Children with disabilities experience maltreatment at a significantly higher rate than their peers. The document proposes addressing this issue by including safety objectives in Individualized Education Plans (IEPs) to prevent maltreatment. It discusses gaining support for a "safety motion" that encourages professionals and parents to identify children's risk factors for maltreatment, like an inability to recognize unsafe situations, and create IEP goals to address these factors. Research found educators support discussing safety but need more training. Including safety in IEPs could help address the root causes of maltreatment.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
This document summarizes issues related to homelessness and education of children and youth. It provides background on the growing number of homeless families and children, and the barriers they face to enrolling and attending school regularly. It discusses the McKinney-Vento Act which aims to remove these barriers, but notes that funding has not kept up with demand. While progress has been made, many challenges remain, including high mobility, lack of resources, and meeting the needs of special populations like unaccompanied homeless youth. Increased funding is needed to fully implement programs that support homeless students' education.
Joliz Cedeno, representing several youth organizations, presented to the UN Human Rights Committee on inequities in education, healthcare, and discipline facing young people in the United States. She described significant funding disparities between wealthy and low-income school districts, resulting in poorer educational resources and facilities for minority students. Harsh zero-tolerance discipline policies also disproportionately impact minority youth, pushing some into the juvenile justice system. Additionally, recent Medicaid cuts threaten healthcare access for millions of poor children, contradicting claims that the US provides free healthcare to all children. The organizations urged the Committee to hold the US accountable for protecting children's rights under international law.
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
This document discusses the importance of developing effective parent involvement programs for African American students and families. It notes that current programs are often "school-centric" and do not incorporate the unique strengths that African American parents and communities can contribute. An effective program would recognize the positive roles of parents, home, and community resources and seek to build strong partnerships between all three. It provides examples of components an effective program may include, such as communication, involvement at school and home, decision-making roles for parents, and collaboration with outside organizations. The goal is to leverage the assets of parents and communities to improve educational outcomes for African American children.
EPIDEMIC OF DEVELOPMENTAL DISORDERS IN OUR SCHOOLS AND HOMESJames Lyons-Weiler
Several news articles from March 5, 2018 discuss issues related to developmental disorders and the lack of adequate support systems in schools and communities. Specifically, they report that students with special needs are suspended at higher rates, a student with autism was routinely restrained and bruised by teachers, a special education school is closing due to lack of funding, and experts argue more mental health resources are needed to help at-risk youth and prevent violence. Overall, the articles illustrate a growing epidemic of developmental disorders and a mental health system that is failing to meet the needs of vulnerable children and families.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
20081001 Murray and Stacey Peeking Behind the Blue Ribbon How the NCLB Blue R...Vicki Alger
This document analyzes 133 public schools that received the No Child Left Behind Blue Ribbon award in 2007 for scoring in the top 10% on state assessments. It finds that over a third of these schools had at least 25% of students in one grade scoring below proficiency in at least one core subject. On average, more than a quarter of students in two grades scored below proficiency in two subjects. While these schools received the prestigious Blue Ribbon award, a closer examination reveals many were concealing poor academic performance, especially for disadvantaged student groups. The document calls for greater transparency in state test data and proficiency standards to improve accountability and ensure the Blue Ribbon designation is a reliable indicator of school quality.
the coping mechanism of g-12 student with single parent at BSNHSgameguru21
This document provides an introduction and literature review for a research study on the coping mechanisms of grade 12 students with single parents at Benito Soliven National High School. The introduction discusses how single parenthood can impact a student's development and academic performance. The literature review covers theories of single parenting, both foreign and local related studies that found children from single-parent households often experience poorer educational and emotional outcomes. The proposed qualitative case study aims to understand the problems and coping mechanisms of identified grade 12 students with single parents through interviews and observations.
The document discusses the No Child Left Behind Act and its goal of improving education for disadvantaged students through measures like annual testing and accountability, but argues that it ultimately failed to address the real issues in education like unequal funding. While the intent was good, critics say it focused too much on standardized tests and hurt schools more than it helped students reach their full potential.
This document summarizes issues related to homelessness and education of children and youth. It provides background on the growing number of homeless families and children, and the barriers they face to enrolling and attending school regularly. It discusses the McKinney-Vento Act which aims to remove these barriers, but notes that funding has not kept up with demand. While progress has been made, many challenges remain, including high mobility, lack of resources, and meeting the needs of special populations like unaccompanied homeless youth. Increased funding is needed to fully implement programs that support homeless students' education.
Joliz Cedeno, representing several youth organizations, presented to the UN Human Rights Committee on inequities in education, healthcare, and discipline facing young people in the United States. She described significant funding disparities between wealthy and low-income school districts, resulting in poorer educational resources and facilities for minority students. Harsh zero-tolerance discipline policies also disproportionately impact minority youth, pushing some into the juvenile justice system. Additionally, recent Medicaid cuts threaten healthcare access for millions of poor children, contradicting claims that the US provides free healthcare to all children. The organizations urged the Committee to hold the US accountable for protecting children's rights under international law.
Bartz, david afridcn american parents an effective parent involvement program...William Kritsonis
This document discusses the importance of developing effective parent involvement programs for African American students and families. It notes that current programs are often "school-centric" and do not incorporate the unique strengths that African American parents and communities can contribute. An effective program would recognize the positive roles of parents, home, and community resources and seek to build strong partnerships between all three. It provides examples of components an effective program may include, such as communication, involvement at school and home, decision-making roles for parents, and collaboration with outside organizations. The goal is to leverage the assets of parents and communities to improve educational outcomes for African American children.
EPIDEMIC OF DEVELOPMENTAL DISORDERS IN OUR SCHOOLS AND HOMESJames Lyons-Weiler
Several news articles from March 5, 2018 discuss issues related to developmental disorders and the lack of adequate support systems in schools and communities. Specifically, they report that students with special needs are suspended at higher rates, a student with autism was routinely restrained and bruised by teachers, a special education school is closing due to lack of funding, and experts argue more mental health resources are needed to help at-risk youth and prevent violence. Overall, the articles illustrate a growing epidemic of developmental disorders and a mental health system that is failing to meet the needs of vulnerable children and families.
This document summarizes research on the educational challenges faced by students in foster care and potential solutions. It finds that foster care students have much poorer educational and life outcomes compared to the general population, including lower academic achievement, higher rates of grade retention, special education placement, dropping out, and less likelihood of attending or graduating from college. Their challenges are exacerbated by the instability of frequently changing schools due to changes in placement. Expanding education options through scholarship programs could help address these challenges by improving school stability, achievement, and life outcomes for foster care students.
20081001 Murray and Stacey Peeking Behind the Blue Ribbon How the NCLB Blue R...Vicki Alger
This document analyzes 133 public schools that received the No Child Left Behind Blue Ribbon award in 2007 for scoring in the top 10% on state assessments. It finds that over a third of these schools had at least 25% of students in one grade scoring below proficiency in at least one core subject. On average, more than a quarter of students in two grades scored below proficiency in two subjects. While these schools received the prestigious Blue Ribbon award, a closer examination reveals many were concealing poor academic performance, especially for disadvantaged student groups. The document calls for greater transparency in state test data and proficiency standards to improve accountability and ensure the Blue Ribbon designation is a reliable indicator of school quality.
the coping mechanism of g-12 student with single parent at BSNHSgameguru21
This document provides an introduction and literature review for a research study on the coping mechanisms of grade 12 students with single parents at Benito Soliven National High School. The introduction discusses how single parenthood can impact a student's development and academic performance. The literature review covers theories of single parenting, both foreign and local related studies that found children from single-parent households often experience poorer educational and emotional outcomes. The proposed qualitative case study aims to understand the problems and coping mechanisms of identified grade 12 students with single parents through interviews and observations.
A comparative study of levels of self esteem among students of single and dua...Alexander Decker
This study aimed to compare levels of self-esteem among students from single-parent and dual-parent families in selected secondary schools in Nakuru Municipality, Kenya. A sample of 360 students completed a self-esteem questionnaire. An independent t-test found no statistically significant difference in self-esteem levels between the two groups. The study concluded that a student's level of self-esteem depends more on their relationship with parents and school environment rather than family structure alone. It recommended addressing self-esteem holistically for all students rather than focusing on family type.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
Special Education - Least Restrictive Environment - Dr. William Allan Kritson...William Kritsonis
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides an overview and comparison of child care in Canada and the United States. It discusses the history, underlying philosophies, program structures, roles of early childhood educators, and training needed in both countries. While child care is accessible, affordability is a major issue for many families. Overall availability of care is lower in Canada compared to some regions in the US. Both countries aim to support early learning and recognize the importance of child development, but more improvements are still needed.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
This document summarizes and critiques the No Child Left Behind Act of 2001. It argues that NCLB has undermined education by over-emphasizing standardized testing, leading schools to focus on test preparation over developing critical thinking skills. As a result, US students are unprepared for the 21st century. While NCLB aimed to close achievement gaps, it has not fulfilled its promises and has many unintended negative consequences. The document concludes that NCLB should be replaced to better educate students for their future.
