1) Providing support for general education teachers is important for student success, especially for those with disabilities like autism who may not receive sufficient training.
2) The document describes adapting a general education lesson plan template to support a student with autism named Thalia based on her strengths and needs.
3) Details are provided on Thalia's diagnosis, test results, skills, needs, goals, and characteristics to inform lesson plan adaptations.
Identify the definition for a 'learning disability'
Distinguish a learning disability from other types of disabilities
Identify strategies to help a student with a learning disability
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
Identify the definition for a 'learning disability'
Distinguish a learning disability from other types of disabilities
Identify strategies to help a student with a learning disability
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
Running Head: APPLICATION 1
Week 2 Application
EDUC – 3003 Obs and Asmnt Child
Rona Harris
Walden University
SUMMARY OF REFLECTION
1. How the information that you gleaned from the interview contributes to your knowledge of the child you selected for your Child Observation Project
Based on the observation of Hillary it is clear to realize that she is a relatively intelligent child. This is due to the fact that at 4 years old, she is capable of depicting the advanced use of cognitive functions. This is evident by the fact that at first she is quiet always seeming to be self-absorbed but this is just a ploy. She is very quiet at first and this can often be confused for being due to the notion that she is shy but that is not the case as deduced. Hillary has adapted the art of critical thinking as it was evident because she was not self-absorbed as we gathered when we tried to talk about her thinking she wasn’t listening only for her to answer, saying that she did not actually have a problem with socializing but she just understood that not every situation required a response. She said that her mother had expressly told her to learn to take time and think of something before she spoke. This observation had started with the intent of investigating her social development but it was becoming clear that she did not necessarily have a social problem but she was just a product of her environment.
2. Information, knowledge, and/or advice from the Parent/Family Member Interview Sheet that you want to remember in order to facilitate your observation
Hillary is clearly a product of growing up around four teens and adults in her life and for the most part she is bound to inherit their behavior. This was not meant to be the focus of the observation, but it was clearly turning into a cognitive war on social development. More critical analysis I came to the realization that Hillary was a product of her environment and socialization as she was a direct mirror of her relative. But the most amazing part of the visit and subsequent observation is the fact that through it became apparent that the behavior is not the only thing that was being influenced by the family but rather the family was helping to nurture Hillary’s cognitive development. This is due to the fact that it requires a tremendous amount of brain ability to be instructed and Hillary clearly was keen on following instructions.
Also, as the observation went on it was apparent to see that Hillary had heightened thinking and deduction capability as she was watching a television show meant for the age group of 13 years and above and she actually very intriguing and charismatic. She expressed extensive concentration and thinking as she was subjected by me and other grownups. For her age, it was clear from other activities the level of maturity that she possessed, but more so the thinking cap ...
A recent survey of the leadership of teachers indicated that many teachers feel inadequately prepared to implement inclusive education and view increased collaboration with specialists as essential to building their capacity in this area.Many educators not feel prepared to teach children with disabilities. Many are not aware of how best to support students with speech, language and communication needs in classroom. SLP plays an integral role in working with classroom teams to ensure that content is presented in a variety of forms that teaching strategies promote active attention and engagement, and that students have various opportunities and modalities to communicate and to share information. Therapists identified a broader range of competencies as a result of the shift from the medical model of support to the educational or social model of support. Therapists need to have knowledge about school systems, school culture, and curriculum, understand the demands of the curriculum on the learner’s language and communication skills.Collaboration of SLP with teacher direct support & indirect support involved together.
In integrated therapy model,all specialist working in a collaborative manner,a special educator,a educator,a psychologist,a physiotherapist,an occupational therapist and a speech language pathologist.For a rehabilitation of a child there will a team who firstly discussed the whole things and then start the treatment plan.
Running Head: APPLICATION 1
Week 2 Application
EDUC – 3003 Obs and Asmnt Child
Rona Harris
Walden University
SUMMARY OF REFLECTION
1. How the information that you gleaned from the interview contributes to your knowledge of the child you selected for your Child Observation Project
Based on the observation of Hillary it is clear to realize that she is a relatively intelligent child. This is due to the fact that at 4 years old, she is capable of depicting the advanced use of cognitive functions. This is evident by the fact that at first she is quiet always seeming to be self-absorbed but this is just a ploy. She is very quiet at first and this can often be confused for being due to the notion that she is shy but that is not the case as deduced. Hillary has adapted the art of critical thinking as it was evident because she was not self-absorbed as we gathered when we tried to talk about her thinking she wasn’t listening only for her to answer, saying that she did not actually have a problem with socializing but she just understood that not every situation required a response. She said that her mother had expressly told her to learn to take time and think of something before she spoke. This observation had started with the intent of investigating her social development but it was becoming clear that she did not necessarily have a social problem but she was just a product of her environment.
2. Information, knowledge, and/or advice from the Parent/Family Member Interview Sheet that you want to remember in order to facilitate your observation
Hillary is clearly a product of growing up around four teens and adults in her life and for the most part she is bound to inherit their behavior. This was not meant to be the focus of the observation, but it was clearly turning into a cognitive war on social development. More critical analysis I came to the realization that Hillary was a product of her environment and socialization as she was a direct mirror of her relative. But the most amazing part of the visit and subsequent observation is the fact that through it became apparent that the behavior is not the only thing that was being influenced by the family but rather the family was helping to nurture Hillary’s cognitive development. This is due to the fact that it requires a tremendous amount of brain ability to be instructed and Hillary clearly was keen on following instructions.
