Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
The document provides information on autism spectrum disorders including characteristics, strategies, and classroom approaches. It defines the diagnostic criteria for autism which includes qualitative impairments in social interaction and communication as well as restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, comic strip conversations, and power cards that teachers can use to help students with autism understand social situations and expectations.
Serving Children with Autism Spectrum Disorder Workshop: Part 1 (October 2017)ALATechSource
This document provides an overview of strategies for library services that are effective for youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library, and inclusion strategies. The key points are:
1) Youth with ASD often have difficulties with social skills, sensory processing, and rigid routines. They may struggle with the complexity, unpredictability, and social expectations of the library.
2) Effective strategies for libraries include creating a predictable environment, using visual supports, providing choices and flexibility, and getting to know each youth to understand their needs and interests.
3) Staff should be trained to understand ASD, use clear communication, and address behaviors through techniques like
The document provides information about Asperger syndrome, including common characteristics, diagnosis criteria, co-occurring conditions, and treatment approaches. It notes that Asperger syndrome is characterized by difficulties with social skills, restricted interests, and repetitive behaviors while having normal or above average intelligence. It also discusses autism spectrum disorders more broadly and compares autism to Asperger syndrome.
A selective overview of highlights from the amazing people who highjacked Twitter for a day to function as an autism awareness and advocacy tool, and the amazing experience that was Autism Twitter Day.
This is the slides from a two day Autism Conference with Tony Attwood and Michelle Garnett in Denmark. The conference was hosted by Psychological Resource Centre.
1) Standardized tests underestimate the intellectual capabilities of individuals with autism spectrum disorder (ASD) who have limited verbal abilities. Their low scores on tests are more a reflection of test design than of their true learning potential.
2) Recent accounts by non-verbal individuals with ASD show that verbal output is a poor measure of intellect for this population. Their written communication reveals higher cognitive functioning than would be expected based on limited speech.
3) Successful therapy for non-verbal individuals with ASD focuses on using visual aids and the individual's preferred interests to simplify their environment, build trust, and open channels of alternative communication like drawing to bridge the gap between their intellect and limited verbal expression.
Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
The document discusses social understanding interventions for learners with autism spectrum disorders. It mentions theories of social learning, cognitive styles, social stories and semantic maps to develop social knowledge. It also discusses strategies like clarity of expectations, feedback and interaction to support social skills development for individuals with autism.
The document provides information on autism spectrum disorders including characteristics, strategies, and classroom approaches. It defines the diagnostic criteria for autism which includes qualitative impairments in social interaction and communication as well as restricted repetitive behaviors. It then discusses learning characteristics of autism and provides examples of visual strategies, social stories, comic strip conversations, and power cards that teachers can use to help students with autism understand social situations and expectations.
Serving Children with Autism Spectrum Disorder Workshop: Part 1 (October 2017)ALATechSource
This document provides an overview of strategies for library services that are effective for youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library, and inclusion strategies. The key points are:
1) Youth with ASD often have difficulties with social skills, sensory processing, and rigid routines. They may struggle with the complexity, unpredictability, and social expectations of the library.
2) Effective strategies for libraries include creating a predictable environment, using visual supports, providing choices and flexibility, and getting to know each youth to understand their needs and interests.
3) Staff should be trained to understand ASD, use clear communication, and address behaviors through techniques like
The document provides information about Asperger syndrome, including common characteristics, diagnosis criteria, co-occurring conditions, and treatment approaches. It notes that Asperger syndrome is characterized by difficulties with social skills, restricted interests, and repetitive behaviors while having normal or above average intelligence. It also discusses autism spectrum disorders more broadly and compares autism to Asperger syndrome.
A selective overview of highlights from the amazing people who highjacked Twitter for a day to function as an autism awareness and advocacy tool, and the amazing experience that was Autism Twitter Day.
This is the slides from a two day Autism Conference with Tony Attwood and Michelle Garnett in Denmark. The conference was hosted by Psychological Resource Centre.
1) Standardized tests underestimate the intellectual capabilities of individuals with autism spectrum disorder (ASD) who have limited verbal abilities. Their low scores on tests are more a reflection of test design than of their true learning potential.