The Teachers Unions’ Fight for Universal PreschoolJames Dellinger
This summer, Congress will
consider reauthorization of the 2002 No
Child Left Behind Act, the Bush
Administration’s centerpiece education
legislation. This time around, Sen. Edward
Kennedy (D-Mass.) and Rep.
George Miller (D- California) are in the
driver’s seat. What kind of spoils will they
give their teachers union allies—perhaps
funding for “universal preschool”?
The report card highlights five aspects of child well-being: economic security, early childhood, K–12 education, permanency and stability, and health and safety. They were chosen because they provide the strongest indicators of child well-being. Together, they illustrate the path the life of an American child from birth through adolescence, and their transition into adulthood.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
This document provides information from various sources about the impacts of illiteracy and empowering women through literacy. It begins with statistics showing high illiteracy rates in the US and its social costs, including impacts on employment, income, health, and involvement in the criminal justice system. It then discusses how literacy can empower women by improving prospects for employment, personal finance, healthcare choices, and legal rights. The document advocates for grassroots literacy efforts like reading programs and adult literacy tutoring to address these issues.
Women and prescription on opioids is focus of this research paper. The author examines the history of prescription opioids and their affect on women in the United States. The author also discusses that state of the prescription opioids epidemic as well as the policies and regulations trying to address it.
This document discusses public school attendance policies and how they relate to military-connected students. It provides information on who governs public education in the US, with authority granted to states individually. States have flexibility in setting attendance policies, though some have passed laws specifically addressing absences for military children related to deployment. Most other states leave decisions to local school districts. The document offers examples of attendance policies from different states and districts, providing guidance on balancing students' education with family responsibilities for military families. It emphasizes the importance of communication between schools, families, and local education agencies to support students' success.
This document analyzes the overrepresentation of African American children and families in the child welfare system. It identifies this as a widespread problem that has negatively impacted African Americans. Several key factors that contribute to and perpetuate the problem are discussed, including institutional racism, the Adoption and Safe Families Act, poverty rates among African Americans, and the criminal justice system's disproportionate impact on African Americans. The CEO of Black Family Development, Inc. views overrepresentation as a serious issue caused by organizational biases and lack of cultural competence within child welfare agencies. Solutions proposed include improving data collection, establishing committees on racial equity, and providing ongoing cultural training.
This document provides guidance for communities to have conversations about aligning local housing and school policies to promote successful schools and strong neighborhoods. It recommends a phased approach over a year, beginning with organizing leaders, collecting data on neighborhoods, housing and schools, and holding introductory meetings to discuss challenges and options. Subsequent phases include analyzing data, developing recommendations, and sustaining the housing-schools connection long-term. The goal is to forge partnerships and recommend strategies by considering best practices and shared aspirations. Framing the issues properly through inclusive language is important to engage communities on this emotional topic.
Parents support higher academic standards in schools but are now more focused on issues like class size, school funding, and student behavior. A survey found that while standards and testing are seen as necessary, addressing other educational issues are now seen as more urgent priorities. Parents prefer school board candidates that call for smaller class sizes and more funding over those focused primarily on standards and testing. Educators also have little support for candidates centered on standards and testing alone.
This document discusses the history of child protection efforts in the United States, beginning with the establishment of the first Society for the Prevention of Cruelty to Children in 1874 in response to the high-profile case of Mary Ellen Wilson. It then discusses the creation of the federal Children's Bureau in 1912, which recognized the federal government's role in child welfare. The document notes that private child protection charities struggled during the Great Depression, increasing calls for greater government involvement in child protection and social services.
Young people's experiences of trafficking in the UK: health impactsBASPCAN
This document summarizes a study on the health impacts of human trafficking on young people in the UK. The study included 29 survivors of trafficking aged 16-21 who were recruited through support services. Most participants were female and trafficked into sexual exploitation or domestic servitude. Common health problems reported included headaches, memory problems, back pain and stomach pain. The study also found that 5 participants became pregnant during trafficking. Qualitative interviews found that health professionals did not usually ask about trafficking experiences, and some questions caused distress by bringing up bad memories. The implications are that health providers need training on sensitively asking about trafficking and providing appropriate care and referrals.
We introduce ourselves as a well established Bus and Car rental company, specializing in staff transportation by semi luxury buses and luxury cars. It is a up raising & leading transport company in U.A.E. has been in operation since 2002.We Melody bus and Car rental provide Quality Brand buses & car for affordable rates, also we do chauffeurs Service. In a very short span we added a number of high profile clients to our portfolio. Our clients include many top corporate organizations, hotels, schools, and colleges; we also cater to miscellaneous private requirements. As a valued potential customer, we would like to offer our exceedingly top quality service to you.
As part of this service that we are proud of, we maintain our vehicles immaculate condition and assure they are always of the best breed and model. All our vehicles are the latest models in their segments ensuring safely and comfort at all times. In the unlikely event of delayed service due to a technical snag, we immediately deploy our backup system, guaranteeing that our passengers never arrive late.
Our major asset is our drivers, whom we have meticulously handpicked as the best for the job and then further extensively trained in-house to achieve and maintain our prime objectives. The drivers are all equipped with phones keeping our drivers in constant contact allows us to monitor their efficiency in upholding our customers consistently and reliably.
We thank you for selecting our company for your transportation, and thank you for being part of our organization. please look our profile once below:
Improving Decision-Making in Pre-birth Assessment: The OxPUP ProjectBASPCAN
This document summarizes the OxPUP (Oxford Pre-birth Pathway) project, which aims to improve decision-making in pre-birth assessments. It describes the OxPUP pathway, which involves identifying high-risk families during pregnancy and providing intervention. It also discusses tools used in pre-birth and postnatal assessments. The document presents two case studies, one where the child remained with their parents and one where the child was removed at birth. It finds that OxPUP cases had lower foster care costs and shorter court times compared to non-OxPUP cases.
A comparative study of levels of self esteem among students of single and dua...Alexander Decker
This study aimed to compare levels of self-esteem among students from single-parent and dual-parent families in selected secondary schools in Nakuru Municipality, Kenya. A sample of 360 students completed a self-esteem questionnaire. An independent t-test found no statistically significant difference in self-esteem levels between the two groups. The study concluded that a student's level of self-esteem depends more on their relationship with parents and school environment rather than family structure alone. It recommended addressing self-esteem holistically for all students rather than focusing on family type.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
Special Education - Least Restrictive Environment - Dr. William Allan Kritson...William Kritsonis
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document provides an overview and comparison of child care in Canada and the United States. It discusses the history, underlying philosophies, program structures, roles of early childhood educators, and training needed in both countries. While child care is accessible, affordability is a major issue for many families. Overall availability of care is lower in Canada compared to some regions in the US. Both countries aim to support early learning and recognize the importance of child development, but more improvements are still needed.
The document discusses the growing income disparity and achievement gap in American education. As the gap between rich and poor has widened, so too has differences in test scores and other academic outcomes. Two proposed solutions are school vouchers and charter schools, which aim to provide more educational choices for low-income families similar to choices available to wealthier families. A study of Milwaukee's voucher program found participants had higher rates of high school graduation and college enrollment. Charter schools offer public school alternatives with flexibility in curriculum and operations to better meet student needs. Both options could help address unequal access to quality education and improve outcomes.
This document summarizes and critiques the No Child Left Behind Act of 2001. It argues that NCLB has undermined education by over-emphasizing standardized testing, leading schools to focus on test preparation over developing critical thinking skills. As a result, US students are unprepared for the 21st century. While NCLB aimed to close achievement gaps, it has not fulfilled its promises and has many unintended negative consequences. The document concludes that NCLB should be replaced to better educate students for their future.
The Teachers Unions’ Fight for Universal PreschoolJames Dellinger
This summer, Congress will
consider reauthorization of the 2002 No
Child Left Behind Act, the Bush
Administration’s centerpiece education
legislation. This time around, Sen. Edward
Kennedy (D-Mass.) and Rep.
