This document summarizes a webinar on individualized supports planning for students with intellectual disabilities. The webinar covered assessing support needs using cases like Dave and Carla, developing individualized support plans, and applying the process. It discussed characteristics that may be strengths or challenges for social interactions. The webinar provided information on identifying goals, determining needed support intensities, involving students, and monitoring progress.
The document provides information for volunteers in the Poudre School District. It welcomes volunteers and thanks them for contributing their time and skills. It explains that volunteers make a difference by supporting teachers and enriching students' education. Volunteers are asked to follow guidelines, such as maintaining confidentiality and professionalism. The document provides details on volunteer roles, requirements, and expectations to help volunteers have a positive experience.
This document describes Video3plet, a contextual live video app that allows users to share video content across multiple screens and connect with others socially. The app enables private or public sharing of video to communities. Users can message others within the app, with thumbnails providing URLs to shared videos. The app utilizes a 3-screen, 3-content, 3-connect model and can be developed once for all devices using the Qt framework.
Un terremoto reciente en China ocurrió cerca del hábitat de los osos panda. Los esfuerzos de protección tuvieron éxito al brindar refugio a la mayoría de los panda, incluyendo los cachorros asustados. Las fotografías muestran la belleza de los esfuerzos de rescate de los panda.
This document discusses dioptrija, which is a Greek word referring to optics and vision. It mentions Marko Samastur and the Vitruvian Man, as well as references to 20/20 vision and two Flickr URLs containing related images.
The document provides information for volunteers in the Poudre School District. It welcomes volunteers and thanks them for contributing their time and skills. It explains that volunteers make a difference by supporting teachers and enriching students' education. Volunteers are asked to follow guidelines, such as maintaining confidentiality and professionalism. The document provides details on volunteer roles, requirements, and expectations to help volunteers have a positive experience.
This document describes Video3plet, a contextual live video app that allows users to share video content across multiple screens and connect with others socially. The app enables private or public sharing of video to communities. Users can message others within the app, with thumbnails providing URLs to shared videos. The app utilizes a 3-screen, 3-content, 3-connect model and can be developed once for all devices using the Qt framework.
Un terremoto reciente en China ocurrió cerca del hábitat de los osos panda. Los esfuerzos de protección tuvieron éxito al brindar refugio a la mayoría de los panda, incluyendo los cachorros asustados. Las fotografías muestran la belleza de los esfuerzos de rescate de los panda.
This document discusses dioptrija, which is a Greek word referring to optics and vision. It mentions Marko Samastur and the Vitruvian Man, as well as references to 20/20 vision and two Flickr URLs containing related images.
This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
The document discusses supporting children and youth with developmental disabilities. It defines developmental disabilities and provides examples. It emphasizes the importance of creating diverse and accepting environments where differences are respected. It also discusses supporting inclusion and social skills development through intentional planning of activities that promote social skills and friendships. Adults can help children with disabilities learn skills like communication, socialization, and self-help.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
The document discusses the concept of resilience from multiple perspectives. It defines resilience as the ability to recover from difficulties or adapt positively to changes or challenges. Several researchers' definitions of resilience are provided, emphasizing successful adaptation despite adversity. Traits of resilient individuals include a sense of humor, flexibility, optimism, self-confidence, and strong social connections. Strategies to build resilience in children, teens, and adults focus on developing positive emotions, relationships, life skills, and a sense of purpose and meaning.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This document summarizes a webinar on mentoring high-risk youth. The webinar covered several topics including preparing mentors, developing targeted mind growth activities, improving communication and interpersonal skills, focusing on positive relationships, and ensuring mentoring programs are developmentally appropriate. It emphasized the importance of relationships between programs and mentors, youth, and the community in achieving successful outcomes for at-risk youth.
Dating Skills For Engineers ( 2013 Version)iain.verigin
I begin by discussing Seth Godin's "Be Remarkable". Then I focus on four skills – Listening (Marshal Goldsmith), Communicating (Heath Brothers), Helping (Edgar Schein), and Don’t Be An Asshole (Robert Sutton). In recent years this lecture has earned a fun nickname Dating Skills for Engineers.
