Power Point from 2nd City Disability studies in Education COnference, CHicago...Jane Strauss
This presentation will be a case study – examining how taking a “disability studies and advocacy” approach to educational design has worked over 17 years of services for the presenter's son. In the course of that time, services have been provided in the home, a charter school, a nonpublic school, via home education, and now, in a public school environment. Tips for explaining disability related issues, and for approaching educators about LRE and presuming competence will be included, along with suggestions for modifying Education programs to incorporate the social dynamics of disability and inclusion.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1.4 modern child centered education - mahatma gandhi-2.pptx
Reflective Practice 3
1. RP3
John Henry Newman Catholic College (JHNCC)
Individual Provision Plan (IPP)
JHNCC requests information from primary school about all pupils who are going
to join them in the summer term. This request takes place once places have
been allocated in the January prior.
JHNCC then assess which pupils will need action plans or IPPs. The Primary
school sends their observations to JHNCC for assessment and then the SEN
Co-ordinator arranges an initial meeting with the Primary school SEN to go
through their IEP and other strategies they are using prior to meeting the pupil.
The SEN Representative from JHNCC meets the pupil and observes them in their
existing setting.
Six weeks prior to term ending at primary school, the pupil comes to JHNCC
once a week for induction and transition. During this time they are assessed in
JHNCC’s Rainbow Centre and sit an Access Reading Test (ART) to ascertain their
current reading age.
All teachers at the school are emailed before term starts with the SEN provision
list of all pupils joining in Year 7 and the updated provision list for existing
pupils.
When a new pupil with additional learning needs joins the school in September,
an updated IPP is created and emailed to every teacher and learning mentor in
the school which ensures everyone is updated and informed. The provision list
allows the teacher to have a comprehensive appreciation of the specific needs of
the learner, giving them time to provide the necessary learning resources for
them to access lessons.
JHNCC uses a wide variety of productive/effective strategies to ensure pupils are
included in lessons. To ensure these strategies are working and are productive,
the pupil and teaching is evaluated regularly. The teachers have an observation
checklist they fill out each lesson, this covers all elements of the school day from
punctuality and attendance to remaining focused and staying in the classroom.
The IPP sets out teaching strategies for the teacher and also list pupil
preferences. In some subjects another adult is assigned to the pupil to give
extra support and guidance.
Targets are given to the pupil and are regularly reviewed to see if they are being
achieved. If they are being achieved new targets are set. If they are not, then
the targets are redressed. These targets are not just soft targets, for example,
‘becoming a more independent learner’; they are also to ensure the pupil is
achieving their minimum expected level of progress (MELP).
The pupil chosen for this study has been on an IPP since joining JHNCC in 2012.
She is diagnosed with Asperger’s, has a five second memory delay and also
2. shows signs of dyscalculia. The IPP has been created to ensure this pupil is
included in all aspects of JHNCC’s community life. Although she does not have a
full statement, she is allocated a learning mentor to assist with mathematics, as
this is a particular are she struggles with due to her dyscalculia.
All observations include a discussion of the lesson plan with the mentor,
observer and teacher prior to the observation. Lack of progress and behaviour
issues is discussed fully and strategies are recommended before the lesson
starts.
If this pupil still becomes anxious within a lesson, then she is given a time-out
card, which allows her to leave the classroom for five minutes to clear her head
and calm down. She is also offered time out sessions, break sessions and
lunchtime sessions in the Rainbow centre, with other children with similar
additional learning needs.
Regular meetings, learning conversations and observations take place to ensure
the IPP is being followed. Letters and questionnaires are sent home, the school
uses Pupil Voice to ensure the pupil has full input into their learning needs and
regular observations take place in all lessons.
The appendices following show the IPP and other supporting
documentation.
3. Appendices
Individual Provision Plan
Name: EA Form: Y7 Houghton SEN: SA+
Staff Initials: PH Date of IPP: 7th
December,
2012
Review Date: March 2013
Area of Need: Comments:
Communication &
Interaction
X EA has a diagnosis of Asperger’s and also has a 5
second memory delay. EA has been identified as
having difficulties tolerating changes in routine
and is also slow to develop and maintain
friendships. EA has difficulties communicating
with her peers and members of staff, often
resulting in EA becoming withdrawn.
Cognition & Learning
Behavioural, emotional &
social development
X
Sensory &/or physical
Teaching Resources/Strategies:
• Where appropriate, EA should be encouraged to take part in group work by
giving her a role which will raise her self-esteem
• Keep instructions clear and simple, checking that she understands by asking him
to repeat them
• As EA has a 5 second memory delay please give her time to process what you
have said to her.
• Ensure that if there are to be any changes that you give her enough notice to
prepare herself.
Specialist Support:
4. PH – Key worker
Dr R - Blakesley Clinic. Birmingham
Targets Achieved
Y/N/P
Recorded by
Flexibility of thought:
To adapt to change more positively
Communication:
To follow ‘good listening’ with peers
Social Interaction:
To compromise with peers
Monitoring Progress:
Sweep data attached:
Pupil signature:
Parent signature:
Individual Provision Plan
Wave 2 & 3
(Supporting pupil progress across the curriculum)
5. Name: EA Form: Y8 Benedict Date of IPP: 01.09.13
SEN status: SA+ Curriculum yr: Y8 Review date: Jan 2014
ART: 86
R.A. 9.3
D.O.B. & age: 11/04/01
12 yrs
Staff initials: P.H
Area of Need (See provision list):
Communication &
Interaction
Cognition &
Learning
Behavioural,
Emotional & Social
Development
Sensory &/or
Physical
Comments:
EA has a diagnosis of Asperger’s and also has a 5 second memory delay. EA also shows
signs of dyscalculia. EA has been identified as having difficulties tolerating changes in
routine and is also slow to develop and maintain friendships. EA has difficulties
communicating with her peers and members of staff, often resulting in EA becoming
withdrawn. EA also wears an hearing aid (R).
Curriculum Differentiation – access strategies:
Teaching strategies:
• Where appropriate, EA should be encouraged to take part in group work by
giving her a role which will raise her self-esteem
• Keep instructions clear and simple, checking that she understands by asking him
to repeat them
• As EA has a 5 second memory delay please give her time to process what you
have said to her.
• Ensure that if there are to be any changes that you give her enough notice to
prepare herself
• EA needs tasks written down as she forgets things easily
Pupil preferences:
• EA prefers to sit at the front of the classroom
• When working in groups EA needs to work with her friends
• Allow 5 minutes outside the classroom if she becomes anxious
Type of intervention:
Wave 2 – P.H
Social Intervention Skills
Micro targets – to be used across the curriculum:
Targets: Achieved:
Y/N/P
Subjects Recorded
By
1 To become a more independent learner
2 To follow ‘good listening’ with peers
6. 3 To complete Home Learning Projects and
hand them in on time.
Teacher comments:
Pupil’s signature: ______________________________ Date:
__________________
Parent/Guardian signature: ______________________ Date:
__________________
Staff signature: ______________________________ Date:
__________________
Lesson Observations