George Miller (D- California) are in the
driver’s seat. What kind of spoils will they
give their teachers union allies—perhaps
funding for “universal preschool”?
The report card highlights five aspects of child well-being: economic security, early childhood, K–12 education, permanency and stability, and health and safety. They were chosen because they provide the strongest indicators of child well-being. Together, they illustrate the path the life of an American child from birth through adolescence, and their transition into adulthood.
This document discusses the increasing role of the federal government in education policy over recent decades, culminating in the Common Core State Standards initiative. It notes that while the standards aim to improve education, their development involved significant corporate influence and they require standardized testing and an "earlier is better" academic focus that may not respect children's developmental needs. Independent schools like Waldorf schools are concerned about external controls compromising their educational approaches. Overall the document expresses skepticism about top-down education reform and a preference for local control and developmental approaches.
This document provides information from various sources about the impacts of illiteracy and empowering women through literacy. It begins with statistics showing high illiteracy rates in the US and its social costs, including impacts on employment, income, health, and involvement in the criminal justice system. It then discusses how literacy can empower women by improving prospects for employment, personal finance, healthcare choices, and legal rights. The document advocates for grassroots literacy efforts like reading programs and adult literacy tutoring to address these issues.
Women and prescription on opioids is focus of this research paper. The author examines the history of prescription opioids and their affect on women in the United States. The author also discusses that state of the prescription opioids epidemic as well as the policies and regulations trying to address it.
This document discusses public school attendance policies and how they relate to military-connected students. It provides information on who governs public education in the US, with authority granted to states individually. States have flexibility in setting attendance policies, though some have passed laws specifically addressing absences for military children related to deployment. Most other states leave decisions to local school districts. The document offers examples of attendance policies from different states and districts, providing guidance on balancing students' education with family responsibilities for military families. It emphasizes the importance of communication between schools, families, and local education agencies to support students' success.
This document analyzes the overrepresentation of African American children and families in the child welfare system. It identifies this as a widespread problem that has negatively impacted African Americans. Several key factors that contribute to and perpetuate the problem are discussed, including institutional racism, the Adoption and Safe Families Act, poverty rates among African Americans, and the criminal justice system's disproportionate impact on African Americans. The CEO of Black Family Development, Inc. views overrepresentation as a serious issue caused by organizational biases and lack of cultural competence within child welfare agencies. Solutions proposed include improving data collection, establishing committees on racial equity, and providing ongoing cultural training.
This document provides guidance for communities to have conversations about aligning local housing and school policies to promote successful schools and strong neighborhoods. It recommends a phased approach over a year, beginning with organizing leaders, collecting data on neighborhoods, housing and schools, and holding introductory meetings to discuss challenges and options. Subsequent phases include analyzing data, developing recommendations, and sustaining the housing-schools connection long-term. The goal is to forge partnerships and recommend strategies by considering best practices and shared aspirations. Framing the issues properly through inclusive language is important to engage communities on this emotional topic.
Parents support higher academic standards in schools but are now more focused on issues like class size, school funding, and student behavior. A survey found that while standards and testing are seen as necessary, addressing other educational issues are now seen as more urgent priorities. Parents prefer school board candidates that call for smaller class sizes and more funding over those focused primarily on standards and testing. Educators also have little support for candidates centered on standards and testing alone.
This document discusses the history of child protection efforts in the United States, beginning with the establishment of the first Society for the Prevention of Cruelty to Children in 1874 in response to the high-profile case of Mary Ellen Wilson. It then discusses the creation of the federal Children's Bureau in 1912, which recognized the federal government's role in child welfare. The document notes that private child protection charities struggled during the Great Depression, increasing calls for greater government involvement in child protection and social services.
Young people's experiences of trafficking in the UK: health impactsBASPCAN
This document summarizes a study on the health impacts of human trafficking on young people in the UK. The study included 29 survivors of trafficking aged 16-21 who were recruited through support services. Most participants were female and trafficked into sexual exploitation or domestic servitude. Common health problems reported included headaches, memory problems, back pain and stomach pain. The study also found that 5 participants became pregnant during trafficking. Qualitative interviews found that health professionals did not usually ask about trafficking experiences, and some questions caused distress by bringing up bad memories. The implications are that health providers need training on sensitively asking about trafficking and providing appropriate care and referrals.
We introduce ourselves as a well established Bus and Car rental company, specializing in staff transportation by semi luxury buses and luxury cars. It is a up raising & leading transport company in U.A.E. has been in operation since 2002.We Melody bus and Car rental provide Quality Brand buses & car for affordable rates, also we do chauffeurs Service. In a very short span we added a number of high profile clients to our portfolio. Our clients include many top corporate organizations, hotels, schools, and colleges; we also cater to miscellaneous private requirements. As a valued potential customer, we would like to offer our exceedingly top quality service to you.
As part of this service that we are proud of, we maintain our vehicles immaculate condition and assure they are always of the best breed and model. All our vehicles are the latest models in their segments ensuring safely and comfort at all times. In the unlikely event of delayed service due to a technical snag, we immediately deploy our backup system, guaranteeing that our passengers never arrive late.
Our major asset is our drivers, whom we have meticulously handpicked as the best for the job and then further extensively trained in-house to achieve and maintain our prime objectives. The drivers are all equipped with phones keeping our drivers in constant contact allows us to monitor their efficiency in upholding our customers consistently and reliably.
We thank you for selecting our company for your transportation, and thank you for being part of our organization. please look our profile once below:
Improving Decision-Making in Pre-birth Assessment: The OxPUP ProjectBASPCAN
This document summarizes the OxPUP (Oxford Pre-birth Pathway) project, which aims to improve decision-making in pre-birth assessments. It describes the OxPUP pathway, which involves identifying high-risk families during pregnancy and providing intervention. It also discusses tools used in pre-birth and postnatal assessments. The document presents two case studies, one where the child remained with their parents and one where the child was removed at birth. It finds that OxPUP cases had lower foster care costs and shorter court times compared to non-OxPUP cases.
Mapping Sexually Exploited Young People in DundeeBASPCAN
This document outlines a research study that will map sexually exploited young people in Dundee using quantitative methods. It will use data from proxy indicators like numbers of looked-after children, those in residential homes, youth homelessness, school absences, crimes, and health data to estimate the level of sexual exploitation. The study acknowledges challenges in directly interviewing affected young people. It seeks to inform policy by providing more data on this hidden issue.
Médico Especialista Álvaro Miguel Carranza Montalvo, soy Médico General Alto, Rubio, de Piel Blanca, ojos claros , soy Atlético Simpático, me esmero a seguir Adelante solucionando los Problemas de las demás Personas para salvar su Vida en Salud y en Enfermedades. Internet, Networds….
Médico Especialista Álvaro Miguel Carranza Montalvo, la VIDA es una VIRTUD que cada Humano, Persona tiene es Valeroso y Digno lograr SALVAR la VIDA de una Persona que está en Peligro, cada Persona es una sóla Unidad único no hay nadie como esa persona somos distintos. Internet, Networds….
Médico Especialista Álvaro Miguel Carranza Montalvo, la NATURALEZA es Bella y Linda Vivirla al Aire Libre, con Agua, la Vegetación, los Bellos Animales en el Ecosistema la Biodiversidad hay que Valorar y Gozar lo que hay en el Mundo Vivirla y Disfrutarla. Internet, Networds….
Médico Especialista Álvaro Miguel Carranza Montalvo, ME GUSTA LO QUE SOY MI FORMA DE SER ME ENCANTA LO QUE SOY YÓ MI FÍSICO, MENTE, PENSAMIENTOS, ALMA Y CUERPO, FÍSICO. Y VIVIR LA VIDA, NATURALEZA LA BELLEZA. Web, Redes Sociales….
Médico Especialista Álvaro Miguel Carranza Montalvo, Me gusta la Naturaleza y la Vida. VIVIR LA VIDA RESPETANDO A LOS DEMÁS CHICAS Y CHICOS A TODAS LAS PERSONAS LES RESPETO Y ADMIRO PORQUE TIENEN SUS VALORES Y DONES. HACER EL BIEN NUNCA EL MAL A LA PERSONA TRATAR COMO A UNO LE GUSTARÍA QUE LE TRATEN. Web, Redes Sociales….
Médico Especialista Álvaro Miguel Carranza Montalvo, "creo que las artes marciales mixtas sirven principalmente para desarrollar la energía. A veces es necesario darse cuenta de un peligro y conocer el medio para salvar la vida. Web, Redes Sociales….