Talented And Gifted At Risk Presentation 040710lajano82
This document discusses talented and gifted students who are also at risk of not reaching their full potential. It notes that while 2-5% of students are both gifted and have learning disabilities, schools in the US spend much more on students with mental disabilities than on gifted programs. It encourages identifying gifted students using multiple criteria, recognizing that giftedness occurs in many areas and that gifted students can also face challenges like learning disabilities or unstable home lives. The document challenges educators to find underserved gifted students and support their success through appropriate identification strategies and a focus on student strengths, passions, and minimizing barriers to achievement.
The document discusses raising children with disabilities. It notes that 12.1% of Americans report having a disability. Common disabilities include ADHD, blindness/visual impairment, developmental delay, Down syndrome, emotional disturbance, learning disabilities, and rare disorders. Parents of children with disabilities may experience denial, anger, fear, guilt, confusion, powerlessness, disappointment, and rejection initially. However, having a child with a disability can also have positive impacts like increased family unity and personal growth. Resources for parents include professional partnerships, family-centered practices, and national organizations supporting children with disabilities.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2019
(c) inclusion without borders, 2019
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти
Play is an important way for children to naturally develop skills through fun activities rather than structured lessons. Babies and toddlers learn best in supportive and enriching environments where they can explore with responsive adults who care for their needs and interests. Effective inclusion celebrates each child's uniqueness and allows them to make choices through one-on-one attention and praise for achievements. Regular observation of children during play provides insights into their interests, skills, personalities and development levels, allowing caregivers to better attend to individual needs and improve communication with parents.
The document provides guidance for teachers on how to support students with ADHD. It lists "dos" such as realizing students with ADHD have neurological reasons for poor performance, maintaining high expectations, and collaborating with parents and support staff. It also lists "don'ts" such as assuming laziness, neglecting to build parent relationships, and working alone without collaboration. The overall message is for teachers to provide structure, believe in students, make accommodations as needed, and seek assistance from colleagues and parents.
Here are some accessible activities:
- Group games like tag that can be modified for different abilities levels with visual or physical prompts
- Movement games to music like musical chairs that don't require running
- Creative arts activities that emphasize participation over product quality
- Games incorporating props or visuals to make rules clear for all
The key is finding ways for all campers to participate, compete, and feel successful through modification and emphasis on teamwork over "winning."
Top 10 Reasons To Hire A Parent Speaker Trainer Educatorjudyarnall
The document lists the top 10 reasons to hire a parenting speaker/trainer/educator. Some of the key reasons include: it provides helpful and current research-based information in an interactive and non-judgmental setting; parenting educators are experts in positive parenting practices tailored to child development; and learning new parenting skills benefits children long-term and is a worthwhile investment compared to other child activities and enrichment.
Facilitating self care, adaptive, and independence skillsblantoncd
This document discusses strategies for teaching adaptive and independence skills to children with exceptionalities. It emphasizes teaching skills systematically through breaking them into small steps, using clear instructions and multiple practice opportunities. Teachers should consider a child's individual abilities and culture to determine appropriate goals and support independence while avoiding learned helplessness. References are provided on systematic teaching methods and Developmentally Appropriate Practice guidelines.
This document discusses strategies for promoting positive behavior in early childhood classrooms. It emphasizes building strong relationships with children through positive interactions like greeting them, praising their accomplishments, and showing interest in their lives. Classrooms should be designed to engage children through well-organized learning centers and visual schedules and routines. Challenging behaviors are addressed by focusing on teaching appropriate skills, monitoring children, and giving positive attention and feedback. The goal is to help children feel successful and supported.
This document discusses various parenting styles and characteristics. It covers positive parenting approaches, the four main parenting styles (authoritarian, authoritative, permissive, uninvolved), positive traits of mothering and fathering, challenges children may face at different developmental stages like toddler tantrums and potty training, effects of poverty and divorce on families, and maintaining a balanced life with children. The conclusion emphasizes the importance of understanding different family dynamics to best support children.
