This is a six week course for parents of pupils with additional needs in an Irish setting. The course supports and informs around legislation , inclusive practice, psychological assessment, partnership with schools and individual education planning
This document discusses strategies and considerations for supporting students with disabilities at a high school. It provides statistics on the student demographics and performance. It then defines an Individualized Education Plan (IEP) and the process for developing one. Specific sections address approaches for students with language delays, learning disabilities, and behavioral/emotional disabilities. Key recommendations include identifying individual student needs, using positive reinforcement, ensuring understanding of material, and maintaining close communication between teachers, students and parents.
Here are 10 ideas to motivate students:
1) Establish relationships and high expectations by showing students you believe in their success and will help them achieve it.
2) Set clear objectives for each lesson so students understand what is expected of them.
3) Utilize peer instruction by having students teach each other, which has a 90% retention rate.
4) Try deliberative practice by quizzing students before teaching to identify misconceptions and then discuss as a class.
This document discusses gifted children and their characteristics. It defines a gifted child as one who scores in the top 5% on standardized IQ tests, above the 95th percentile. Gifted children often have characteristics such as being very observant, curious, having intense interests and excellent memory. The document provides tips for parents on how to motivate gifted children and prevent underachievement, such as nurturing their interests, using goals and rewards, and keeping a positive attitude. It also notes some common characteristics of gifted male and female children.
1) The IEP should focus on each student's unique strengths and needs in order to meet them where they are personally. It is important to include the student's own input on their educational and personal strengths, interests, and accomplishments.
2) The IEP should consider how the student's disability impacts their involvement in classes, progress in the curriculum, and participation in school activities. It should also address potential transitions the student may face and needs related to their disability.
3) Parents and students are encouraged to provide input throughout the IEP process to ensure the plan addresses needs, upcoming changes, and helps develop the student's self-advocacy skills.
Integrative Educational Partners provides educational therapy and assessments for people with learning differences. They take a holistic approach using experts in education, nutrition, medicine, psychology and related fields. Services include assessments, individualized therapeutic plans, and tutoring to address issues like ADD, dyslexia, and autism. They use a variety of techniques and activities targeting motor, sensory and academic skills.
This document discusses education for students with special needs. It outlines 13 categories of special needs including autism, intellectual disabilities, and specific learning disabilities. It describes the process for identifying students with special needs through screening and evaluations. The individualized education program or IEP process is covered, which includes developing annual goals and services tailored to each student's unique needs. Effective instructional approaches for students with special needs, such as small group settings and one-on-one learning, are also mentioned.
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
This document discusses strategies and considerations for supporting students with disabilities at a high school. It provides statistics on the student demographics and performance. It then defines an Individualized Education Plan (IEP) and the process for developing one. Specific sections address approaches for students with language delays, learning disabilities, and behavioral/emotional disabilities. Key recommendations include identifying individual student needs, using positive reinforcement, ensuring understanding of material, and maintaining close communication between teachers, students and parents.
Here are 10 ideas to motivate students:
1) Establish relationships and high expectations by showing students you believe in their success and will help them achieve it.
2) Set clear objectives for each lesson so students understand what is expected of them.
3) Utilize peer instruction by having students teach each other, which has a 90% retention rate.
4) Try deliberative practice by quizzing students before teaching to identify misconceptions and then discuss as a class.
This document discusses gifted children and their characteristics. It defines a gifted child as one who scores in the top 5% on standardized IQ tests, above the 95th percentile. Gifted children often have characteristics such as being very observant, curious, having intense interests and excellent memory. The document provides tips for parents on how to motivate gifted children and prevent underachievement, such as nurturing their interests, using goals and rewards, and keeping a positive attitude. It also notes some common characteristics of gifted male and female children.
1) The IEP should focus on each student's unique strengths and needs in order to meet them where they are personally. It is important to include the student's own input on their educational and personal strengths, interests, and accomplishments.
2) The IEP should consider how the student's disability impacts their involvement in classes, progress in the curriculum, and participation in school activities. It should also address potential transitions the student may face and needs related to their disability.
3) Parents and students are encouraged to provide input throughout the IEP process to ensure the plan addresses needs, upcoming changes, and helps develop the student's self-advocacy skills.
Integrative Educational Partners provides educational therapy and assessments for people with learning differences. They take a holistic approach using experts in education, nutrition, medicine, psychology and related fields. Services include assessments, individualized therapeutic plans, and tutoring to address issues like ADD, dyslexia, and autism. They use a variety of techniques and activities targeting motor, sensory and academic skills.