2) Recent accounts by non-verbal individuals with ASD show that verbal output is a poor measure of intellect for this population. Their written communication reveals higher cognitive functioning than would be expected based on limited speech.
3) Successful therapy for non-verbal individuals with ASD focuses on using visual aids and the individual's preferred interests to simplify their environment, build trust, and open channels of alternative communication like drawing to bridge the gap between their intellect and limited verbal expression.
Asperger's Syndrome is a condition characterized by difficulties with social relationships and communication. People with Asperger's may be preoccupied with favorite topics, struggle to understand idioms and social cues, and have trouble showing emotional reciprocity. However, relationships can succeed if communication is direct and partners are understanding of these challenges.
This document provides information on teaching strategies for children with autism, including definitions of autism, learning characteristics, and recommended strategies. It discusses using visual schedules, social stories, the 5 point scale, comic strip conversations, and power cards. It also provides recommendations for curriculum materials and additional resources on autism.
The document provides guidance for teachers on understanding and assisting students with Asperger's syndrome, an autism spectrum disorder affecting social skills, communication, and behaviors. It describes common signs of Asperger's including difficulties with social cues, communication, and sensory processing, and offers strategies for teachers to help students improve skills in these key areas through structured routines, clear explanations, social support, and accommodation of sensory sensitivities. Resources for further information on Asperger's syndrome are also listed.
This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Dealing with Mental Health on the Front Lines: Part 1ALATechSource
This document discusses mental health issues and resources for dealing with them. Some key points:
- About 1 in 5 U.S. adults experience mental illness each year, with the most common being anxiety disorders, depression, substance abuse, bipolar disorder, and eating disorders.
- However, 60% of Americans with mental illness receive no treatment, resulting in lost productivity costing $105 billion annually.
- Groups more likely to experience issues include women, non-managers, and non-profits, while groups less likely are older adults, children, homeless/poor, first responders, and military.
- Reasons for not seeking treatment include stigma, lack of awareness, denial, and lack of resources.
So, Do You Think You Have Asperger's SyndromeNathan Young
I have Asperger's Syndrome, and many other people have Asperger's or Autism. This presentation talks about the characteristics of Asperger's Syndrome. And what types of jobs are best for people with Autism.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Asperger syndrome is a neurodevelopmental disorder that affects social interaction and nonverbal communication. It is diagnosed through observations of the child, interviews with parents, and cognitive and language testing. Symptoms include intense interests, difficulty with social skills, changes in routines, and sensory processing issues. While the cause is unknown, research examines biological and structural aspects of the brain. Effective teaching strategies provide structure, predictability, social skills training, and support for sensory needs.
This document discusses strategies for developing inclusive library programs for children with autism spectrum disorder (ASD). It defines ASD and common characteristics such as difficulties with communication, social skills, sensory processing and behavioral regulation. The document outlines barriers children with ASD face in traditional library programs and provides recommendations to overcome these barriers through adaptations like social stories, visual schedules, movement activities and peer support. Regular participation in adapted storytime programs can benefit children with ASD by improving their language, reading, auditory processing and social skills.
Serving Children with Autism Spectrum Disorder: Part 1 (June 2018)ALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It begins with learning objectives focused on understanding ASD characteristics, challenges youth may face in the library, and inclusion strategies. It then discusses ASD diagnostic criteria and characteristics including differences in social skills, communication, senses and brain development. Challenges in the library are explored for different age groups. The document concludes with tips for creating a supportive environment, managing behavior, training staff, and facilitating peer interaction through a Circle of Friends program.
Aspergers Presentation for Special Educationdgdubya
Asperger's Syndrome is a developmental disability characterized by impairments in social skills, communication, and restrictive interests and behaviors. It was first identified in 1944 but was not widely recognized until the 1980s. While the exact causes are unknown, there seems to be a genetic component. Rates of autism spectrum disorders have been increasing, with current rates of around 60-70 per 10,000 children. Children with Asperger's often have sensory sensitivities, difficulties with pragmatic language, impaired emotional connections, narrow interests, motor clumsiness, a need for predictable environments and rigid thought patterns. Suggested treatments include parent training, social skills training, language therapy, sensory integration training, and psychotherapy or behavioral therapy.