The document discusses different stages caregivers may go through in relating to parents, from seeing themselves as saviors to partners. It provides guidance on developing service plans focused on the child and family's needs through open communication and parental involvement. The chapter also addresses issues in communicating with parents of children with special needs or those not doing well.
This document discusses inclusion in recreational settings such as camps. It defines inclusion as social, functional, and physical inclusion where people with disabilities are socially accepted, have necessary supports to participate, and are present respectively. Recreational settings promote equal participation and social interaction compared to classrooms. Friendships are more likely to form at camps than schools. Successful inclusion requires understanding campers, families, camp readiness, and creating opportunities for social interaction through activities and supports. Inclusion benefits all participants by fostering understanding and respect.
Managing difficult behaviors show englishJoseCabassa
This document summarizes a parent workshop on managing difficult child behaviors at home. The workshop defined problem behaviors and provided strategies that schools use, such as nonverbal cues and praise notes. It discussed using positive methods to change behaviors and listed basic child behaviors that parents may find challenging. The workshop also covered factors that can contribute to behaviors and provided a social story template for teaching children when screaming is appropriate. Overall, the workshop aimed to help parents understand child behaviors and address them positively to prevent future issues.
This document summarizes a presentation about helping kids with homework. It provides tips for parents and teachers, including making sure the work is at an appropriate level for the child's abilities, providing a conducive study environment, being aware of any learning patterns, breaking work into manageable parts, using reading and writing strategies, and teaching children to become independent learners by using reference materials. The overall message is that with the right attitude, praise, and shared responsibility between parents, teachers and students, kids can be supported to successfully complete their homework.
The document discusses supporting children and youth with developmental disabilities. It defines developmental disabilities and provides examples. It emphasizes the importance of creating diverse and accepting environments where differences are respected. It also discusses supporting inclusion and social skills development through intentional planning of activities that promote social skills and friendships. Adults can help children with disabilities learn skills like communication, socialization, and self-help.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
The document discusses the concept of resilience from multiple perspectives. It defines resilience as the ability to recover from difficulties or adapt positively to changes or challenges. Several researchers' definitions of resilience are provided, emphasizing successful adaptation despite adversity. Traits of resilient individuals include a sense of humor, flexibility, optimism, self-confidence, and strong social connections. Strategies to build resilience in children, teens, and adults focus on developing positive emotions, relationships, life skills, and a sense of purpose and meaning.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
This document summarizes a webinar on mentoring high-risk youth. The webinar covered several topics including preparing mentors, developing targeted mind growth activities, improving communication and interpersonal skills, focusing on positive relationships, and ensuring mentoring programs are developmentally appropriate. It emphasized the importance of relationships between programs and mentors, youth, and the community in achieving successful outcomes for at-risk youth.
Dating Skills For Engineers ( 2013 Version)iain.verigin
I begin by discussing Seth Godin's "Be Remarkable". Then I focus on four skills – Listening (Marshal Goldsmith), Communicating (Heath Brothers), Helping (Edgar Schein), and Don’t Be An Asshole (Robert Sutton). In recent years this lecture has earned a fun nickname Dating Skills for Engineers.
Talented And Gifted At Risk Presentation 040710lajano82
This document discusses talented and gifted students who are also at risk of not reaching their full potential. It notes that while 2-5% of students are both gifted and have learning disabilities, schools in the US spend much more on students with mental disabilities than on gifted programs. It encourages identifying gifted students using multiple criteria, recognizing that giftedness occurs in many areas and that gifted students can also face challenges like learning disabilities or unstable home lives. The document challenges educators to find underserved gifted students and support their success through appropriate identification strategies and a focus on student strengths, passions, and minimizing barriers to achievement.
The document discusses raising children with disabilities. It notes that 12.1% of Americans report having a disability. Common disabilities include ADHD, blindness/visual impairment, developmental delay, Down syndrome, emotional disturbance, learning disabilities, and rare disorders. Parents of children with disabilities may experience denial, anger, fear, guilt, confusion, powerlessness, disappointment, and rejection initially. However, having a child with a disability can also have positive impacts like increased family unity and personal growth. Resources for parents include professional partnerships, family-centered practices, and national organizations supporting children with disabilities.