Also, as the observation went on it was apparent to see that Hillary had heightened thinking and deduction capability as she was watching a television show meant for the age group of 13 years and above and she actually very intriguing and charismatic. She expressed extensive concentration and thinking as she was subjected by me and other grownups. For her age, it was clear from other activities the level of maturity that she possessed, but more so the thinking cap ...
A recent survey of the leadership of teachers indicated that many teachers feel inadequately prepared to implement inclusive education and view increased collaboration with specialists as essential to building their capacity in this area.Many educators not feel prepared to teach children with disabilities. Many are not aware of how best to support students with speech, language and communication needs in classroom. SLP plays an integral role in working with classroom teams to ensure that content is presented in a variety of forms that teaching strategies promote active attention and engagement, and that students have various opportunities and modalities to communicate and to share information. Therapists identified a broader range of competencies as a result of the shift from the medical model of support to the educational or social model of support. Therapists need to have knowledge about school systems, school culture, and curriculum, understand the demands of the curriculum on the learner’s language and communication skills.Collaboration of SLP with teacher direct support & indirect support involved together.
In integrated therapy model,all specialist working in a collaborative manner,a special educator,a educator,a psychologist,a physiotherapist,an occupational therapist and a speech language pathologist.For a rehabilitation of a child there will a team who firstly discussed the whole things and then start the treatment plan.
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.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
roviding support for the general education teacher is an important.docx
1. roviding support for the general education teacher is an important
roviding support for the general education teacher is an important part of being a special
education teacher and Autism Specialist. Inclusion is vital for all student success, but many
general education teachers do not receive sufficient training to support students with
disabilities and less training to support students with low-incident disabilities, such as ASD.
Imagine you are supporting a general education teacher in planning a lesson for an inclusive
environment. Select one general education lesson and using the “COE Lesson Plan
Template,” amend it to support the student with autism you observed during your field
experience. This can be a lesson you adapt or one you create specifically for the classroom
of students. Keep in mind all of the student’s strengths and weaknesses and what they need
to be successful during the lesson. If you have not had the opportunity to work with a
student with autism in your field experience, choose one of the students from the “Autism
Programmatic Case Studies” to inform student needs. Always use a pseudonym when
referring to the student to protect their identity.
In addition to the template, keep in mind your lesson plan should address the following
areas related to ASD:
Lesson Preparation
Lesson summary with a focus on supporting your student with ASD.
Classroom and student factors – Describe the important classroom factors and their effect
on students with ASD.
Specific learning targets/objectives – Apply an understanding of individual learning
differences with targeted objectives for individuals with ASD.
Academic language – Include a bulleted list of the academic vocabulary that will be
accessible to your student with ASD.
Resources, materials, equipment, and technology – List all adaptive and general resources
and materials that will be used in the lesson to support students with ASD.
Instructional Planning
2. Anticipatory set – Use the strategies of engagement learned in Topic 3 to get your student
involved and interested in the lesson.
Multiple means of representation – Apply your understanding of diversity and individual
learning differences to present content in various ways to meet the needs of different
learners, focusing on appropriate strategies for your student with ASD.
Multiple means of engagement – Use your understanding of diversity and individualized
learning differences to engage students in interacting with the content and academic
language, focusing on appropriate strategies for your student with ASD.
Multiple means of expression – Use your understanding of diversity and individualized
learning differences to provide a menu of ways students will demonstrate what they have
learned, focusing on appropriate strategies for your student with ASD.
Extension learning – When the lesson is completed, provide at least two options that will
foster an inquiry-based environment that is supportive of continuous instructional
improvement for your student with ASD.
Following the lesson plan, in 500-750 words, discuss how lesson planning with general
education teachers can:
Foster collaboration to promote understanding, resolve conflicts, and build consensus for
improving supports for individuals with autism.
Enhance an understanding of diversity and individual learning differences that can be used
to inform the development of comprehensive curricula for individuals with autism.
Create an inquiry-based research environment that is supportive of continuous
instructional improvement.
Submit the original lesson plan, the revised lesson plan, and the reflection.
Thalia Thalia is an 8-year-old girl. She is attending an elementary school where she
participates in mainly special education classroom. Thalia was diagnosed with autism at age
3. There are seven students in Thalia’s class, served by one teacher and one educational
assistant. During the day, Thalia participates in group activities with same-age peers in an
inclusive setting. She receives services from a speech-language therapist and an
occupational therapist within the special education classroom setting. Thalia’s most recent
assessment at school was her triannual at age 6. The school district accepted her
developmental pediatrician’s diagnosis for autism when Thalia enrolled in preschool at 3-
years-old. During the triannual evaluation, the team used the Autism Spectrum Screening
Questionnaire (ASSQ), the Clinical Evaluation of Language Fundamentals (CELF-4), and the
Adaptive Behavior Assessment System (ABAS-3). All of the assessments were used to
substantiate the severity of Thalia’s symptoms. The ASSQ is scored using a T-score with
4. food and use a spoon and fork. She can also pull the zipper on her jacket and make a knot
with her laces, but not tie a bow. She needs assistance with gross motor movements such as
climbing up/downstairs or a ladder to a slide. Thalia has goals for communication, reading,
and math. Her communication goals target group activities that require social interaction,
specifically to improve the integration with other peers and build upon her communication
and social skills. Thalia is working on increasing her participation in interactive games and
imitative play skills with peers. Thalia responds well to positive praise as reinforcement for
desired behaviors. Her reading goals target identification of letters, identifying her name,
and reading comprehension. Thalia is working on identifying her numbers to 10 and
addition of numbers through five.