Serving Children with Autism Spectrum Disorder (Part 1)ALATechSource
The document provides guidance for library staff on serving youth with autism spectrum disorder (ASD), including identifying characteristics of ASD, challenges youth may face in the library, strategies for inclusion and successful interaction, and tips for facilitating developmental progress and managing behavior. The goal is to make the library a comfortable, predictable environment for youth with ASD through staff training, environmental modifications, and individualized support.
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)ALATechSource
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
Serving Children with Autism Spectrum Disorder (Feb. 2019)ALATechSource
This document discusses strategies for libraries to better serve people with autism spectrum disorder (ASD). It begins by outlining the learning objectives and providing background on the increasing prevalence of ASD. It then discusses the characteristics and challenges of individuals with ASD, including sensory and developmental issues. The document outlines strategies libraries can use to create a more inclusive and supportive environment for those with ASD, such as establishing predictable routines, addressing sensory needs, providing social supports, and ensuring instruction is explicit and literal. It emphasizes the importance of collaboration and addressing the full scope of deficits associated with ASD.
KCA London presentation - making experiences accessible for visitors with aut...leilaschembri
Leila Chapman discusses facilitating experiences for visitors with autism at museums and attractions. She provides an overview of autism as a spectrum condition, common difficulties including issues with social communication, interaction, and imagination. Chapman also describes characteristic behaviors such as sensitivity to routines, senses, and special interests. The document offers tips for supporting people with autism, such as using clear language, visual aids, sensory-friendly spaces, and staff training. The goal is for all to have an inclusive, engaging experience.
The document provides information about a workshop on Asperger Syndrome for educators. It aims to help educators understand what life is like for students with AS and provides teaching strategies. The workshop covers defining and diagnosing AS, examples of how it affects social skills, communication, interests and behaviors. It also discusses strategies for accommodating students with AS, such as establishing routines, using visual supports and social stories, and managing tantrums.
Asperger's syndrome is a developmental disorder that affects social skills, communication, and behaviors. It is characterized by difficulties with social interaction and nonverbal communication, as well as restricted and repetitive patterns of behavior and interests. Those with Asperger's may be overly sensitive to stimuli like light, sound, and touch. Teaching strategies include social stories, modeling social skills, establishing clear rules and expectations, and minimizing classroom distractions. It is important to understand the world from their perspective and provide support to help those with Asperger's connect and succeed socially.
Mark Thorpe, The Therapeutic Relationship In High Functioning Adult Narcissis...guestf8acfe0
The document discusses the differences between narcissistic personality disorder and Asperger's syndrome, which are often misdiagnosed in high-functioning adult psychotherapy clients. While both conditions can present as arrogant and lacking empathy, their underlying causes differ. Narcissism stems from a need for admiration and lack of empathy, while Asperger's is a neurodevelopmental disorder causing social deficits. The therapeutic relationship can help differentiate the two by how clients react to intervention - those with narcissism feel entitled and react angrily to criticism, while those with Asperger's are more accepting of boundaries and structure.
The document discusses Asperger's Syndrome, which is defined as a developmental disability characterized by impairments in social skills and restrictive, repetitive behaviors. It was identified in 1944 and added to the DSM in 1994. Causes may include genetics and environmental factors affecting brain development. Prevalence has increased from 4-6 per 10,000 prior to 1980 to 60-70 per 10,000 today. Common characteristics include sensory sensitivities, impaired pragmatic language skills, lack of emotional connection, narrow interests, motor clumsiness, need for predictability, and rigid thinking. The document provides strategies for parenting and educating individuals with Asperger's.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Asperger's Syndrome is a condition characterized by difficulties with social relationships and communication. People with Asperger's may be preoccupied with favorite topics, struggle to understand idioms and social cues, and have trouble showing emotional reciprocity. However, relationships can succeed if communication is direct and partners are understanding of these challenges.
This document provides information on teaching strategies for children with autism, including definitions of autism, learning characteristics, and recommended strategies. It discusses using visual schedules, social stories, the 5 point scale, comic strip conversations, and power cards. It also provides recommendations for curriculum materials and additional resources on autism.