Без кордонів: розвиток та підтримка інклюзивної освітньої спільноти
Without borders: sustaining and supporting inclusive education learning community
Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) pysa4ka, 2019
(c) inclusion without borders, 2019
(с) Без кордонів: Розвиток та підтримка інклюзивної освітньої спільноти
Play is an important way for children to naturally develop skills through fun activities rather than structured lessons. Babies and toddlers learn best in supportive and enriching environments where they can explore with responsive adults who care for their needs and interests. Effective inclusion celebrates each child's uniqueness and allows them to make choices through one-on-one attention and praise for achievements. Regular observation of children during play provides insights into their interests, skills, personalities and development levels, allowing caregivers to better attend to individual needs and improve communication with parents.
The document provides guidance for teachers on how to support students with ADHD. It lists "dos" such as realizing students with ADHD have neurological reasons for poor performance, maintaining high expectations, and collaborating with parents and support staff. It also lists "don'ts" such as assuming laziness, neglecting to build parent relationships, and working alone without collaboration. The overall message is for teachers to provide structure, believe in students, make accommodations as needed, and seek assistance from colleagues and parents.
Here are some accessible activities:
- Group games like tag that can be modified for different abilities levels with visual or physical prompts
- Movement games to music like musical chairs that don't require running
- Creative arts activities that emphasize participation over product quality
- Games incorporating props or visuals to make rules clear for all
The key is finding ways for all campers to participate, compete, and feel successful through modification and emphasis on teamwork over "winning."
Top 10 Reasons To Hire A Parent Speaker Trainer Educatorjudyarnall
The document lists the top 10 reasons to hire a parenting speaker/trainer/educator. Some of the key reasons include: it provides helpful and current research-based information in an interactive and non-judgmental setting; parenting educators are experts in positive parenting practices tailored to child development; and learning new parenting skills benefits children long-term and is a worthwhile investment compared to other child activities and enrichment.
Facilitating self care, adaptive, and independence skillsblantoncd
This document discusses strategies for teaching adaptive and independence skills to children with exceptionalities. It emphasizes teaching skills systematically through breaking them into small steps, using clear instructions and multiple practice opportunities. Teachers should consider a child's individual abilities and culture to determine appropriate goals and support independence while avoiding learned helplessness. References are provided on systematic teaching methods and Developmentally Appropriate Practice guidelines.
This document discusses strategies for promoting positive behavior in early childhood classrooms. It emphasizes building strong relationships with children through positive interactions like greeting them, praising their accomplishments, and showing interest in their lives. Classrooms should be designed to engage children through well-organized learning centers and visual schedules and routines. Challenging behaviors are addressed by focusing on teaching appropriate skills, monitoring children, and giving positive attention and feedback. The goal is to help children feel successful and supported.
This document discusses various parenting styles and characteristics. It covers positive parenting approaches, the four main parenting styles (authoritarian, authoritative, permissive, uninvolved), positive traits of mothering and fathering, challenges children may face at different developmental stages like toddler tantrums and potty training, effects of poverty and divorce on families, and maintaining a balanced life with children. The conclusion emphasizes the importance of understanding different family dynamics to best support children.
The document discusses different stages caregivers may go through in relating to parents, from seeing themselves as saviors to partners. It provides guidance on developing service plans focused on the child and family's needs through open communication and parental involvement. The chapter also addresses issues in communicating with parents of children with special needs or those not doing well.
This document discusses inclusion in recreational settings such as camps. It defines inclusion as social, functional, and physical inclusion where people with disabilities are socially accepted, have necessary supports to participate, and are present respectively. Recreational settings promote equal participation and social interaction compared to classrooms. Friendships are more likely to form at camps than schools. Successful inclusion requires understanding campers, families, camp readiness, and creating opportunities for social interaction through activities and supports. Inclusion benefits all participants by fostering understanding and respect.