This document discusses education for students with special needs. It outlines 13 categories of special needs including autism, intellectual disabilities, and specific learning disabilities. It describes the process for identifying students with special needs through screening and evaluations. The individualized education program or IEP process is covered, which includes developing annual goals and services tailored to each student's unique needs. Effective instructional approaches for students with special needs, such as small group settings and one-on-one learning, are also mentioned.
The Individualized Education Program (IEP) is a legal document developed by a team to help students with disabilities reach their goals. The IEP focuses on the student's preferences, interests, needs, and strengths. A new IEP is written at least every 12 months. Parents are equal partners on the IEP team and should provide input on their child's abilities and needs. The IEP outlines the student's current performance, annual goals, related services, accommodations, and placement.
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This document discusses dyslexia, including what it is, types of dyslexia, symptoms, myths, and how to deal with dyslexic children. Dyslexia refers to difficulty with reading and is a learning disability. There are several types including surface dyslexia, phonological dyslexia, and rapid naming dyslexia. Symptoms can include cognitive, developmental, and speech issues. The document provides tips for parents, educators, and society to help dyslexic children through accommodations, praise, therapy, and multisensory teaching methods. It aims to increase awareness and dispel myths such as dyslexia only being a vision problem or those with dyslexia never learning to read well.
The document discusses skills needed for managing relationships and conflict, including handling angry feelings constructively. It notes that maturity is associated with better emotion regulation. Poor behavior can be related to developmental stage, mental health, tiredness or restraint skills. The course will cover personalities, brain functioning, frustration tolerance, and methods for describing behavior objectively. It provides an example scenario requiring a difficult conversation with a parent about developmental delays in their child. The goal is to get the parent's cooperation for therapy to help the child gain skills before starting school.
The document discusses the results of taking a VARK learning styles questionnaire. The respondent scored highest in the visual, read/write, and kinesthetic categories, indicating a multimodal learning preference. It provides tips for applying multimodal learning techniques in the classroom, such as using videos, demonstrations, music, and hands-on activities to engage different learning styles and help students better understand and retain information.
Young learners have several advantages when learning a new language such as being highly engaged, asking many questions, and acquiring knowledge quickly. They are not afraid to speak and try to form their own rules. However, teachers must keep in mind that young learners have short attention spans and learn best through hands-on, multi-sensory activities presented in practical contexts. While teaching young learners can be rewarding, it also requires focusing on their needs and preferences to keep lessons engaging and stimulating all language skills.
This document discusses less talented children, who have IQ scores between 70-90 and struggle in school. About 1 in 5 children are considered less talented. They have difficulty with higher-order thinking, abstract concepts, and retaining new information. Less talented children often have low self-esteem from struggling academically and may drop out of high school. The document provides recommendations for supporting less talented children, such as differentiated instruction, repetition, tutoring, teaching study skills, and incorporating their interests outside of school.
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
reading instruction and learning disabilitiesCarmenlink
This document discusses reading instruction for students with learning disabilities. It notes that many students struggle with reading and fall further behind each year. The ability to read is important for academic and life success. Several instructional strategies are presented that have been shown to improve reading for students with learning disabilities, including mnemonic approaches, story mapping, peer-assisted learning strategies, and word study. When implemented effectively, these strategies can lead to increased reading ability, comprehension, spelling, and confidence for struggling students.
This document discusses the importance of sensitive care in child care settings. Sensitive care involves promptly and appropriately responding to a child's needs, having positive interactions, and providing a secure base for exploration. It is important because caregivers replace primary caregivers and are responsible for children's development. Sensitive care helps children feel secure and able to communicate. The document provides examples of sensitive care for different age groups and encourages creating a learning environment within children's zones of proximal development through play and commitment to meeting children's physical and emotional needs.
By Vanessa Lewis at the Tata Learning Disability Forum (TLFD), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
The document discusses behaviorism as a learning theory that focuses on observable behaviors and discounts mental activities. It explains that new behaviors are formed through prompting, fading, and positive reinforcement. The document also contains questions and examples about how students using a sentence master software program are learning sight words through these behaviorist techniques.