The document provides guidance for teachers on understanding and assisting students with Asperger's syndrome, an autism spectrum disorder affecting social skills, communication, and behaviors. It describes common signs of Asperger's including difficulties with social cues, communication, and sensory processing, and offers strategies for teachers to help students improve skills in these key areas through structured routines, clear explanations, social support, and accommodation of sensory sensitivities. Resources for further information on Asperger's syndrome are also listed.
This document discusses inclusion programs for children with Asperger's syndrome. It outlines key characteristics of Asperger's including difficulties with social skills, communication, and rigid routines. The benefits of inclusion are described as well as tips for teachers such as using visual schedules and social stories. Creating individualized family service plans and assessing progress is also covered. Overall, the document provides guidance for setting up inclusion programs that meet the unique needs of students with Asperger's.
Dealing with Mental Health on the Front Lines: Part 1ALATechSource
This document discusses mental health issues and resources for dealing with them. Some key points:
- About 1 in 5 U.S. adults experience mental illness each year, with the most common being anxiety disorders, depression, substance abuse, bipolar disorder, and eating disorders.
- However, 60% of Americans with mental illness receive no treatment, resulting in lost productivity costing $105 billion annually.
- Groups more likely to experience issues include women, non-managers, and non-profits, while groups less likely are older adults, children, homeless/poor, first responders, and military.
- Reasons for not seeking treatment include stigma, lack of awareness, denial, and lack of resources.
So, Do You Think You Have Asperger's SyndromeNathan Young
I have Asperger's Syndrome, and many other people have Asperger's or Autism. This presentation talks about the characteristics of Asperger's Syndrome. And what types of jobs are best for people with Autism.
This session offers insight into the socio-environmental characteristics of giftedness and the manner in which they impact the gifted learner in the educational and home environment. Resources for attending to socio-emotional needs in childhood and adolescence will be provided for parents in attendance.
Asperger syndrome is a neurodevelopmental disorder that affects social interaction and nonverbal communication. It is diagnosed through observations of the child, interviews with parents, and cognitive and language testing. Symptoms include intense interests, difficulty with social skills, changes in routines, and sensory processing issues. While the cause is unknown, research examines biological and structural aspects of the brain. Effective teaching strategies provide structure, predictability, social skills training, and support for sensory needs.
This document discusses strategies for developing inclusive library programs for children with autism spectrum disorder (ASD). It defines ASD and common characteristics such as difficulties with communication, social skills, sensory processing and behavioral regulation. The document outlines barriers children with ASD face in traditional library programs and provides recommendations to overcome these barriers through adaptations like social stories, visual schedules, movement activities and peer support. Regular participation in adapted storytime programs can benefit children with ASD by improving their language, reading, auditory processing and social skills.
Serving Children with Autism Spectrum Disorder: Part 1 (June 2018)ALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It begins with learning objectives focused on understanding ASD characteristics, challenges youth may face in the library, and inclusion strategies. It then discusses ASD diagnostic criteria and characteristics including differences in social skills, communication, senses and brain development. Challenges in the library are explored for different age groups. The document concludes with tips for creating a supportive environment, managing behavior, training staff, and facilitating peer interaction through a Circle of Friends program.
Aspergers Presentation for Special Educationdgdubya
Asperger's Syndrome is a developmental disability characterized by impairments in social skills, communication, and restrictive interests and behaviors. It was first identified in 1944 but was not widely recognized until the 1980s. While the exact causes are unknown, there seems to be a genetic component. Rates of autism spectrum disorders have been increasing, with current rates of around 60-70 per 10,000 children. Children with Asperger's often have sensory sensitivities, difficulties with pragmatic language, impaired emotional connections, narrow interests, motor clumsiness, a need for predictable environments and rigid thought patterns. Suggested treatments include parent training, social skills training, language therapy, sensory integration training, and psychotherapy or behavioral therapy.
Serving Children with Autism Spectrum Disorder (Part 1)ALATechSource
The document provides guidance for library staff on serving youth with autism spectrum disorder (ASD), including identifying characteristics of ASD, challenges youth may face in the library, strategies for inclusion and successful interaction, and tips for facilitating developmental progress and managing behavior. The goal is to make the library a comfortable, predictable environment for youth with ASD through staff training, environmental modifications, and individualized support.