Managing difficult behaviors show englishJoseCabassa
This document summarizes a parent workshop on managing difficult child behaviors at home. The workshop defined problem behaviors and provided strategies that schools use, such as nonverbal cues and praise notes. It discussed using positive methods to change behaviors and listed basic child behaviors that parents may find challenging. The workshop also covered factors that can contribute to behaviors and provided a social story template for teaching children when screaming is appropriate. Overall, the workshop aimed to help parents understand child behaviors and address them positively to prevent future issues.
Proposta Honesta e Concreta de Reestruturação da Dívida PortuguesaJorge Barbosa
É uma prposta claramente de esquerda. Mas suponho que, tirando uma certa espécie de "nacionalização" do sistema financeiro (bancos e seguros), até a direita menos radical concordaria.
O documento lista nomes de profissionais de saúde e suas categorias e datas de efeito de certas decisões administrativas, como licenças sem remuneração e alterações de horários de trabalho. Também resume deliberações de conselhos diretivos sobre autorizações de acumulação de funções privadas por parte de funcionários de hospitais psiquiátricos.
O relatório do grupo de trabalho sobre educação especial discute:
1) A caracterização atual da educação especial em Portugal, notando o aumento de alunos com necessidades especiais de educação e deficiência;
2) Resultados e propostas de melhoria, incluindo a referenciação e avaliação de alunos, prestação de serviços de apoio especializado, e recursos humanos;
3) Conclusões e recomendações para melhorar o quadro normativo e apoiar melhor os alunos com necessidades especiais.
Sentimentos Acráticos, Empatia e AutoconsciênciaJorge Barbosa
O documento discute o papel dos sentimentos acráticos na empatia e autoconsciência. Argumenta que os sentimentos acráticos criam uma plataforma emocional que permite um tipo de encontro empático e espaço para autoconsciência, ajudando no autoconhecimento e compreensão dos processos emocionais.
Afetos, Emoções e Conceitos AparentadosJorge Barbosa
O documento discute as diferenças entre conceitos relacionados a afetos como emoção, sentimento e humor. Ele explora como as emoções elementares podem se associar em emoções mais complexas e como os afetos envolvem uma dimensão interpessoal ao incorporar os outros em nós mesmos. Recentes descobertas sobre neurônios espelho e teoria da mente ajudam a entender como desenvolvemos a capacidade de nos colocarmos no lugar do outro, o que está na raiz dos afetos.
regime de seleção, recrutamento e mobilidade do pessoal docente dos ensinos b...Jorge Barbosa
1) O documento descreve alterações ao regime de recrutamento e mobilidade do pessoal docente com o objetivo de melhorar a gestão dos recursos humanos e a eficiência do sistema educativo.
2) As principais alterações incluem a periodicidade dos concursos, critérios de colocação, mobilidade entre grupos de recrutamento e prioridades no concurso externo.
3) O objetivo é garantir a melhoria dos procedimentos de seleção e recrutamento docente, reforçar a valorização profissional e assegurar uma boa prestação de
O documento lista nomes de profissionais de saúde e suas categorias e datas de efeito de decisões administrativas. Inclui também extratos de deliberações de conselhos diretivos sobre licenças, horários e acumulação de funções de funcionários públicos da saúde.
Este documento propõe orientações para reformar o Estado em Portugal com o objetivo de melhorar as políticas públicas e torná-las mais eficientes e sustentáveis a longo prazo. A proposta é aberta e visa promover o diálogo com partidos políticos e parceiros sociais sobre como reduzir a despesa pública de forma gradual e equilibrada, preservando o Estado Social.
1) O documento apresenta definições conceituais de termos como substância, atributo, modo e Deus feitas por Baruch Espinosa em sua obra Ética.
2) Espinosa define Deus como o ente absolutamente infinito, constituído por infinitos atributos que expressam essências eternas e infinitas.
3) A primeira proposição afirma que a substância é anterior por natureza às suas afecções.
O documento descreve a sociedade dos Hibernários, que viviam dentro de uma cidade murada com botões e interruptores de funções desconhecidas. Os Hibernários passavam o tempo falando sem parar para manter sua inteligência, até que os animais pararam de fazer barulho. Eventualmente, um interruptor fez com que os dentes de leite de uma criança caíssem, revelando sua função.