Autism is a neural development disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. Symptoms include lack of nonverbal communication skills, delays or lack of speech, and unusual focus on parts of objects rather than whole toys. While there is no cure for autism, with appropriate treatment like therapy and education, many children can learn and develop. Children with autism are often educated in public schools, either in typical classrooms with support or in specialized autism classes, and private school is also an option, though very expensive. Homeschooling allows a quiet environment and one-on-one teaching tailored to the child's needs. Parents should be aware of signs of autism like sensitivity to sounds
PDHPE is a key learning area in primary schools that dedicates 50% of time to physical development and health theory and 50% to physical education. The subject teaches students five skills like moving, problem-solving and decision-making through eight strands including active lifestyle, dance, games, growth and development, gymnastics, relationships, health choices and safe living. The rationale is that this helps children understand themselves, value others, promote physical activity, and make informed decisions.
Yale and NYU Monday, March 23 2020 study island packetsGraceKinney3
This document provides the schedule and instructions for a student's distance learning. It includes the following:
- A daily schedule from 8am-4pm with opportunities to contact the teacher via an app
- Instructions to review powerpoints, pick up learning packets, and complete assignments on the Study Island website
- Assignments for the day include vocabulary practice and identifying adjectives and adverbs
- Homework includes reading to family members and discussing fiction vs nonfiction elements
- Expectations for integrity and respect in distance learning are the same as in the classroom
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
This document discusses the effects that Tourette syndrome can have on school performance. It notes that tics can interfere with concentration, motor skills like handwriting, and social interactions. Children with Tourette syndrome also often have additional conditions like obsessive-compulsive disorder, attention deficit disorder, dyslexia, or nonverbal learning disabilities that can further impact their education. The document provides guidance on evaluations, accommodations, and plans like IEPs and 504 plans that schools should use to support the learning needs of students with Tourette syndrome.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Special Needs Education By: Allison Barkerguestad33fa
This document discusses special needs education and strategies to support students. It covers definitions of special needs, challenges families may face like medical or behavioral issues, and strategies like origami and physical activity that provide educational benefits and build self-esteem. Origami involves step-by-step folding that allows students to reverse mistakes. Physical exercises should also be taught step-by-step from basic to more complex movements. The goal is to work with each student's specific needs.
The document outlines new rules for yard time at a school. It discusses the importance of rules during yard time and introduces systems like a time out zone, yard book to record incidents, and rewards for classes with no names in the yard book. Staff are required to wear high-vis jackets and use hand signals like a thumbs down to enforce rules. Pupils can lose yard time or raffle tickets for misbehavior in the yard. Persistent offenders may lose yard time entirely until their behavior improves. Core rules for pupils include playing fair, only using school equipment, and having safe fun.
Tong Ngoc Hai Anh has over 20 years of experience in sales, marketing, and business development roles in Vietnam. She currently works as the Business Development Manager for the Northern Region at TAN TIN THANH TRADING & PRODUCING CO., LTD, where she is responsible for seeking new agency partnerships and implementing waterproofing projects in Hanoi and surrounding areas. Previously, she held sales and marketing roles at SPACE SOLUTION COMPANY and ADT DECOR COMPANY, managing projects of various sizes across industries. She has a bachelor's degree in Business Management from Hochiminh University of Economics and additional training in sales, negotiation, and presentation skills.
'Early intervention: Identification and Appropriate Teaching' by Professor Li...Dyslexia International
Slide presentation from World Dyslexia Forum 2010 'Early intervention: Identification and Appropriate Teaching' by Professor Linda Siegel
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
This document discusses dyslexia, including what it is, types of dyslexia, symptoms, myths, and how to deal with dyslexic children. Dyslexia refers to difficulty with reading and is a learning disability. There are several types including surface dyslexia, phonological dyslexia, and rapid naming dyslexia. Symptoms can include cognitive, developmental, and speech issues. The document provides tips for parents, educators, and society to help dyslexic children through accommodations, praise, therapy, and multisensory teaching methods. It aims to increase awareness and dispel myths such as dyslexia only being a vision problem or those with dyslexia never learning to read well.
The document discusses skills needed for managing relationships and conflict, including handling angry feelings constructively. It notes that maturity is associated with better emotion regulation. Poor behavior can be related to developmental stage, mental health, tiredness or restraint skills. The course will cover personalities, brain functioning, frustration tolerance, and methods for describing behavior objectively. It provides an example scenario requiring a difficult conversation with a parent about developmental delays in their child. The goal is to get the parent's cooperation for therapy to help the child gain skills before starting school.