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)ALATechSource
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
Serving Children with Autism Spectrum Disorder (Feb. 2019)ALATechSource
This document discusses strategies for libraries to better serve people with autism spectrum disorder (ASD). It begins by outlining the learning objectives and providing background on the increasing prevalence of ASD. It then discusses the characteristics and challenges of individuals with ASD, including sensory and developmental issues. The document outlines strategies libraries can use to create a more inclusive and supportive environment for those with ASD, such as establishing predictable routines, addressing sensory needs, providing social supports, and ensuring instruction is explicit and literal. It emphasizes the importance of collaboration and addressing the full scope of deficits associated with ASD.
KCA London presentation - making experiences accessible for visitors with aut...leilaschembri
Leila Chapman discusses facilitating experiences for visitors with autism at museums and attractions. She provides an overview of autism as a spectrum condition, common difficulties including issues with social communication, interaction, and imagination. Chapman also describes characteristic behaviors such as sensitivity to routines, senses, and special interests. The document offers tips for supporting people with autism, such as using clear language, visual aids, sensory-friendly spaces, and staff training. The goal is for all to have an inclusive, engaging experience.
The document provides information about a workshop on Asperger Syndrome for educators. It aims to help educators understand what life is like for students with AS and provides teaching strategies. The workshop covers defining and diagnosing AS, examples of how it affects social skills, communication, interests and behaviors. It also discusses strategies for accommodating students with AS, such as establishing routines, using visual supports and social stories, and managing tantrums.
Asperger's syndrome is a developmental disorder that affects social skills, communication, and behaviors. It is characterized by difficulties with social interaction and nonverbal communication, as well as restricted and repetitive patterns of behavior and interests. Those with Asperger's may be overly sensitive to stimuli like light, sound, and touch. Teaching strategies include social stories, modeling social skills, establishing clear rules and expectations, and minimizing classroom distractions. It is important to understand the world from their perspective and provide support to help those with Asperger's connect and succeed socially.
Mark Thorpe, The Therapeutic Relationship In High Functioning Adult Narcissis...guestf8acfe0
The document discusses the differences between narcissistic personality disorder and Asperger's syndrome, which are often misdiagnosed in high-functioning adult psychotherapy clients. While both conditions can present as arrogant and lacking empathy, their underlying causes differ. Narcissism stems from a need for admiration and lack of empathy, while Asperger's is a neurodevelopmental disorder causing social deficits. The therapeutic relationship can help differentiate the two by how clients react to intervention - those with narcissism feel entitled and react angrily to criticism, while those with Asperger's are more accepting of boundaries and structure.
The document discusses Asperger's Syndrome, which is defined as a developmental disability characterized by impairments in social skills and restrictive, repetitive behaviors. It was identified in 1944 and added to the DSM in 1994. Causes may include genetics and environmental factors affecting brain development. Prevalence has increased from 4-6 per 10,000 prior to 1980 to 60-70 per 10,000 today. Common characteristics include sensory sensitivities, impaired pragmatic language skills, lack of emotional connection, narrow interests, motor clumsiness, need for predictability, and rigid thinking. The document provides strategies for parenting and educating individuals with Asperger's.
Autism, Asperger's and ADHD.
Lecture 3 Autistic Disorder.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
The document provides an introduction to autism, covering what autism is, the autism spectrum, common impairments associated with autism, challenges autistic individuals face in communication and social interaction, prevalence statistics, and strategies for supporting autistic individuals. Key points include: autism is a lifelong developmental disability affecting social communication and relationships; all autistic individuals experience difficulties with social interaction, communication, and imagination ("triad of impairments") but to varying degrees; autism is considered a spectrum condition with a wide range of manifestations; and understanding autism from the perspective of autistic individuals is important for providing appropriate support.
(Parenting) all about autistic spectrum disordersAndrada Miclaus
This document provides information about autism spectrum disorders for parents and caregivers. It defines autism spectrum disorder and explains the three main areas of impairment: communication, social skills, and flexible thinking. It discusses diagnosis of ASD and challenges involved. While ASD is generally lifelong, appropriate support can help individuals improve skills and functioning over time. The document aims to help parents understand their child's condition.
- Autism is diagnosed before age 3 based on behaviors including social and communication impairments and repetitive behaviors. The exact causes are unknown but likely involve genetic and environmental factors.