O documento descreve a velha-do-postigo, que passa os dias sentada em um banco rendilhando uma renda e observando o mundo através de um postigo. Ela reflete sobre a natureza da renda, do postigo e do mundo que observa, questionando se estes objetos são realmente o que parecem ser.
1) O documento discute a perspectiva de Kant sobre a "revolução copernicana", na qual o sujeito não se submete ao objeto, mas o objeto se submete ao sujeito através das categorias do entendimento.
2) A síntese da imaginação refere os fenômenos ao entendimento, que é a faculdade legisladora através de suas categorias a priori.
3) Os fenômenos estão submetidos às categorias do entendimento e à sua unidade transcendental, o que faz com que o entendimento seja o legislador da
O Teeteto de Platão e a Apologia de SócratesJorge Barbosa
Este documento apresenta um prefácio e uma introdução à vida de Platão. No prefácio, o autor descreve as fontes e influências no seu texto sobre Platão e a Doutrina Social da Igreja. A introdução fornece detalhes biográficos sobre a família e educação iniciais de Platão em Atenas.
Representantes de associações científicas de ciências sociais e humanas expressam perplexidade pela composição do Conselho Científico das CSH da FCT, alegando que alguns membros não têm atividade relevante nas áreas científicas em causa e que não foram seguidos padrões de exigência internacionalmente reconhecidos; pedem a revogação da decisão que nomeou o Conselho.
1) O documento apresenta uma introdução sobre a vida e obra do filósofo Baruch Spinoza.
2) Spinoza desenvolveu uma filosofia que defendia a independência da filosofia em relação à religião e à política.
3) Sua obra prima Ética propõe uma ontologia onde os entes existem como modos do ser, sem apelar a noções morais de dever ou valores.
O Presidente da República propõe um acordo de médio prazo entre os três principais partidos para garantir estabilidade governativa até ao final do programa de ajustamento em Junho de 2014. O acordo deve estabelecer um calendário para eleições antecipadas nessa altura e apoio às medidas necessárias para concluir o programa com sucesso.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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.
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
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Programas para Alunos com IDD
1. Individualized Supports Planning in
Special Education:
Applications to Students with
Intellectual Disability
A webinar
Karrie Shogren, PhD
University of Illinois at Urbana-Champaign
Marti Snell, PhD
University of Virginia
Paula Fallon, M.Ed.
Albemarle County Public Schools
Charlottesville, Virginia
September 27, 2010
2. Agenda
• Welcome
• Introduction to support needs
– Cases: Dave and Carla
– Social thinking and interactions: Potential
strengths and challenges
• Process for assessing, planning, &
monitoring supports
• Application of process to case individuals
• Questions and answers
2
4. Dave, Age 20
• Dave is a physically strong and outgoing young
man. A good job as a grocery bagger near his
home came available and he agreed to try it.
• Dave was hired at Whole Foods, a store that
emphasizes friendly personal service.
• Dave is a very friendly man and sometimes
found it difficult to recognize the rules for being
friendly in different settings.
– For instance, he loved to play with young cousins and
rough-house and pick them up. Several times he was
too playful with the children of customers. This led to
concerns about his ability to remain employed in that
setting.
4
6. Carla, Age 16
• Carla loves high school. She walks
through the halls high-fiving everyone she
passes and calling them by name.
Everybody knows Carla.
• Beyond greeting, her interactions are
immature and repetitive. Typical peers
tend to find her annoying and make an
effort to distance themselves during social
gatherings such as lunch or pep rallies.