Médico Especialista Álvaro Miguel Carranza Montalvo, La Energía es Vital para lograr una Meta con Fuerza y Salud es lo más Importante en la Vida. ", Web, Internet….
Médico Especialista Álvaro Miguel Carranza Montalvo, "es necesario realizar ejercicios determinados en la columna, para proporcionar oxígeno al cerebro y ayudarle a descansar totalmente", Web, Internet….
Médico Especialista Álvaro Miguel Carranza Montalvo, "hay tres palabras que aprendemos a gritar que llevan consigo descanso y energía; fuerza, valor y convicción", Web, Internet….
Intergenerational pathways between child maltreatment, health and socioeconom...BASPCAN
PhD Candidate James Doidge, University of South Australia
Supervisors: Prof Leonie Segal, University of South Australia, A/Prof Paul Delfabbro, University of South Australia
This short document provides instructions for creating a Haiku Deck presentation on SlideShare and being inspired. It includes photos from Mrs Magic and Lotus Carroll to encourage creativity. In 3 sentences or less, it promotes making presentations on Haiku Deck and finding motivation from other users' photos.
The document discusses several assistive clothing gadgets for seniors including a button hook, sock aid, button conversion kit, and arm protectors. The button hook and sock aid are highly reviewed and inexpensive at $7.95 and $9.20 respectively. The button conversion kit converts buttons to Velcro closures for $12.98. The arm protectors protect arms and legs from bruises and abrasions for $10.
The document is a magazine from the British Stammering Association that discusses various topics related to stammering. It includes:
- An interview with a BSA member who was honored at Buckingham Palace for his work raising awareness of stammering.
- A story about a BSA member who became a continuity announcer on Channel 4 to introduce shows while stammering.
- An account from a BSA member about his experience being filmed for the reality dating show "First Dates" on Channel 4, where he went on a blind date while living with a stammer.
Faculty and students have access to a larger collection of knowledge through open educational resources (OER), however this knowledge can become overwhelming. OER allows for the most current content to be efficiently implemented, but the most up-to-date content is not guaranteed. When resources are reviewed by multiple experts on an interactive web platform, the information has potential to be more accurate, but inaccurate content could also be shared. Pooled creativity can make course content more engaging, but it risks becoming too visually complex and losing the meaning. OER aligns with today's students' access to information, but some instructors may resist the significant changes in roles brought about by the OER movement.
Udemy is the largest online learning marketplace in the world, with over 6 million students taking courses across various topics from programming to photography. Courses are taught by expert instructors and available anytime for students to learn at their own pace on any device. Udemy provides tools for instructors to create and teach online courses, helping them build their personal brand and earn money while making a difference for students. It also offers businesses tools to improve employee training through its online learning portal. The platform aims to empower students, teachers, and organizations through online education.
This document summarizes a presentation given by Mark Smith at the BASPCAN Conference on April 13, 2015 about changing children and families. It discusses 1) exploring the complexities of involving involuntary clients as social work partners and identifying best practices, and 2) reporting on findings about effective knowledge exchange. The key findings were that relationships are central to good social work and knowledge exchange, with trust, credibility, and timely engagement being important elements. It also describes a project funded by the ESRC Knowledge Exchange Opportunities Scheme working with Edinburgh and East Lothian to redesign child and family social work delivery based on evidence.
Preventive measures and support regarding Child Sexual Exploitation in BulgariaBASPCAN
This document summarizes a workshop in Bulgaria that used a Learning Action Partnership (LAP) model to discuss preventing child sexual exploitation. The workshop brought together representatives from different sectors to share knowledge, identify priorities, and make plans. Key points covered developing equal partnerships, using research to inform priorities, and taking a collaborative approach to continuously improve practices through learning, action, and partnership. The LAP approach advocates for ongoing work between statutory and voluntary sectors as well as young people.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by simply clicking the "GET STARTED" button provided. In just one sentence, it pitches presentation creation using Haiku Deck on SlideShare.
Lynda.com was founded in 1995 and is headquartered in California. It provides online video tutorials on business, software, technology and creative skills taught by industry experts. Members have unlimited access to over 3,400 courses and 60 new courses are added each month. Lynda.com helps users learn skills for personal and professional growth on their own schedule using mobile apps or downloading videos. It offers individual memberships for $25 per month or enterprise solutions for businesses, schools, governments and nonprofits.
Similar to "Prevention of abuse as experienced by children with disabilities: A U.S. model for policy, planning, professional development and collaboration"
The number of students receiving special education services in the United States has never been greater, representing about 8% of school-aged children. Classroom teachers play a central role in identifying children who need special assistance, as they see a large number of students and can more easily recognize those at risk. The first step is for teachers to informally screen students and collect work samples and observations. If interventions by the teacher and Instructional Support Team are ineffective, a formal referral is made for diagnostic assessment by a multidisciplinary team and development of an Individualized Education Program to aid the student.
The impact of child abuse and neglect is often discussed in terms of physical, psychological, behavioral, and societal consequences. In reality, however, it is impossible to separate the types of impacts. Physical consequences, such as damage to a child’s growing brain, can have psychological implications, such as cognitive delays or emotional difficulties.
Parents of teenagers face challenges in supporting their emotional and developmental needs. They must monitor the information their teens receive, validate sources, and guide their decision making. Key needs for parents include helping teens feel supported, overseeing risky behaviors, and living up to their ideals of parenting despite time constraints. Effective skills include listening skills, evaluating information sources, and finding resources to address barriers to responsibilities.
EFFECT OF CHILD ABUSE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENT...ResearchWap
ABSTRACT
This project work focuses on the effects of child abuse on students’ academic performance. The study attempts to unravel the causes, effects and remedies to child abuse among secondary school students. It was carried out in Esan West Local Government Area of Edo State. A sample of 100 was randomly drawn from selected secondary schools in the local government and questionnaires were administered to the respondents. The mean percentage test, which was adopted in the study’s analysis, indicated that excessive battering of a child by parents/teacher/guidance; broken homes, child hawking before and after school and an unconducive learning environment are all causes of child abuse. Also, it was found that child abuse negatively affects a child’s school performance; such abused children are vulnerable to early pregnancy. Ill-treatment as well causes permanent and lifelong trauma, thereby making children develop low cognition of school subjects. The preaching of good morals by religious leaders to parents and guardians is part of the recommendations made in this study. Also, melting out punishment in form of fines on erring parents/guidance especially those forcing their children to hawk, and prevention from bad peer influence will help eliminate or reduce to the barest minimum the incidence of child abuse among secondary school students.
Learning disability refers to a kind of disorder which are related with intrinsic factors like dysfunction of central nervous system, brain injury, neurological damage etc. According to UNESCO Report 75 % of children cannot attend schools due to their learning disabilities in India. Another significant report given by UNESCO is that three- fourth of the children with learning disabilities at the age group of 5 years as well as one -fourth of the children between the age group of 5 to 19 years not eligible to go any educational institution.Self-esteem is an objective evaluation rather than subjective of an individual of his or her own value. Self-esteem relates to belief about oneself e. g. I am loved, I am a valuable person etc. Self-esteem refers to the self-image and ideal self, shame, pride, despair are the chief component of self-esteem.We cannot understand the definition of parents‟ duty and responsibility until we become parents. That's why the word parents is not a simple term. The characteristics of parents are as below
i. Learning activities can be increased through the support of parental encouragement. ii. A child's education is crucial not only the involvement of school teacher, but also parental involvement. (https://www.csub.edu/~ lwildman/finishedwebsite/parent.htm)
Here, descriptive school survey method is used to gain intensive knowledge regarding the topic. The study was conducted at PaschimBardhaman in West Bengal. For this study, the researcher was selected 14 senior secondary schools which were situated at PaschimBardhaman in west Bengal. The total number of schools i.e. population size was 40.
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
The document provides information about Northern Cambria School District located in Pennsylvania. It serves around 1,183 students from the borough of Northern Cambria and two townships. At the high school level, there are approximately 386 students and 27 teachers. The district also qualifies for Title I funding. The racial demographic of students is primarily white and the average student achievement on 2014 tests was a score of 76 out of 100. The document discusses identifying gifted students using teacher referrals and formal assessments, as well as creating gifted education plans for identified students.
