Factor 1 was reading comprehension, Factor 2 indicates Word Reading, and Factor 3 determined Fluency. The reason for the factors was that all three were closing related to each other with .64 correlated in Comprehension and Word Reading, .58 correlated in Comprehension and Fluency, and a .51 correlation between Word Reading and Fluency. To identify the poor readers, a sample percentile score were computed for each factor score and a reading problem was defined if the student scored below the 15th percentile in any of the factors. The procedure determined that 63 students were at risk and needed further intervention. The study also proved that reading problems in middle elementary students requires a multi step process.
Do the variables reflect the concepts identified in the framework and are the variables clearly defined (conceptually and operationally) based on previous research and or theories (Perron, Sommer, Hudelson, Demaurex, Luthy, Louis-Simonet, et al., 2009)? In this research study on effective communication, the project is outlined for the researcher and the study group. For the classroom, there is a syllabus for the students to follow. The demographic variables being examined are communication between staff and communication between patients and staff. It is important for staff to know there may be linguistic barriers when communicating with patients and family members.
Findings from this inventory may also be useful to school personnel, along with the school nurse, to tackle ways to help children learn how to manage stress. Classes and support groups can be formed for children and parents to help develop better understanding of stress management. Application of Tools to the Vulnerable Population and Self-Awareness Paper The vulnerable population from The Neighborhood is identified is an older adult with chronic illness population. Assessment tool such as Hassles and Uplifts Scale can useful in assessing Mrs. James’ stressors and coping skills. Multiple stressors identified in the paper are health problems, lack of support from family and friends, and lack of access to transportation.
Name …………………………………………………………………. Unit LD: 201 Understand the context of supporting individuals with learning disabilities Unit Title: Understand the context of supporting individuals with learning disabilities Unit sector reference: LD 201 Level: 2 Credit value: 4 Guided learning hours: 35 Unit accreditation number: K/601/5315 Unit purpose and aim The unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities. Answer the following questions units either one of the method of producing evidence e.g.
Interview Project Summaries Mitchell Martin Liberty University November 25, 2012 Interview Project Summaries Children of all ages are fascinating to talk to for a variety of reasons. You never know how they will respond to your questions. Their point of view will come at you, the teacher, from many directions. As educators it can be considered part of our duty to understand how children cognitively, socially, and morally develop (Slavin, 2009) in order to most accurately serve their developmental needs. I interviewed four children, a preschooler, a fourth grader, a 7th grader, and a 12th grader, and attempted to investigate how their responses from my open-ended questions reflected information relative to their age groups.
Wiley, A., Siperstein, G., Forness, S., & Brigham, F. (2010). School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance. Journal of Child & Family Studies, 19(4), 451-461. doi: 10.1007/s10826-009-9316-4. This article studies the different social and behavioral characteristics of students with Emotional Disturbance in the public schools and how it may impact special education effectiveness. I was interested in this article so I could further my knowledge of the social and behavioral characteristic of students with emotional disturbance because I wish to work with emotional disturbance children once I complete my Masters of Education.
Grading in Special Education by Susan M. Brookhart looks at a different grading strategy. She thinks students in special education need to be graded based upon their goals in their Individual Education Plan's (IEP). Brookhart expresses that grading students in special education at a lower level then everyone else is unfair to both students in special education and to those not in special education. This is an interesting article/book for parents to read because it gives them some ideas of questions to bring up to their child's case mangers on different ways to grade their children in special
Signature of student: AMBER DONOGHUE Date: 14th September 2014 Date of submission: 14th September 2014 The Struggles with Reading, Comprehending and Inclusive Practices When looking at the classroom dynamic there will always be obstacles for teachers to overcome; rowdy students, difficult texts, classroom management, and dealing with each students’ different capabilities. When focusing on the various capabilities of students, it’s important to ensure that your teaching style is inclusive of all, and provides enough of support for each student. To demonstrate effective uses of inclusive practices, reasonable adjustments and curriculum differentiation I will use a case study of a student named Julie who appears to have dyslexia. Inclusive Practices Inclusive practices and teaching is all about ensuring that each student is taught in a way that suits their needs and abilities (Department of Education and Training, 2010). It incorporates various aspects such as including various teaching styles, identifying both educational and social needs, and being flexible within the various teaching and learning styles.
NOTES FOR INTERVIEW 2 Supporting the Underacheiving Student The aim of this article is to support and enable the mentor to critically reflect on the processes involved in supporting and managing a learner who is failing to meet the NMC proficiencies for registration, developing an action plan to resolve this situation. This can be used as portfolio evidence for your personal development plan. Learning Outcomes: On completion of this workshop you should be able to: * Identify and critically reflect on the common behaviours of the underachieving student. * Utilise a problem solving approach to construct an Action Plan to support the learning needs of an underachieving student. * Based on the best evidence, consider the implications of failing a student * Critically reflect on the consequences of “Failing to Fail” Demonstrate recordable evidence of mentorship update which is relevant to remain on the mentor register database Identifying the Underachieving Student: Most students successfully achieve their learning outcomes on placement.
The most common type of behavioral treatment includes the Cognitive Behavioral Therapy also known as CBT. A study was conducted comparing cognitive behavioral therapy and Educational Support Groups to see which one works better (Curtis, 2004). The experiment contained four stages. These stages included teaching patients to realize irrational thoughts, confronting otherwise fearful situations, cognitive restricting and assigning homework. The Educational Support Groups consisted of group therapy, communication and assertiveness.