6
7. Characteristics that May be Potential
Strengths in Social Interactions
• Honest
• Forthright
• Responsible
• Friendly
• Caring
7
8. Characteristics that may Contribute to
Challenges in Social Judgment & Interactions
• Denial of disability or a
necessity for “passing”
• Desire to please others
• Gullibility
• Naïveté or suggestibility
Linked to underlying
cognitive challenges of
having limited
intelligence 8
9. Intellectual Disability:
Definition, Classification,
and Systems of Supports
11th Edition
Schalock et al. (2010)
www.aaidd.org/intellectualdisabilitybook
10. Supports Model
Improved
Mismatch of
Individualized personal
competency and
Supports outcomes
demands
Thoughtful May include
People with ID
planning & increased
experience a
application of independence,
mismatch
individualized better personal
between their
supports relationships,
personal
enhanced
competency and
opportunities to
environmental
contribute to
demands
society
10
11. Component 2:
Component 1:
Determine
Identify desired life
the Intensity of
experiences & goals
Support Needs
Component 3: Develop the
Individualized Support Plan
Component 4: Monitor Progress
Component 5: Evaluation
11
12. The Support Needs Profile
Supports Intensity Scale www.aaidd.org
(Thompson et al., 2004) www.siswebsite.org
12
14. Component 3: Developing the
Individualized Support Plan for Dave
Support Support type Specific support
need
Aware- Instructional/ Using the Red-Yellow-
ness of review Green scale
social
bound- Student- Self monitoring using
aries on directed color reminder cards
the job materials
Peers & Video modeling by
environment exemplary peers
14
15. ‐Picking up or ‐Upset ‐Suspended or
hugging customer’s ‐Call my boss fired
kid. ‐Frightened ‐Clock out and go
‐Use angry voice home
Talking about Uncomfortable Boss gets upset
personal things
Walk away Talk in office
like phone #,
girlfriends Frown Requests new
bagger
Look down
Bad evaluation
‐Bagging ‐Comfortable ‐Boss will notice my
‐Smile at customers ‐Happy with my good work
‐Bagging talk good service ‐More hours 15
‐Smile ‐I feel good
16. Bagging Talk
Note: Use for pre-work review or as a guide for role play at school
Things to Say: Answering Questions:
• “Good Morning” “Hi” • Use a few friendly
• “Paper or plastic?” words…
• “Do you want your – If the customer says
potatoes/milk/____ in a “Are you ready for
Christmas/Easter/Sum
bag?”
-mer?”
• “Have a great day” “Bye – You can say “ I sure
now” “Stay dry” am” or “Yes ma’m, are
• “Do you want help you?”
taking this to your car?”
16
17. Things that are too personal to talk
about with customers*
• Are you married?
• Do you have a boyfriend?
• I work again on Thursday, will you come back and see me?
• What is that medicine for?
• I love babies, can I hold yours?
• I am tired.
• I am sick.
• I need to use the bathroom
• I love kids but I am not supposed to hug them/pick them up
here at work.
• I think your little girl is crying because she wants a candy bar.
* Write the list to fit the environmental demands and the
17
individual’s personal competency
18. Resources
The Incredible 5-Point Scale – Assisting
Students with Autism Spectrum Disorders in
Understanding Social Interactions and
Controlling Their Emotional Responses
(Kari Dunn Buron & Mitzi Curtis)
Preparing for Life - The Complete Guide for
Transitioning to Adulthood for those with
Autism/Asperger's Syndrome (Jed Baker)
Social Skills Picture Book for High School and
Beyond (Jed Baker)
18
19. Social Story/ Social Narrative:
Working at Whole Foods
• I am a grocery bagger at Whole Foods. They hired me
because I am very good at bagging. I ask “Paper or
plastic?” if the customer did not bring their own bags. I
bag carefully so that the food is crushed and the bags
are not too heavy.
• Whole Foods is a friendly store with good customer
service. They hired me because I am good at bagging
and because I am a friendly worker with a good attitude.
• I love meeting new people so bagging is a great job for
me! I get to meet new people all the time. I always
greet the customer with a smile and make sure that I bag
their groceries the way they want. That is good
customer service.
19
20. • Sometimes when people are checking out at the grocery
store, they might be tired or in a hurry. I can be helpful
and get their groceries bagged quickly. I don’t need to
ask the customers questions or tell them about myself to
be friendly. I can smile and do my job quickly and well. I
can make their day a little better just by giving good
customer service.