This case study examines a student named Peter who has multiple disabilities including epilepsy, cerebral palsy, and cortical visual impairment. The purpose is to identify effective strategies for developing Peter's academic, social, and self-help skills by gathering perspectives from his parents, teachers, and principal through questionnaires and observations. A literature review identifies several studies on assistive technology, conceptions of autism, computer access systems, and performance on standardized tests for students with various disabilities. It is hoped that evidence-based strategies from the research can be incorporated into Peter's education plan to support his learning and transition to middle/high school.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
Individuals With Disabilities Education Act (IEP)Sandra Acirbal
The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities receive a free and appropriate public education tailored to meet their individual needs. IDEA mandates that each student with a disability have an Individualized Education Program developed by a team to address their unique academic and functional needs and consider assistive technologies. IDEA aims to support students with disabilities in achieving their educational goals.
Tackling Technology Assisted Harmful Sexual Behaviour - Education ScotlandGeorgeMilliken2
1. The document provides guidance for educators on responding to and preventing technology-assisted harmful sexual behavior among students.
2. It defines such behavior as inappropriate or harmful sexual discussions or acts between children online or using image-sharing devices.
3. The guidance helps educators understand healthy versus concerning online sexual behaviors, identify signs of issues, and respond appropriately to keep all students safe.
The document discusses three main issues related to student development:
1) Children's rights to protection, which includes rights to parents, identity, basic needs, education, and freedom from discrimination. Protection of these rights is important for healthy development.
2) Distance from home to school, which can negatively impact students' academic performance if too far, as they may arrive at school tired and lose motivation.
3) Indulging in illegal drug use, which presents challenges for school management by negatively impacting participation, discipline and performance through effects like truancy and poor academics. Schools must address this issue through strategies like counseling and teaching on dangers of drugs.
The document discusses concepts and dimensions of child well-being, including economic, social, health, and educational factors. It notes differences in child well-being within and across OECD countries, with children from disadvantaged backgrounds often having poorer outcomes. Longitudinal studies are important for understanding how early life circumstances influence later life chances and the potential for social mobility. The choice of indicators and joined-up policymaking across areas affecting children are key issues to consider.
Bantwana Child Profiling Report SZ FINAL Aug 2010Mavis Vilane
This document is a child profiling report prepared by Ivelina Borisova and Mavis Vilane in September 2009. It summarizes the results of a survey of vulnerable children in South Africa. The survey looked at children's demographic information, basic needs, health, psychosocial well-being, education, risks, and relationship to caregivers. Key findings included issues with food security, healthcare access, and psychosocial well-being for many children. The report provides detailed data on children's challenges and needs to help organizations better assist vulnerable youth.
Running Head BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY .docxhealdkathaleen
Running Head: BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 1
BUILDING BLOCKS LEARNING CENTER IN HANSVALE COUNTY 7
Building Blocks Learning Center in Hansvale County
Angel Winslow
Walden University
Date: November 20, 2019 (Revised )
PV004: Impact of Current Issues and Trends on the Field
Performance Task
Changing demographics
The changing aspects of the demographics of Hansvale County have a significant impact on the center as well as its progress in the center. The critical differences experienced include ethnicity change, cultural, and social changes.
Study shows that whites' mothers are comparatively stable economically compared to the blacks, and hence, the black are employed more than whites and high salary differences between the races (Johnson, 2013); this affect the center when children join their early childhood development. Parents who earn low income may sometimes face difficulties while paying for the services in the centers affecting the center progress and operation. It may lead sometimes to slow offering of the necessary services in the centers. Additionally, regarding the population depiction in any of the government schools in Hansvale County, it illustrates that the white children in schools who come from less fortunate families with low incomes are about 40%. (McLoyd, 1998).
However, cultural variations have adverse effects on the work procedures at the center. Guardians take their children to a center which favors their social belief and feel their children are safe in the centers. For example, the elementary public schools in the County of Hansvale, do not have an Indian student in the school due to culture differences (Uskov, 2016). These have harmfully jammed on the center's motive to enforce the learning equity plans. According to the population basis of this County, higher figures of children who talk other languages other than English in their homesteads upsurges from around 9.20% in the year 2005 to 10.20% in the year 2015. Therefore, linguistics problem has a significant effect on young children performance with regards to their family backgrounds (Johnson, 2013). Hence, such types of students tend towards being in school for a more extended period than the others.
Poverty and its impact on child development
Poverty is an enduring condition for families that may inhibit effective modification to development tasks apart from schoolwork. Children who are raised in a low income earning backgrounds become an exposure to social and academic challenges in conjunction with poor health services offered to them and their well-being (Buss, 2014). These destabilize their living systems, therefore, affect them in their day to day development and their adaptation to the environment surrounding them. Children are crucial beings and need to be raised in a manner affecting them positively.
Moreover, building block centers can always fine-tune to achieve the needs of families living in poverty throug ...
The document summarizes 8 key things to remember about child development:
1) Even infants and young children are negatively affected by significant family stresses and adversity. Adverse early experiences can disrupt brain development and increase health risks.
2) Development is highly interactive - both genes and the environment shape development, and early experiences can alter gene expression.
3) While parents are primary, relationships with other caregivers can also benefit young children's social-emotional development if care is consistent and high-quality.
4) Brain architecture is largely shaped in the first 3 years, but development continues into adulthood, so opportunities exist beyond age 3 to mitigate early impacts.
Parental disability may negatively impact a child's education in Vietnam through several pathways: 1) Disabled parents often have lower income due to reduced productivity which can cause children to work instead of attend school, 2) Children, especially girls, may take on responsibilities caring for a disabled parent, reducing time available for education, 3) Disabled parents may face barriers preventing involvement and assistance with educational activities at home. The study examines these potential effects using data on children's schooling and parental characteristics in Vietnam.
SCENARIOSThe cases you are about to view all depict scenarios fr.docxanhlodge
SCENARIOS
The cases you are about to view all depict scenarios from early childhood, middle childhood and adolescence. Pick one scenario as the focus of your paper/presentation in the unit 10 assignment.
EARLY CHILDHOOD TOPICS
Low Level Lead-Exposure and Children's Development
A local elementary school Parent-Teacher Association in a large urban low SES school district requested that you provide a presentation on the impact of lead exposure on child development. Specifically the group is interested in knowing more about how lead exposure impacts cognitive, social, and physical development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions that are empirically supported.
Autism and Theory of Mind
A group of teachers working in a special education program have seen an increase in the number of children diagnosed with autism spectrum disorder within their school. They've invited you to talk about common features of autism spectrum disorder and how it impacts cognitive, social and physical development in early childhood and beyond. Additionally the group is interested in learning more about prevailing theories related to autism such as theory of mind and any intervention or prevention suggestions that are empirically supported.
Ethnic Differences in the Consequences of Physical Punishment
A group of professionals for Child protective services has requested a presentation on ethnic differences as they relate to physical punishment. Specifically, they are wanting to better understand the role culture plays on parenting styles and how this impacts children's development in early childhood and beyond. Additionally the group is interested in any intervention or prevention suggestions to physical punishment that are empirically supported.
MIDDLE CHILDHOOD TOPICS
Family Stressors and Childhood Obesity
A neighborhood center offers community programs for families who live in a lower SES diverse neighborhood. The center provides information on nutrition and healthy eating but obesity in the neighborhood children is major concern. The director has requested a presentation that goes beyond giving nutritional advice to increase awareness of the underlying stress the families are experiencing and how that is linked to overeating. Additionally the group is interested in any empirically supported intervention or prevention suggestions to help families manage related home-life stressors that contribute to potential childhood obesity.
Children with ADHD
The Parent-Teacher Association in an elementary school with a high percentage of African-American children has requested that the school provide a forum for the school community (parents and teachers) to discuss the increasing number of children who have been formally or informally labeled with Attention-Deficit Hyperactivity Disorder (ADHD) within their school. They've invited you to talk about general characteristics of ADHD and how it impacts cogni.
Similar to "Prevention of abuse as experienced by children with disabilities: A U.S. model for policy, planning, professional development and collaboration" (20)
Using Coronial Records to Understand Deaths of Infants Through Co-sleepingBASPCAN
Joe Clarke, South Eastern Health & Social Care Trust
Catherine Coyle, Public Health Agency, Northern Ireland
Sharon Beattie, Safeguarding Board for Northern Ireland
Cathy MacPherson, South Eastern Health & Social Care Trust
Una Turbitt, Public Health Agency, Northern Ireland
Brid Farell, Public Health Agency, Northern Ireland
Anne Lazenbatt, Queens University, Belfast, Northern Ireland
Lisa Bunting, Queens University, Belfast, Northern Ireland
John Devaney, Queens University, Belfast, Northern Ireland
'Letting the Future In' an intervention for child sexual abuse: from practice...BASPCAN
This document summarizes the partnership between the NSPCC and two universities to develop and evaluate an intervention for child sexual abuse called Letting the Future In (LTFI). It describes how NSPCC studies found a gap between need for therapeutic services for child sexual abuse victims and what was available. Practitioners then created LTFI which was piloted and implemented. An independent evaluation was commissioned including a randomized controlled trial (RCT) to rigorously evaluate LTFI's effectiveness. Overcoming challenges, the RCT recruited 242 children and was the largest of its kind. It aimed to provide high-quality evidence on LTFI's impact to inform practice and policy.