The document discusses the results of taking a VARK learning styles questionnaire. The respondent scored highest in the visual, read/write, and kinesthetic categories, indicating a multimodal learning preference. It provides tips for applying multimodal learning techniques in the classroom, such as using videos, demonstrations, music, and hands-on activities to engage different learning styles and help students better understand and retain information.
Young learners have several advantages when learning a new language such as being highly engaged, asking many questions, and acquiring knowledge quickly. They are not afraid to speak and try to form their own rules. However, teachers must keep in mind that young learners have short attention spans and learn best through hands-on, multi-sensory activities presented in practical contexts. While teaching young learners can be rewarding, it also requires focusing on their needs and preferences to keep lessons engaging and stimulating all language skills.
This document discusses less talented children, who have IQ scores between 70-90 and struggle in school. About 1 in 5 children are considered less talented. They have difficulty with higher-order thinking, abstract concepts, and retaining new information. Less talented children often have low self-esteem from struggling academically and may drop out of high school. The document provides recommendations for supporting less talented children, such as differentiated instruction, repetition, tutoring, teaching study skills, and incorporating their interests outside of school.
Autism
1. Umbrella Category for Autism:
Pervasive Developmental Disorder (PDD) is an umbrella term for disorders characterized by impairments in reciprocal social interaction skills and communication skills.
PDD includes:
● Autistic Disorder* and Asperger’s Syndrome (very similar disorders, and some consider them variations of the same disorder)
● Childhood Disintegrative Disorder (CDD)
● Rett’s Disorder
● Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS)
*of all the disorders under PDD, Autism is the most severe.
Definition of Autism:
-Developmental disability
-Affecting verbal and non-verbal communication, social interaction and imaginative creativity.
-Evident before age three
-Referred to as a spectrum disorder ranging from mild to major in severity.
In laymen terms this means that Autism is a disorder that affects a child’s communication with the outside world. These children with autism seem locked inside of themselves, unable to communicate with loved ones through speech or gestures or even eye contact. The world is so overwhelming that sometimes they seek to solace in a repetitive action of some kind like rubbing their cheek, spinning around, shouting or any other number of repetitive actions. This is call “stimming” or “self-stimulation”.
Definition of Asperger’s Disorder:
-Affects how a child communicates with the outside world.
- Symptoms are less severe than general Autism. Many of the same characteristics of Autism, however are able to interact more easily as their language skills are less effected.
-Greater trouble rooted in social relations, because they cannot interpret social signals and cues that are non-literal.
-Have a higher cognitive development and more typical communication skills.
-Have an above average intelligence.
2. How Common; Causes; & Characteristics
How Common:
-Autism is a low incidence disability: 1 in 2000 children
-When including the full spectrum, PDD is estimated to occur 1 in 300-500 individuals
-Four times more prevalent in in boys than girls.
-Knows no racial, ethical, or social boundaries.
Causes:
No single significant cause of autism has been found. Some research has hinted to the involvement of:
-Organic Factors such as:
a) Brain damage
b) Genetic links
c) Complications during pregnancy
-A Biological Basis
-Some evidence that genetics may play a role.
Note: Children born with rubella and those classified as having fragile X syndrome are more likely to develop autism
Characteristics
Autism Asperger’s Syndrome
□ Auditory-based sensory impairments
□ Avoid eye contact
□ Significant verbal and non-verbal impairments in communication
□ May show anxiety
□ Have problems relating to to other individuals
□ Difficulties in social relations
□ Need consistency and resist change
□ Sensitive to light, sound, touch or other sensory information.
□ Difficulties with abstract reasoning
□ Inappropriate attachment to objects
□ Unable to pay attention to others and their interests
□ Unable to understand gestures, facial expressions, and body language
□ Unable to understand variations in cadence and tone of voice
□ May have repetitive speech or echo things they have just heard
□ Take the literally interpretation of word, and are unable to understand figurative language
□ Hand-flapping, toe-walking, spinning, rocking, or other repetitive actions
□ Unusual response to sensory stimulation
□ May excel at visual or spatial tasks and are fascinated by movement or moving objects.