• Lots of moms and dads come in with their kids. I love
babies and little kids. I have cousins who are little and I
love to play with them and help out. At Whole Foods
there are rules about kids. I can be friendly and say “Hi
there” or smile but I need to keep working. I am a
stranger and it might scare the kids or their parents if I
pick them up or hug them. Little kids need to learn about
“stranger danger”.
• I know my job and I am part of the customer service
team at Whole Foods. 20
21. Other possible supports…
for Dave
• Video modeling by co-worker…could do a supported
review with red/yellow/green scale
• Supported review of red/yellow/green scale with job
coach acting as the bagger in a role play (this can a fun
activity and can be structured for small group instruction)
• Self-monitoring with periodic reliability “data” provided by
cashier/supervisor or job coach check-in visit
• Discreetly placed reminder card…co-worker could
quietly point to card if Dave began to engage in “yellow”
behaviors
21
22. Component 3: Developing the
Individualized Support Plan for Carla
Support Support type Specific support
need
Social Instructional/ Teaching awareness of types of
inter- review friendship. Social stories and
scripts. Telephone skills.
actions in
Increase vocabulary related to
high sports assistant role.
school Student- Review social story
setting directed Use friend definition cards to
materials plan social activities
Peers & Sibs, family friends, trained
environment peers 22
23. Different Kinds of Friends
People I see once School Friends Really Close Friends
•People I know by name •People who play on my team
In a while •People I usually see every •People who call me on the
•The soda delivery man day phone
•The receptionist at my •People who know my name •People I get together with on
dentists office the weekend or after school
•Visitors at my school
• Say “Hi _____” • Ask about the things you
• Give them a gentle five or usually talk about tv
• Smile first bump shows, movies, music,
• Make a comment or a boyfriend /girlfriends,
• Say “Hi” joke... not the same thing sports etc.
everyday. • Tell your news
• Wave • Keep walking unless • Talk about plans…at
someone calls me over. school, at home or on the
• Answer • Stay a few minutes and weekend
questions with listen. Answer questions • Walk together to lunch, the
in a few words. break area etc. You can
a few words • Make one or two wait if they have to stop.
comments on what is • Sit together at lunch, pep
• Keep walking rallies, or break.
happening and then keep 23
going.
24. School Friends
• Say “Hi _____”
•People I know by • Give them a gentle five or
name first bump
• Make a comment or a
joke... not the same thing
•People I usually everyday.
see every day • Keep walking unless
someone calls me over.
• Stay a few minutes and
•People who know
listen. Answer questions
my name in a few words.
• Make one or two
comments on what is
happening and then keep
going.
24
25. Possible Uses for
Friend Definition Cards
Note: The cards could be mainly picture symbols and
photos if that was a better format for Carla
• Serve as the basis for a photo sort of familiar people
• Serve as the basis for a role playing game during group
social skills instruction
• Make and update personalized list for each section
• Modify and laminate for pocket reminders
25
26. Take Home Points
• The main purpose of support is to enable the
individual to achieve desired life experiences
and goals.
• Supports need to be individualized throughout
the person’s life.
– The need for supports does not disappear, but may
vary in intensity over time
– It is important to re-assess support need over time
• Supports are the bridge between what is and
what can be.
26
28. Contact Information–Panelists
• Karrie Shogren, University of Illinois at
Urbana-Champaign
– kshogren@illinois.edu
• Marti Snell, University of Virginia
– Snell@virginia.edu
• Paula Fallon, Albemarle County Post High
Program, Albemarle County Public Schools,
Charlottesville, Virginia
– pfallon@k12albemarle.org
29. Contact information–AAIDD
• Questions you did not get to ask? Send an email
to books@aaidd.org.
• To purchase Intellectual Disability: Definition,
Classification, and Systems of Supports, visit
http://bookstore.aaidd.org
• To learn about the book, Intellectual Disability,
visit www.aaidd.org/intellectualdisabilitybook
• Download slides from this webinar at
www.aaidd.org/intellectualdisabilitybook. Look
under “Resources” tab.