- People with autism often struggle with social development, communication, and repetitive or restrictive behaviors. They may have difficulties with tasks like interpreting emotions, maintaining relationships, and adapting to changes.
- Autism is a spectrum disorder with a wide range of symptoms and challenges. Individuals and their families face stigma, a lack of support services, and barriers to education, employment and community integration. Advocacy aims to promote acceptance and opportunities for people with autism to reach their full potential.
Similar to The Particular Needs Of Students With An Autistic Spectrum Disorder - Session Ten (17)
This document summarizes key aspects of the Cuban approach to education according to 5 criteria:
1) Education is a product of family, school, and society, not just schools.
2) Educational tasks are required from birth through cultural mediation and developing vivencia.
3) Adults and peers actively organize the social and cultural environment to enable learner participation.
4) Early education aims to create a positive emotional environment and facilitate independence through games, objects, drawing, and modeling.
5) Approaches for special needs build on these principles with additional support and compensation for deficits.
Educating for Entrepreneurial Mindsets (MESHGuide): A critical consideration ...Mike Blamires
UNESCO Education for All: Developing a translational research and knowledge mobilisation strategy for global and local perspectives through MESHGuides (Mapping Education Specialist knowHow).
Wealth Taking or Wealth Making?:What Does The Evidence Tell Us About Effecti...Mike Blamires
This document summarizes research on effective practices in financial capability and entrepreneurship education. It finds that experiential learning methods are most effective. Regular evaluation of activities and assessment of learning outcomes, rather than just knowledge acquisition, is important. System-wide strategies and teacher professional development are needed to fully integrate these topics into curricula.
This document discusses quantitative and qualitative methods in educational research. It provides examples of quantitative approaches like standardized tests, surveys, and experimental methods. Qualitative approaches include action research, interviews, and documentary evidence. Both approaches are useful but have limitations, so a mixed methods approach is best. Important variables to consider include socioeconomic status, social disadvantage, ethnicity, gender, and school policies. Reliability and validity are also discussed.
This national study forms part of the series, 'Building Effective Research', edited by Andrew Murray and published by the Learning and Skills Research Centre (LSRC). This was commissioned as part of its strategy to enhance the impact of research within the post-16 (or learning and skills) sector, and was conducted by the LSRC plus a consortium of three universities: Leeds Metropolitan, St Andrew’s and Queen Mary’s, London. It comprises a review of relevant literature and five case studies of practice, as well as outcomes of workshops, where the findings were tested with people working in the sector.
Evaluation of the Communication Aids Project (CAP) DFES (2004) Rr580Mike Blamires
This document provides an executive summary of a research report that evaluated the Communication Aids Project (CAP) in the UK. Some key findings of the evaluation include:
1) Parents, educators, and speech therapists acknowledged that without CAP funding, many children would not have received communication aids. However, interviews found no notable positive changes in quality of life measures before and after receiving aids.
2) Children who received aids through CAP reported positive functional and quality of life changes, such as feeling less embarrassed or frustrated.
3) There was variation in the time it took for children to receive aids after applying to CAP, with some applications remaining incomplete after 12 months.
The evaluation provided recommendations around improving the application
The Public, the Personal and National Curricula: Reform in England 1988 to 2010Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium entitled 'Curriculum Reform in Four Nations': a home international perspective: A network 23 symposium .This focuses on England and is presented by Dominic Wyse of Cambridge University
ECER 2010: Curriculum Reform in Four Nations: a home international perspective: Mike Blamires
The document discusses curriculum reform in four nations - England, Northern Ireland, Scotland, and Wales - from an international perspective. Representatives from each nation will present on reforms in their country's education system. While education systems have historically differed between England and the rest of the UK, all four nations now face pressures of globalization but mediate it differently based on their own priorities and economic and social issues.