□ Self-injurious behaviours
□ Difficulty in expressing needs; may use gestures instead of words
□ May prefer to be alone
□ Average intelligence □ Not very adaptable
□ May be inattentive
□ Repetitive and restrictive behaviour patterns
□ May have difficulty conducting a conversation
□ Appear to be insensitive to others,
□ Correct others often
□ May say inappropriate or insulting
reading instruction and learning disabilitiesCarmenlink
This document discusses reading instruction for students with learning disabilities. It notes that many students struggle with reading and fall further behind each year. The ability to read is important for academic and life success. Several instructional strategies are presented that have been shown to improve reading for students with learning disabilities, including mnemonic approaches, story mapping, peer-assisted learning strategies, and word study. When implemented effectively, these strategies can lead to increased reading ability, comprehension, spelling, and confidence for struggling students.
This document discusses the importance of sensitive care in child care settings. Sensitive care involves promptly and appropriately responding to a child's needs, having positive interactions, and providing a secure base for exploration. It is important because caregivers replace primary caregivers and are responsible for children's development. Sensitive care helps children feel secure and able to communicate. The document provides examples of sensitive care for different age groups and encourages creating a learning environment within children's zones of proximal development through play and commitment to meeting children's physical and emotional needs.
By Vanessa Lewis at the Tata Learning Disability Forum (TLFD), 2013.
The Forum for Learning Disabilities centred on the theme ‘Learning Disabilities – a more inclusive perspective’. The forum this year included in its purview three additional Learning Disabilities (LD), namely Specific Learning Disability (SpLD), Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD).
In line with the TATA Group’s corporate sustainability endeavors, TIS initiated the Tata Learning Disability Forum (TLDF) in 2006 to ensure that students with special education needs receive the required attention as well as to spread awareness about LD which had been receiving scant attention in India. Since then, via the TLDF platform, TIS has been successful in generating an increased level of awareness and enabling progress in remediation activities for students with LD.
The document discusses behaviorism as a learning theory that focuses on observable behaviors and discounts mental activities. It explains that new behaviors are formed through prompting, fading, and positive reinforcement. The document also contains questions and examples about how students using a sentence master software program are learning sight words through these behaviorist techniques.
Autism is a neural development disorder characterized by impaired social interaction and communication, as well as restricted and repetitive behaviors. Symptoms include lack of nonverbal communication skills, delays or lack of speech, and unusual focus on parts of objects rather than whole toys. While there is no cure for autism, with appropriate treatment like therapy and education, many children can learn and develop. Children with autism are often educated in public schools, either in typical classrooms with support or in specialized autism classes, and private school is also an option, though very expensive. Homeschooling allows a quiet environment and one-on-one teaching tailored to the child's needs. Parents should be aware of signs of autism like sensitivity to sounds
PDHPE is a key learning area in primary schools that dedicates 50% of time to physical development and health theory and 50% to physical education. The subject teaches students five skills like moving, problem-solving and decision-making through eight strands including active lifestyle, dance, games, growth and development, gymnastics, relationships, health choices and safe living. The rationale is that this helps children understand themselves, value others, promote physical activity, and make informed decisions.
Yale and NYU Monday, March 23 2020 study island packetsGraceKinney3
This document provides the schedule and instructions for a student's distance learning. It includes the following:
- A daily schedule from 8am-4pm with opportunities to contact the teacher via an app
- Instructions to review powerpoints, pick up learning packets, and complete assignments on the Study Island website
- Assignments for the day include vocabulary practice and identifying adjectives and adverbs
- Homework includes reading to family members and discussing fiction vs nonfiction elements
- Expectations for integrity and respect in distance learning are the same as in the classroom
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
This document discusses the effects that Tourette syndrome can have on school performance. It notes that tics can interfere with concentration, motor skills like handwriting, and social interactions. Children with Tourette syndrome also often have additional conditions like obsessive-compulsive disorder, attention deficit disorder, dyslexia, or nonverbal learning disabilities that can further impact their education. The document provides guidance on evaluations, accommodations, and plans like IEPs and 504 plans that schools should use to support the learning needs of students with Tourette syndrome.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Special Needs Education By: Allison Barkerguestad33fa
This document discusses special needs education and strategies to support students. It covers definitions of special needs, challenges families may face like medical or behavioral issues, and strategies like origami and physical activity that provide educational benefits and build self-esteem. Origami involves step-by-step folding that allows students to reverse mistakes. Physical exercises should also be taught step-by-step from basic to more complex movements. The goal is to work with each student's specific needs.