A family approach to protecting children whose parents misuse drug/alcohol: E...BASPCAN
This document summarizes the findings of an evaluation of the FED UP program, which provides services to families where parents misuse drugs/alcohol. The evaluation found that the program was effective in reducing children's emotional and behavioral problems, improving their self-esteem, helping them process thoughts/feelings, and enhancing protective parenting. Key mechanisms of change included children feeling less alone and parents gaining insight into how their behavior impacts children. Barriers to the program included issues with group composition and family instability. The implications discussed expanding the program's reach and using data to improve outcomes for children.
Asking for, and getting help for child neglect:children, young people and par...BASPCAN
Brigid Daniel
Professor of Social Work
University of Stirling
with thanks to:
Cheryl Burgess, University of Stirling
Jane Scott, With Scotland
Julie Taylor, University of Edinburgh
and to Action for Children
Young People's Perspectives on Recognising and Telling about Abuse and NeglectBASPCAN
This document summarizes a study on young people's perspectives on recognizing and disclosing abuse and neglect. The study included a literature review, analysis of an online peer support site, and interviews with 30 vulnerable young people aged 11-20. It developed a framework for understanding how young people recognize, tell about, and get help for abuse, which influences practitioners. The framework shows recognition, telling, and help can be partial, hidden, signs-based, or purposeful. It also examines how related interventions can help symptoms or underlying causes, and influence trust, effectiveness, and duration of support over time. The implications are that practitioners should not rely on verbal disclosure, be sensitive to the challenges of telling, and see that recognition may come
WE MUST BE DOING SOMETHING RIGHT: CHILD SEXUAL ABUSE DISCLOSURE ACROSS THE DE...BASPCAN
This document summarizes a study comparing narratives of child sexual abuse disclosure between young people and adults. It found that young people were more likely to disclose due to a "pressure cooker effect" of emotions building up over time or being directly asked about signs of distress. In contrast, adults were more likely to blame themselves for the abuse and believed telling would make the situation worse. The study highlights the importance of creating an environment where children feel believed and supported to disclose abuse.
The document summarizes a study that examined informal and formal support structures for young people who experienced child abuse. 53 young women and 7 young men between ages 18-24 who reported extensive victimization were interviewed. On average, it took 7.8 years to disclose experiences of child sexual abuse. Most initial disclosures were to informal sources like family and friends. Barriers to disclosure included lack of knowledge that the abuse was wrong and lack of trusted adults. Missed opportunities for intervention were identified at the individual, family, community, and system levels. Key recommendations included providing youth appropriate information about relationships early on, communicating with youth directly and sensitively, and ensuring professionals notice signs of struggle and ask youth directly about their experiences.
The Parents Under Pressure (PuP) Program is a 12-module home-based parenting program that aims to reduce child abuse potential, parental stress, and child behavior problems. The modules can be addressed in any order based on family priorities and are supplemented by liaison with other social services. Studies have found the PuP program reduces child abuse potential, parental stress and improves child behavior, and for every 100 families treated there would be an estimated savings of AU$3.1 million.
A Pilot Study on the Feasibility and Efficacy of the Parents Under Pressure (...BASPCAN
1) The document describes the introduction of the Parents Under Pressure (PuP) program at Coolmine Therapeutic Community in Dublin to address gaps in supporting the parent-child relationship for mothers in residential treatment.
2) Quantitative and qualitative data were collected pre, mid, and post intervention to evaluate the efficacy and feasibility of PuP. Results showed reductions in depression, anxiety and stress levels as well as improvements in parent-child functioning.
3) Qualitative interviews found that PuP helped participants better understand how their childhood trauma and addiction had negatively impacted parenting, but also increased hope by providing mindfulness techniques and a supportive group environment.
Engaging young advisors in creating strategies for increasing safety at the i...BASPCAN
Young advisors from over 100 teenagers aged 13-21 across several European countries were engaged to advise on a project about increasing safety regarding new technologies and intimate partner violence. The advisors provided input on developing the project website and materials. Challenges included low online discussion participation and high turnover of advisors. Strategies to address this included providing incentives, flexible timing of meetings, and discussing issues in new ways like drawing. Key issues were lack of advisor ownership of the online space and lack of direct cross-country discussions. Recommendations included giving advisors control of social media and enabling international meetings.
Young People's Perspective on Online and Offline Experiences of Interpersonal...BASPCAN
This document summarizes key findings from a study on young people's experiences with interpersonal violence and abuse both online and offline. The study included 100 interviews with young people ages 15-18 in several European countries. Key findings included:
1. Experiences of controlling behavior and surveillance both online and offline were normalized by some youth. This included pressure to share passwords and social media accounts.
2. Sending and receiving unwanted sexual images online was also normalized in some areas, though it caused distress for others, especially in tight-knit communities.
3. Both sexual pressure and physical/emotional violence occurred offline as well, with young women disproportionately impacted.
4. New technologies played a role
Incidence, nature and impact of online and offline forms of intimate partner ...BASPCAN
This document summarizes a study exploring intimate partner violence among young people in five European countries. The study uses a mixed-methods approach, including expert workshops, a survey of 4,500 14-17 year olds, interviews with 100 young people, and development of an app. The survey finds high rates of online and offline emotional, physical, and sexual abuse. Girls report more negative impacts than boys. Factors like family violence, bullying, and gendered attitudes predict greater risk. The study also examines sending and sharing of sexual images, finding it associated with greater intimate partner violence risk, especially for girls.
Babies on Top of the World: Early Intervention in the Indian Himalayas Part 3BASPCAN
This document discusses babies and parenting. It focuses on families, empowering parents, and providing community-based training for new parents. The overall message is one of support for babies and their families within a community.
Babies on Top of the World: Early Intervention in the Indian Himalayas Part 2BASPCAN
In Dehradun district of Uttarakhand, India, with a population of 1.7 million people, only around 1800 have access to reliable quality professional services. Most pediatricians in the area have little awareness of the importance of early intervention for children. Developmental disabilities can be present from birth or acquired later in life due to factors like malnutrition, anemia, neglect, or lack of stimulation, and many acquired disabilities can be prevented by proper care and support during early childhood years.
Babies on Top of the World: Early Intervention in the Indian HimalayasBASPCAN
Babies On Top of the World documents early intervention programs for children with disabilities in remote areas of the Indian Himalayas run by the Latika Roy Foundation. The foundation operates 8 centers that serve over 300 children daily and monitors 500 high-risk infants annually, providing developmental assessments, therapy, and training parents and community health workers, though this still only reaches a small fraction of the estimated 66 million developmentally disabled children in India.
An Inclusive and Families Strengths Based Approach in Child ProtectionBASPCAN
This document discusses East Lothian Council's adoption of a strengths-based, inclusive approach to child protection called Signs of Safety. It notes key reports and legislation driving this change and outlines East Lothian's multi-year implementation process beginning in 2011 with workshops and establishing governance groups. This included introducing Signs of Safety for initial case conferences in 2013 and all conferences, supervision, and core groups by 2014. Feedback found professionals and families felt meetings were inclusive and addressed risks fully, though plans were sometimes incomplete. This led to a research project on making plans more specific, measurable, achievable, realistic and time-based.
Using evidence to challenge prevailing ideology: Listening to Fathers, Men's ...BASPCAN
This document summarizes research on fathers' experiences in the child protection system. It begins by providing statistics showing that fathers are less likely than mothers to live with or have contact with their children in the child protection system. It then discusses how, despite evidence of the positive role fathers can play, discourses that stereotype and marginalize men dominate in the field. The document goes on to argue that fathers continue to be systematically excluded from the child protection system. It critiques some feminist approaches to perpetrator programs, saying they are stuck in outdated views and deny complexity. The rest summarizes listening to fathers' experiences and a case study finding no reoffending after a program.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
karnataka housing board schemes . all schemesnarinav14
The Karnataka government, along with the central government’s Pradhan Mantri Awas Yojana (PMAY), offers various housing schemes to cater to the diverse needs of citizens across the state. This article provides a comprehensive overview of the major housing schemes available in the Karnataka housing board for both urban and rural areas in 2024.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
How To Cultivate Community Affinity Throughout The Generosity Journey
"Prevention of abuse as experienced by children with disabilities: A U.S. model for policy, planning, professional development and collaboration"
1. BASPCAN -The Association of England, Ireland,
Northern Ireland, Scotland and Wales for Child Protection
April 14,2015
Harold Johnson/Emeritus Professor – Kent State University
1Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
2. Children with disabilities are…
…“among the most vulnerable members of society”
(UNICEF, 2013)
…three times more likely to experience maltreatment
than their nondisabled peers (Sullivan & Knutson, 2000).