The School Curriculum in Wales and Devolution: Evidence Informed PolicyMike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium. This presentation is by David Egan, University of Wales Institute Cardiff
Education reform in Scotland: engagement, consultation and the politics of ch...Mike Blamires
Presentation at ECER 2010, Helsinki as part of a symposium on UK curriculum development across the different nations. This focuses on Scotland. By Vivienne Baumfield, Louise Hayward, Moira Hulme, Kay Livingston and Ian Menter
Policy, Politics and Curriculum and Assessment Change in Northern IrelandMike Blamires
Presentation by Carmel Gallagher and Ruth Leitch, Queen's University Belfast at ECER 2010. : Curriculum Reform in Four Nations: a home international perspective: A network 23 symposium
The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
Progression At Pupil, School And National LevelsMike Blamires
The document discusses pupil progress rates from key stage to key stage and factors that affect these rates. It finds that boys, deprived children, those with special needs, and mobile pupils progress at lower rates than peers. Girls and EAL pupils progress at higher rates. Ethnic groups with fewer FSM pupils achieve higher thresholds. White FSM boys make the least progress. Risky behaviors increasingly impact progress negatively. Progress varies by school deprivation levels and types. Early attainment strongly predicts later attainment. FSM pupils are less likely to meet thresholds for every prior attainment combination. One-to-one tuition of an hour or more can positively impact pupil progression when criteria are met and parameters followed.
Evaluation Of Virtual School Heads For Looked After ChildrenMike Blamires
The document summarizes research evaluating the role of Virtual School Heads (VSHs) for looked after children. Key findings include:
1) VSHs helped raise the profile of looked after children's education and had a positive relationship with improved educational outcomes.
2) VSHs worked in different ways but primarily took a strategic role advocating for children.
3) For the VSH model to be effective, local authorities need senior managers focused on tracking attainment and supporting educational progress for looked after children.
- The document discusses the Longitudinal Study of Young People in England (LSYPE), which tracks over 15,000 young people annually from ages 13/14 to 19/20 to understand their life courses and the impact of policies.
- It provides an overview of the LSYPE study design and data collected. Examples of how LSYPE data has been used to inform policies on issues like NEETs, EMA eligibility, and teenage pregnancy are given.
- The challenges of engaging policymakers and stakeholders with longitudinal data are discussed, and tips provided on marketing, consultation, accessible tools and analysis to facilitate engagement.
Defining the Eradication of Child Poverty in the Child Poverty BillMike Blamires
The document discusses the Child Poverty Bill, which aims to eradicate child poverty in the UK within 20 years. It outlines the challenges of defining child poverty measures in legislation given limitations of existing data. Key measures included are relative low income, absolute low income, material deprivation, and persistent poverty. Significant effort was required to communicate technical definitions to stakeholders and address debates during the bill's passage through Parliament.
Using Tellus data for National and Local IndicatorsMike Blamires
The document discusses several National Indicators in the UK that use data from the Tellus survey to measure outcomes for children and young people. It outlines the indicators on emotional health, bullying, participation in positive activities, substance misuse, and satisfaction with parks. For the indicator on participation in positive activities, it provides details on the questions and calculation method. Similarly, it describes the questions and calculation for the substance misuse indicator. It also notes challenges in using Tellus data for national indicators due to changes over time that affect comparisons.
The document summarizes changes made to the Tellus4 survey administered to children and young people in England. Key changes included moving the timing from summer to autumn, increasing the sample size, adding optional questions for local authorities and schools, and improving accessibility with versions in audio, symbol, and signed formats. Over 254,000 children and young people participated, answering questions on topics like emotional well-being, bullying, activities, substance use, and satisfaction with parks and play areas. Data was analyzed at the local authority level and used to calculate national indicators.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
The Particular Needs Of Students With An Autistic Spectrum Disorder - Session Ten
1. The particular needs of students with an autistic spectrum disorder Special educational needs and/or disabilities Training toolkit Session 10 Areas of need set out in the SEN Code of Practice
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12. The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
13.
14.
15. The triad of impairments Social understanding and relating Flexible thinking and social imagination Social communication
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40. Picture exchange communication system (PECS) Pictures used with the permission of Pyramid Educational Consultants UK, Ltd. All rights reserved. Pyramid Educational Consultants UK Ltd, Pavilion House, 6 Old Steine, Brighton, BN1 1EJ Tel: +44 (0)1273 609555 Fax: +44 (0)1273 609556 Coat Drink Crisps Dinner
41.
42.
43.
44.
45.
46.
47.
48.
49.
50. Example of a visual gauge: degrees of anger upset calm irritated cross annoyed angry furious