The document outlines new rules for yard time at a school. It discusses the importance of rules during yard time and introduces systems like a time out zone, yard book to record incidents, and rewards for classes with no names in the yard book. Staff are required to wear high-vis jackets and use hand signals like a thumbs down to enforce rules. Pupils can lose yard time or raffle tickets for misbehavior in the yard. Persistent offenders may lose yard time entirely until their behavior improves. Core rules for pupils include playing fair, only using school equipment, and having safe fun.
Tong Ngoc Hai Anh has over 20 years of experience in sales, marketing, and business development roles in Vietnam. She currently works as the Business Development Manager for the Northern Region at TAN TIN THANH TRADING & PRODUCING CO., LTD, where she is responsible for seeking new agency partnerships and implementing waterproofing projects in Hanoi and surrounding areas. Previously, she held sales and marketing roles at SPACE SOLUTION COMPANY and ADT DECOR COMPANY, managing projects of various sizes across industries. She has a bachelor's degree in Business Management from Hochiminh University of Economics and additional training in sales, negotiation, and presentation skills.
Supporting Parents of Children with Additional Needs Promotional Powerpoint2Berna F. Daly
This 6-week course for parents of children with additional needs covers topics like attachment theory, learning disabilities, statutory rights, working with schools, understanding psychological reports, multiple intelligences, and individual education planning. Each session includes introductions, presentations, videos, roleplays, discussion, and group work. The course is designed and delivered by Berna Daly, a retired principal and special education teacher, to help parents navigate the educational system for their children with special needs.
Chris Kent
13
Week 2 – New A-Arm and CVT Decision
MAE 195: Racecar Design and Manufacturing
Name: Davon Mukhar
Description: This week I began working on
designing the A-arms for the Baja car in Solid
Works. The A-arms will connect the wheels to
the chassis and allow for suspension travel.
They need to be strong enough to withstand
impacts from the terrain as well as support the
weight of the vehicle and driver. The material
chosen was 4130 chromoly steel tubing for its
high strength to weight ratio. In Solid Works I
started by sketching the basic triangular shape
and extruding a tube. Then
Acrow Big Steel Panel is a formwork system suitable for special applications like bridge piers and columns with complex shapes. It uses large steel panels that are easily erected, adjusted, and dismantled. The panels provide durable forms that minimize concrete adhesion. Acrow has over 35 years of experience providing this and other formwork systems to projects around the world.
WEKA is an open source data mining software written in Java. It contains tools for data pre-processing, classification, regression, clustering, association rules, and visualization. WEKA loads data from ARFF files and allows users to train machine learning models like decision trees on a training dataset, then test the models on a separate testing dataset. It also performs cross-validation to evaluate model performance. WEKA is commonly used for educational and research purposes in data mining and machine learning.
The document outlines the skills and experience of an individual seeking a position in user experience (UX) and user interface design (UI). They have extensive skills in programs like Adobe CC, Dreamweaver, and 3D Max. Their aim is to create better user interfaces and experiences that simplify communication barriers. They have worked as a web designer, front end developer, and UI/UX designer for various companies in India.
Water jet cutting uses a high-pressure jet of water, or water with an abrasive added, to cut materials. It is a non-thermal process that causes no heat damage and can cut almost any material. In abrasive water jet cutting, abrasive particles are mixed into the water jet, allowing it to cut harder materials. Water jet cutting produces no heat-affected zones, burrs, or other thermal effects, and it can cut very intricate shapes with precision. It is used in industries like aerospace, automotive, and stone cutting.
Rumusan dokumen tersebut adalah:
1) Dokumen tersebut membahas peraturan pemarkahan untuk soalan-soalan dalam modul latihan berfokus SPM 2016 untuk mata pelajaran Bahasa Melayu.
2) Ia menjelaskan skor maksimum untuk setiap soalan dan panduan menilai jawapan peserta termasuk kriteria untuk memberikan markah pada aspek isi dan bahasa.
3) Dokumen ini bersifat sulit dan hanya boleh dig
Dokumen tersebut berisi peraturan pemarkahan untuk soal Bahasa Melayu Kertas 1 SPM tahun 2016. Dokumen ini memberikan kriteria penilaian untuk karangan berdasarkan bahan rangsangan dan karangan respons terbuka, serta skema contoh jawapan untuk soalan-soalan tersebut.