It is currently estimated that 25+% of children with
disabilities will experience one or more forms of
maltreatment between birth and 18 years of age
(Jones et al, 2012).
Note: Prior to the 1980s, most studies of child abuse did not include children with
disabilities (Westcott & Jones, 1999).
2Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
3. During school age…
…Poor physical health: chronic fatigue, altered immune
function, hypertension, sexually transmitted diseases, obesity.
…Social difficulties: insecure attachments with caregivers,
which may lead to difficulties in developing trusting
relationships with peers and adults later in life.
…Cognitive dysfunctions: deficits in attention, abstract
reasoning, language development, and problem-solving skills,
which ultimately affect academic achievement and school
performance.
…Behavioral problems: aggression, juvenile delinquency, adult
criminality, abusive or violent behavior.
3
Shakeshaft, 2004; Sullivan & Knutson, 2000; Wang & Holton, 2007;Willis &Vernon, 2002
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
4. Throughout life…
4
CDC:The Adverse Childhood Experience Study (ACE)
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
5. Children with disabilities experience a significantly
higher rate of maltreatment because they frequently…
1. …do not understand what constitutes maltreatment;
2. …do not know they have the right to say “NO!”
3. …are socially isolated and lonely;
4. …lack the language, knowledge and communication
skills to tell others that they have been maltreated.
5. …do not know how to recognize or protect
themselves in “risky situations.”
6. …do not understand their own emerging sexuality.
7. …are not recognized to be at higher risk for
maltreatment
5
Durity & Oxman, 2006; Hibbard & Desch, 2007; Kendall-Tacke, Lyon,Tailferro, & Little, 2005; MacDougall, 2000; Shelton, Bridenbaugh,
Farrenkopf, & Kroeger, 2008; Sullivan,Vernon & Scanlon, 1987
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
6. State, vs. national, based system of
statues, reporting protocols, investigative
procedures and support systems, with
very limited knowledge of students with
disabilities.
National child abuse data collection
system that did not identify children with
disabilities until 2009. The resulting data
collection process was significantly
flawed.
Very limited interactions between child
maltreatment and special education
professionals.
6Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
7. Professionals are mandatory reporters of child
maltreatment.
Educators represent the single largest category
of professionals reporting suspected cases of
maltreatment.
When educators do report their maltreatment
suspicions, they most often (87%) report to their
administrators services (Crosson-Tower, 2003), with less
than 30% of resulting reports being passed on to child
protective (Kenny, 2001; 2004). This is in direct conflict
with state statues.
7Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
8. Children with disabilities experience maltreatment at a significantly
higher rate than their nondisabled peers.
The maltreatment experience can radically impact the children’s health,
learning and behavior throughout their life.
Their increased risk for maltreatment is largely due to a lack of
awareness, knowledge and skills by the children, their parents and the
professionals who work with them.
The current U.S. model of state statues and educational professional
preparation are inadequate to effectively document and respond to
instances of maltreatment, as experienced by children with disabilities.
These inadequacies, combined with the potentially life long impact of
maltreatment, dictates a focus upon prevention vs. reporting, i.e., we can
not wait until children are harmed to act.
8Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
9. U.S. and U.K. children with disabilities receive specialized
education as guided by I.E.P. documents.
The documents are designed to support the children’s learning
and performance by addressing deficits caused by the children's
disabilities.
In the U.S., the Individuals with Disabilities Act (IDEA) requires
schools to develop and implement an “Individualized Education
Plan” (IEP) for each child with a disability.
Sec. 300.324 Development, review, and revision of IEP states that
“In developing each child's IEP, the IEPTeam must consider--
(i)The strengths of the child;
(ii) The concerns of the parents for enhancing the education of their
child;
(iii)The results of the initial or most recent evaluation of the child; and
(iv)The academic, developmental, and functional needs of the child.
9Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
10. A growing coalition of U.S. professional, parent,
and community organizations are using the
“parent concern” requirement to build safety
into student’s IEP documents via a “Safety
Motion,” e.g.,
“TheCouncil for Exceptional Children (CEC)/Division
of Communicative Disabilities and Deafness (DCDD)
supports the inclusion of safety…IEP objectives in
the educational planning documents of children
with disabilities.“ [approved 5/12/14)
10Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
11. The “safety motion” has also been endorsed by:
Hands &Voices, the largest U.S. organization of parents of
children who are deaf/hard of hearing [4/27/14];
KidpowerTeenpower Full Power International, a global,
nonprofit organization that has served more than 3
million children, teens, and adults, including those with special
needs, through our free online library, affordable publications
and K-12 curriculum, in-person workshops, and professional
consulting [5/23/14];
CEC/Interdivision Caucus (IDC), a council composed of the
leaders of CEC’s 17 Special Interest Divisions, representing
24,000+ special education professionals [6/11/14]; and
The Association of College Educators ~ Deaf & Hard of Hearing,
the U.S. and Canadian professional organization of deaf
education teacher preparation program faculty [2/12/15].
11Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
12. Support of the “safety motion” encourages
parents and professionals to address the
children’s maltreatment risk factors within their
I.E.P. documents, *e.g.,
Factor #1: Does not understand what constitutes
maltreatment
IEP Objective: Student can identify (e.g., draw, tell,
write, or role play) 3-5 positive behaviors that “x’
(e.g., a parent, sibling, relative, adult, friend, etc.)
demonstrates when interacting with them.
12
*Note: See the “Appendix A” for more examples
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
13. The safety motion serves to initiate a focus upon
prevention by…
…breaking the “taboo” of talking about child
maltreatment;
…generating questions concerning the incidence,
indicators, reporting and response to child maltreatment;
…raising awareness of the need for additional professional
preparation and enhanced school policies; and
…generating the need to identify, develop and use
interpersonal, organizational and information resources to
implement and sustain safety programs.
13
*Note: See the “Appendix B” for supporting documents
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
14. The U.S. Council for Exceptional Children (CEC)
Interdivisional Caucus/Maltreatment Work Group
conducted research in 2015 concerning the “safety
motion.”The Group found that:
71% of the responding CEC members supported the motion;
80% indicated a need for more training to incorporate safety
statements into their student’s IEP documents; and
88% agreed to the need for additional research related to the
maltreatment of children with disabilities.
The investigation findings are now being used to identify
needed revisions in CEC professional standards, policy and
professional development.
14Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
15. Children with disabilities have a significantly higher
risk for maltreatment.
The U.S. and the U.K. use IEP documents to guide the
education of children with disabilities.
Seeking organizational support for the “safety
motion” can serve to initiate a process of awareness,
understanding and action.
The inclusion of safety objectives in IEP documents
can serve to prevent the maltreatment of children
with disabilities by proactively addressing some of the
root causes (i.e., factors) of that maltreatment.
15Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
16. I would welcome the opportunity to meet
with you so that we can discuss your work
and possible use of the “safety motion”
to prevent child maltreatment.
I would urge you to use the symposium
handout to access aWeb site with copies
of the symposium presentations and
related resources.
I would also urge you to complete
contact information on the Web site so
that you can join a growing “community
of learners” and “Bright Spots” that are
collaborating in a common effort to
enhance the safety and success of
children with disabilities.
16Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
17. Harold Johnson
Emeritus Professor/Kent State University
3hajohnson@gmail.com
URL: http://deafed-childabuse-neglect-
col.wiki.educ.msu.edu/Home
Harold Johnson: 2006-present
Topic of Child Maltreatment
17
A journey of awareness,
understanding and action
I hope you will join me in
this effort to enhance the
safety and success of
children w/ disabilities.
Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
18. Division of Communicative Disabilities and Deafness (DC DD):
Special Project “Prevention of Maltreatment
Hands &Voices: O.U.R. Children Project & Wiki site
“Silence is NOT an Option” documents
Kidpower Full Power,Teen Power International Web site & "7
Kidpower Strategies for KeepingYour Child Safe“YouTubeVideos
Childhelp National Child Abuse Hotline = 24/7, accessible, free,
confidential consolers to discuss your suspicions or experience of
maltreatment.
