. A classroom that promotes respect, patience, and equitable learning is highly beneficial. Peers that
witness inclusion of autistic peers tend to have less stereotyped views of people with disabilities. It also provides
valuable academic resources and social learning opportunities” (Ge & Zhang, 2019, p. 1, as cited in, Beghin, 2021, p
13) This encourages all students to learn the same curricular outcomes while also learning from their peers in the form
of group work.
When it comes to teachers, any teacher can be successful in educating a student with autism with the right tools.
When teachers communicate effectively with families, implement learning practices that incorporate areas of their
interest, and have formal training in educating students with autism, they can promote inclusion in the classroom
(Beghin 2021). ) Teachers have stated that receiving training and information is crucial for understanding how to
include students with autism into their classrooms (Rattaz et al., 2019, as cited in, Beghin, 2021, p 15 ).
7. Why this myth is harmful
• This myth is exceptionally harmful because it places a stigma around
students with autism. Separating students with autism from their peers
places the ideology that there is something wrong with them and they
need to be separated, and this is just not true! Students with autism,
when given the scaffolding they need from caring and competent
educators, can thrive in a general education classroom. Students with
autism can be taught to their interests and abilities when in an inclusive
classroom, because that may create more success for that child.
Students with autism have a right to be within an inclusive learning
environment in general classrooms.
8. How are students with autism typically
educated
• Students with Autism are typically taught in a inclusive model, however
they do not spend as much time in general education classrooms as they
need to be. "Research-based strategies are effective in educating students
with autism. Just as positive behavior supports are important in elementary,
middle, and high school, so, too, are such supports important in preschool
and early childhood programs. That is so in part because preschool
children are suspended from early childhood programs at a rate 3 times
higher than students in K–12 education,” (Turnbull et al., 2020, p 328).
Turnbull et al. also outlines three strategies that help students based on
research. These strategies will be discussed in the next few slides.
9. What can we do based on research
• The Pyramid Model: This is a model boasts an evidence-based PBS
model for implementation in preschool and early childhood. This early
intervention is proven to improve a students’ social skills and reduces
challenging and problem behaviors. The Pyramid Model is dedicated to
improving social and emotional learning for young children and is also
centered around involvement with families, (Turnbull et al., 2020, p 328).
• Social Stories: These stories are written by educators, parents, or
students to provide a scenario that will assist students with autism to
navigate what might be difficult transitions. These Social Stories are aimed
to identify these difficult things and are set up to help students learn to
work through their emotions and rehearse the situation before it occurs.
Social stories have a positive effect on reducing a student’s inappropriate
skills and helping them develop more self-regulating skills, (Turnbull et al.,
2020, p 328).
10. What we can do based on research
(continued)
• Student-directed learning strategies: “Student-directed learning
strategies teach students with and without disabilities to modify and
regulate their own learning. Several are particularly important for students
with autism, including self-instruction, self-scheduling, self-modeling, and
self-monitoring strategies. Self-instruction strategies involve teaching
students to use their verbal or other communication skills to direct their
learning. Self-scheduling involves the self-regulation of one’s schedule,
rather than relying on someone else to regulate the activities of the day,”
(Turnbull et al., 2020, p 328).
11. Final Thoughts
• My final thoughts about this is that the myth about students with
autism being unable to learn in general education classrooms is
based in discrimination and a misunderstanding of how to work with
the characteristics of autism. The inclusion of students with autism is
also beneficial for other peers in the classroom, promoting a less
stigmatized environment and a better acceptance for those without
disabilities. Along with this, when teachers are provided with
appropriate training they can be just as well equipped as special
needs teachers to teach students with autism. There are many
reasons based on evidence and research that debunk this claim.
Some of the practices that help inclusion include the pyramid model,
social stories, and student-directed strategies.
12. References
BEGHIN, H. (2021). THE BENEFITS OF INCLUSION FOR STUDENTS ON THE AUTISM SPECTRUM. BU
JOURNAL OF GRADUATE STUDIES IN EDUCATION, 13(2), 2021.
HTTPS://FILES.ERIC.ED.GOV/FULLTEXT/EJ1304391.PDF
TURNBULL, A. P. (2020). EXCEPTIONAL LIVES : PRACTICE, PROGRESS, & DIGNITY IN TODAY’S
SCHOOLS (9TH ED.). PEARSON EDUCATION, INC.
Editor's Notes
Introduce the title, my name, course
Read the full slide, no need to summarize here
Summarize what exactly autism is, then points about the where this myth has come from (“The myth I will be busting today is the one that exists about students with autism and how students with autism should be educated alone. Many believe that educating students with autism inside of general education classes is harmful to them because they can easily become overstimulated and cause a scene which will take away from the learning experience from other students.
This is a myth because there is a lot of research-based evidence reason why this is untrue and why educating students with autism in general education classes is especially beneficial to their learning and promoting acceptance and respect amongst their peers.
Explain characteristics of autism (social-communication impairments, repetitive behaviors, restrictive behaviors and interests, atypical behavior, and problem behaviors) The reasons surrounding this myth relate to these characteristics because these characteristics are seen as undesirable and not conducive to a functioning classroom. It is draped in a way to sound good for students with autism, saying that they are getting a better education being isolated in separate classrooms. This is a way of deficit thinking and there is plentiful research stating that this is inaccurate.
This is inaccurate because most students on the autism spectrum are included within general classrooms, because they have the right to be taught in an inclusive classroom. Inclusion can benefit all children, including peers within the classroom. Inclusion of students with autism in the general classroom can minimize stigma against autism while students learn how to communicate appropriately with one another. Having a student with autism in a general classroom also reduces negativity associated with autism, and children will learn how to work with one another. Inclusive classroom settings teach students to build relationships with all peers.
There is also plentiful evidence suggesting that teaching students with autism in a general education classroom can be beneficial to other students. One study stated Peers that witness inclusion of autistic peers tend to have less stereotyped views of people with disabilities. It also provides valuable academic resources and social learning opportunities” This encourages all students to learn the same curricular outcomes while also learning from their peers in the form of group work. Along with this, when teachers receive formal training they feel better equipped to take on a student with autism in their classroom and find it promotes a greater sense of inclusion.
Students with Autism are typically taught in a inclusive model, however they do not spend as much time in general education classrooms as they need to be. Turnbull et al outlines three strategies to promote inclusion of students with autism in general education which will be discussed in the next two slides.
The Pyramid Model: This is a model boasts an evidence-based PBS model for implementation in preschool and early childhood. It Model is dedicated to improving social and emotional learning for young children and is also centered around involvement with families.
Social Stories: These stories are written by educators, parents, or students to provide a scenario that will assist students with autism to navigate what might be difficult transitions. These Social Stories are aimed to identify these difficult things and are set up to help students learn to work through their emotions and rehearse the situation before it occurs. Social stories have been proven to have a positive impact on students with autism.
Student-directed learning strategies: “Student-directed learning strategies teach students with and without disabilities to modify and regulate their own learning. . Self-instruction strategies involve teaching students to use their verbal or other communication skills to direct their learning. Self-scheduling involves the self-regulation of one’s schedule, rather than relying on someone else to regulate the activities of the day.
Read final thoughts full slide, emphasize key points.