Unit op 1 pp supporting children with additional needsHCEfareham
This document outlines a training session on supporting children with additional needs. It discusses identifying different types of additional needs including emotional, physical, sensory, learning, autism spectrum, cognitive and health difficulties. It also covers terminology, factors requiring short and long term support, case studies, ensuring inclusive practice, and communicating with parents/carers. The session aims to help practitioners identify needs, adapt activities, and provide appropriate support for children.
Support for Participants who have a Child with Truancy or Behavioural Problem...The Pathway Group
Participants who have a Child with Truancy or Behavioural Problems at School is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
The document discusses different types of exceptionalities including giftedness and learning disabilities. It provides details on gifted children such as their behaviors, ways to teach and accommodate them, and the need to nurture giftedness. Learning disabilities are defined as a discrepancy between ability and achievement. Common signs in young children and teaching tools are outlined. Speech disorders are also examined, describing the major types, common causes, effects on children, and treatment options. Discussion questions at the end relate to accommodating children with exceptionalities and experiences with educating those with learning disabilities.
The document provides information from a multidisciplinary team at Illinois High School about special education. It discusses what special education is, recommendations to enhance access for students with disabilities, inclusion, and recommendations for specific disabilities including autism, emotional/behavioral disorders, visual impairment. It emphasizes creating inclusive classrooms where students receive supports to maximize participation in general education.
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Differentiated strategies promote inclusion in the classroom. Differentiation involves using various tools and techniques to ensure all students are learning optimally, including modifying lesson content, delivery, and assessments based on student needs. A teacher must understand each student's unique learning style, intelligence, and needs to effectively apply differentiation strategies. These include knowing if students are auditory, visual, or kinesthetic learners and tailoring lessons accordingly. Differentiation strategies can help include students with disabilities like dyslexia, cerebral palsy, ADHD, and Asperger's by addressing their specific challenges and allowing multiple pathways for learning.
Foxfield SEND Information Report 2017-18RuchiDatta81
This document summarizes Foxfield Primary School's support for students with special educational needs and disabilities (SEND). It outlines the school's inclusive philosophy and its offerings in areas like communication/interaction, learning difficulties, sensory/physical needs, and social/emotional/mental health needs. Support includes quality teaching, visual aids, intervention groups, assistive technology, and access to specialists. The school works to identify needs, track progress, ease transitions, and train teachers/staff to meet all students' requirements.
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
The document discusses developmentally appropriate practice in early childhood education as defined by the National Association for the Education of Young Children (NAEYC). It outlines several challenges facing early childhood education including a shortage of quality care, more children living in poverty or with special needs, and difficulties developing a qualified teaching force. It also discusses the standards/accountability movement and how to close achievement gaps between different groups of children by creating better connections between early education and elementary grades. The document provides eight principles of child development and learning that should inform developmentally appropriate practices based on early childhood research.
Tips to Identify Learning Disabilities in Children With AutismDianaVicente6
This slide unveils the crucial tips on identifying learning disabilities in children with autism. Enhance your parenting skills with valuable insights. Discover the significance of encouraging a love for learning, building resilience, and seeking professional guidance. Read to know more!
The document discusses strategies for inclusion of children with special needs in early childhood education settings. It defines special needs and exceptional children. It provides guidelines for identifying children who may need additional support and for communicating respectfully about disabilities. The document also discusses laws requiring inclusion, preparing for inclusion through collaboration and modifying instruction, and applying principles of universal design for learning to meet diverse needs.
Mentor Conclave 2015 - Learning in Action - Dr. Smitha Desai - Special Educat...LXL Ideas
This document discusses inclusion of persons with disabilities in education. It begins by defining key terms like segregation, integration and inclusion. It then discusses international conventions and national laws in India that promote inclusive education. Barriers to inclusion like medical models of disability and societal mindsets are identified. The document outlines processes for identifying students' special education needs, developing individualized plans and providing interventions. Challenges in implementing inclusion like links between disability and poverty are also highlighted. Overall, the document advocates for inclusive practices in education to overcome exclusion of persons with disabilities.
Addresses the needs of CWSN, This modules highlights the need to identify the concept of equity and equality to help Children with special needs to develop holistically. Anybody interested in studying the needs of CWSN shall go through this module for his orientation and capacity building.
Assessing students with learning disabilities YethGu Luchavez
The document discusses strategies for assessing students with learning disabilities. It describes several assessment strategies that can be used instead of or in addition to traditional paper/pencil tests, including presentations, conferences, interviews, observations, performance tasks, and self-assessments. These alternative assessment methods take pressure off written tasks and allow students to demonstrate their knowledge and skills in other ways. The document emphasizes that the goal of assessment is to provide opportunities for students to show their understanding.