ChildWelfare Information Gateway:The Risk and Prevention of
Maltreatment of Children with Disabilities
Child Abuse and Children with Disabilities Web site
18Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
19. Crosson-Tower, Cynthia (2003).The Role of Educators in Preventing and
Responding to Child Abuse and Neglect. Office on Child Abuse and Neglect.,
Caliber Associates, Retrieved from
http://www.childwelfare.gov/pubs/usermanuals/educator/index.cfm
Durity, R., & Oxman, A. (2006). Addressing the trauma treatment needs of children
who are deaf or hard of hearing and the hearing children of deaf parents. Retrieved
from www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauma_Deaf_Hard-of-
Hearing_Children.pdf [PDF].
Hibbard, R., & Desch, L. D. (2007). Clinical report: Maltreatment of children with
disabilities. Pediatrics, 119(5), 1018–1025.
Jones, L., Bellis, M.,Wood, S., Huges, K., McCoy, E., Eckley, L., Officer,A. (2012).
Prevalence and risk of violence against children with disabilities:A systematic
review and meta-analysis of observational studies. Lancet, published online July
12.
Kendall-Tacke, K., Lyon,T.,Tailferro, G., & Little, L. (2005).Why child
maltreatment researchers should include children's disability status in their
maltreatment studies. Child Abuse & Neglect, 29, 147–151.
Kenny, M. (2001). Child abuse reporting:Teachers' perceived deterrents. Child
Abuse & Neglect, 25, 81–92.
Kenny, M. (2004).Teachers' attitudes toward and knowledge of child
maltreatment. Child Abuse & Neglect, 28, 1311–1319.
19Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
20. MacDougall, J. C. (2000). Family violence and the deaf: Legal education and
information issues: A national needs assessment. Retrieved from
www.justice.gc.ca/eng/pi/fv-vf/rep-rap/deaf-sourd.pdf [PDF].
Shakeshaft, C. (2004). Educator sexual misconduct:A synthesis of existing
literature. Retrieved Jan. 11, 2009,
from www.ed.gov/rschstat/research/pubs/misconductreview/report.pdf [PDF].
Shelton, K., Bridenbaugh, H., Farrenkopf, M., & Kroeger, K. (2008). Oregon
ProjectAbility: Demystifying disability in child abuse interviewing. Retrieved
from www.oregon.gov/DHS/children/committees/cja/proj-abil.pdf [PDF].
Sullivan, P. M., & Knutson, J. F. (2000). Maltreatment and disabilities:A
population-based epidemiological study. Child Abuse & Neglect, 24(10), 1257–
1273.
Sullivan, P. M.,Vernon, M., & Scanlan, J. M. (1987). Sexual abuse of deaf youth.
American Annals of the Deaf, 32(4), 256–262.
UNICEF (2013). The state of the world’s children: children with disabilities.
Retrieved from: http://www.unicef.org/sowc2013/
Wang, C-T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in
the United States. Retrieved
fromwww.preventchildabuse.org/about_us/media_releases/pcaa_pew_economi
c_impact_study_final.pdf[PDF].
Willis, R. G., &Vernon, M. (2002). Residential psychiatric treatment of
emotionally disturbed deaf youth. American Annals of the Deaf, 147(1), 31–37.
20Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
22. Risk Factor:
#1. Do not understand what constitutes maltreatment
Background Information:
It is NOT necessary for teachers to define, show, or
explicitly discuss maltreatment for student safety to be
enhanced.
It is necessary for children to know what loving, supportive
family and friends do/looks like.
Note: Maltreatment children often think that what they are
experiencing is normal. They often feel confused, embarrassed and
even guilty, thinking that somehow what they are experiencing is
their fault. Perpetrators “groom” their victims to feel this way.
22Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
23. Instructional Goal:
Student can identify (e.g., draw, tell, write, or role
play) 3-5 positive behaviors that “x’ (e.g., a
parent, sibling, relative, adult, friend, etc.)
demonstrates when interacting with them.
Instructional Strategies:
?
Match with existing instructional work:
?
23Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
24. Risk Factor:
#2. Do not know they have the right to say “NO!”
Background Information:
Children are expected to be compliant, i.e., to do what they are
told. As they grow older, they gradually learn when, how and to
whom they can say “No.” This knowledge represents a critical
component of the children’s self advocacy and safety skills.
Many times, children with disabilities are expected to be
compliant without really understanding what, or why they are
being asked to do. Additionally, some children’s language skills,
behavioral patterns, and/or physical limitations may increase
their difficulty in effectively expressing “No.” Overly compliant
behavior, combined with communication/behavioral challenges
represents a major risk factor for maltreatment.
24Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
25. Instructional Goals:
Student can identify 3-5 contexts (i.e., place, time,
individuals, and actions) in which they have the
right to say “No.”
Students can identify 2-3 actions they can take if
their right to say “No” is not respected.
Instructional Strategy:
?
Match with existing instructional work:
?
25Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
26. Risk Factor:
▪ #3. Are socially isolated and lonely.
Background Information:
▪ The greatest risk for maltreatment occurs not from strangers
(12%), but from parents, siblings, and other adults who are
known and trusted by the family (88%). The greatest period of
risk occurs from birth to age 3 yrs. A period when children are
most dependent upon their parents and most isolated from the
rest of society. Perpetrators work to keep their maltreatment a
secret by strictly controlling who, when and how their “victims”
interact. As such, the more age appropriate interactions a child
experiences, the more diverse their social network, the greater
their safety, social and linguistic competence.
26Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
27. Instructional Goal:
Student can identify (e.g., draw, tell, write, or role
play) 2-3 age appropriate individuals (i.e., friends)
they interact with each week.
Student can identify 3-5 age appropriate activities
that they do on a weekly basis with these individsuals.
Instructional Strategies:
?
Match with existing instructional work:
?
27Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
28. Risk Factor:
#4. Lack the language, knowledge and communication
skills to tell others that they have been maltreated
Background Information:
If you do not have the vocabulary to express what you are
feeling, you are at risk…
If you do not know the names of your body parts, family
members, teachers, etc., you are at risk…
If you can not effectively convey who, when, where, and
how, you are at risk…
If you do not know who and how to tell when you are
scared, afraid, hurt, hungry, etc., you are at risk…
The language deficits of many of our students with
disabilities increase their risk for maltreatment.
28Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
29. Instructional Goals:
Student demonstrates (e.g., draw, tell, write, or role play) the
ability to use critical vocabulary, language skills , and
communication competencies (see below) with 2-3 adults with
whom they interact on a weekly basis.
▪ Vocabulary: emotions, physical states (e.g., hunger, pain, etc.), names
of body parts & individuals w/ whom they interact, & “secrets” vs.
“surprises” & “telling” vs. “tattling”
▪ Language Skills: effectively convey who, when, where, and how info.
▪ Communication Competence: knowing who to communicate with and
how to effectively get their attention.
Instructional Strategies:
?
Match with existing instructional work:
?
29Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
30. …breaking the “taboo” of talking about child
maltreatment;
▪ “The Eleventh Commandment” YouTube video
▪ “Rethinking Child Abuse and Neglect in the Lives of
YoungChildren with Disabilities and Special Needs”
▪ “Child Abuse & Neglect:Three Questions, One Answer”
30Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
31. …generating questions concerning the incidence,
indicators, reporting and response to child
maltreatment;
▪ “Preventing, Recognizing & Reporting Bullying & Abuse”
▪ “Children w/ Disabilities: Challenges, Strategies &
Resources”
▪ “Awareness & Prevention of Abuse/Neglect as
Experienced by Children w/ Disabilities”
31Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
32. …raising awareness of the need for additional
professional preparation and enhanced school
policies;
▪ “ChildVictims to Adult Survivors of Abuse & Bullying:
Lessons Learned & Resources Developed”
▪ “Child Abuse: Beyond Mandated Reporting – Utilizing
CoreCurriculum to Help Protect Children”
▪ “Protecting Children with Disabilities fromAbuse:
Strategies forGrades K-7”
32Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN
33. …generating the need to identify, develop and use
interpersonal, organizational and information resources
to implement and sustain safety programs.
“Prevention, Recognition, & Reporting of Child Maltreatment:
Legal Mandate to Instructional Strategies & Resources”
“The O.U.R. Children Project: Advocating for IFSP and IEP
Documents to Include Safety Objectives”
“Bright Spot” Project
One Page Explanation
Video Explanation
“Bright Spot Community” videos
33Harold Johnson - 3hajohnson@gmail.com - 2015 - BASPCAN