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
This document provides an overview of a final project for an SPED 410 course. It outlines the roles of three students - Phoenix Chen who discusses autism recommendations, David Valtierra who discusses visual impairments and inclusion, and Madihah Sharif who discusses emotional/behavioral disabilities. It also provides demographic information about the high school being discussed. Each section provides academic, social, and behavioral recommendations for the specific disabilities addressed based on research sources. The conclusion emphasizes the importance of collaboration between teachers and utilizing planning time effectively.
The document outlines 12 principles of developmentally appropriate practice (DAP) in early childhood education. The principles state that child development occurs across physical, social, emotional and cognitive domains; skills build on prior abilities in sequences; rates vary individually; development results from biology and experience; early experiences have long-term effects; complexity increases over time; secure relationships and peer interactions are important; culture and context influence development; children are active learners in various ways; play promotes learning and self-regulation; challenges that build on but exceed skills support growth; and motivation and dispositions shape learning.
Wendy Lee - Key Strategies for Meeting the Speech, Language and Communication...IEFE
This document outlines key strategies for meeting the speech, language, and communication needs of students with learning challenges in mainstream classrooms. It discusses the importance of a whole-school approach including strong leadership, early identification of needs, impactful interventions, tracking student progress, and ongoing professional development for teachers. Specific strategies are recommended such as using visual supports, structured social interactions, explicit vocabulary instruction, and "think time" to improve student participation and outcomes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Supporting parents of children with additional needs promotional powerpoint2
1.
2. 6 Week Course for Parents of
Pupils with Additional Needs
Course Developed and Delivered by
Berna Daly
Using Powerpoint, Video, Roleplay, Discussion & Groupwork
Retired Principal and Special Ed.Teacher
M. Sc in Special Education
Child Development Specialist
Based in Blackrock, Co Dublin
Tel : 0874 170 170
3. Overview of Session 1
Attachment & Acceptance
Introductions
Attachment Theory and PRACTICE
Marte Meo : Using attachment behaviours to
aid developmental processes.
DVD/Role Play ( Marte Meo Approaches)
Acceptance v Expectations
Summarise Learning
Closure/Homework for next week
4. Overview of Session 2
Learning Disabilities: Key Issues
General Learning Disabilities; Categories ,
ASDs , Down’s Syndrome
Emotional Behavioural Disabilities
Specific Learning Disabilities ( can exist on
their own without GLD but very often present
with GLD.)
Parental Approaches/Styles with children
with learning disabilities
Summarise Learning
5. Overview of Session 3
Your Child’s Statutory Rights
Education Act 1998
Education for Persons with Special
Educational Needs Act (EPSEN) 2004
Child & Family Agency Act 2013
Child Protection Guidelines 1999 (Children
First Bill 2014)
Disability Act 2005
Data Protection Act
Summarise Learning
6. Overview of Session 4
Working in Partnership with Schools
What is partnership ?
Role Similarities Teachers & Parents
Role Complementaries ( Teachers & Parents
Role Reversal : Role-play Exercise
Parent Teacher Interactions :
Strategies for effective Communication
Summarise learning
7. Overview of Session 5
Making Sense of Psychological
Reports
Why Assessment ?
Psycho-educational Assessment . What is an
IQ? How is it measured
Clinical Psychological Assessment
Public v Private
Sample Psycho-Educational Assessment
Report : Discussion : Real Person v The
Assessment .
Summarise Learning
8. Overview of Session 6
Theory of Multiple Intelligences
What are they?
How are your child’s intelligences understood
and developed?
Teaching/Communication/ Styles that match
and/or compensate for your child’s learning
styles
Individual Education Planning
Why , what , where , how and with whom?
Summarise Learning
9. This course has been
designed to support
parents of pupils with
special educational needs
as they navigate their
way through the
educational system. It
can be adapted for
parents of both primary
and secondary school
pupils . All the material is
copyrighted to me and
cannot be used by other
trainers without my
permission . Thank you.
Berna Daly
10. This course has been
designed to support
parents of pupils with
special educational needs
as they navigate their
way through the
educational system. It
can be adapted for
parents of both primary
and secondary school
pupils . All the material is
copyrighted to me and
cannot be used by other
trainers without my
permission . Thank you.
Berna Daly