This article focuses on defining inclusive education, answering many questions about how the students will receive an appropriate education and also gives suggestions for expanding opportunities for children with deaf-blindness. It goes into many details about accommodations students with this disability need and how it is very possible for them to be intended in general classrooms. There are many educational theories included in the article. The main theory that is seen throughout the article is the importance of inclusion. Inclusion of students with deaf-blindness requires a lot of help from families, students, and teachers according to the article.
At this age we need to remember to comfort the child if they become upset and be someone they can speak to if they choose too, it is important we do not shout at children as this could cause them more upset and distress. Also we should be lively and energetic and enjoy taking part in activities they enjoy and provide new challenges for them. Primary schools- During this age it is important to listen to the children however the teaching assistant must make eye contact, lower themselves to the child’s level and speak to the child in a positive way. Children will start to learn boundaries during this time so it is about enforcing them in a positive and encouraging way. Encouragement is also important during all aspects of school life such as during lessons, their work, forming friendships and finding new things because this will help the children to try new things and to progress and move forward with their development and education.
But with the right type of help, students with LDs can succeed and do well in school and life. The first step towards identifying an educational plan of action, the road map to success, is by testing the student to see where the needs are. When a parent, or an educator, suspect there might be a problem, parents and school personnel can get together to intervene before an assessment is made. If a LD is suspected, then the team can begin the assessment process. But before a test to check for a LD is done, it would be wise to check for other possible issues or disabilities that might be interfering with the student’s learning.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
For example, a student may not want to learn math due to a negative experience from a previous course. It is vital that teachers create an environment where the student feels safe from being ridiculed so he or she may be able to reflect on prior knowledge. To significantly enhance learning, lesson plans should be created from student's interests and experiences and must link these experiences and interests to meaningful real-life situations. For example, using batting averages in baseball to explain a lesson in decimals. The student who has an interest in baseball will immediately make the link between the two subjects facilitating comprehension.
A teen should not have to face depression at such a young age. Then again, by becoming more independent learners through homework, the average students will demonstration an improvement in their grades. Students that habitually do their homework can expect to have greater test scores and also higher class grades. This is because students are taking time to develop their understanding of skills and concepts through practice and self-understanding. As you can see, there are pros and cons about homework.
Jason Dunn Dr. Merhaut Communication and Social Competencies for Student with Autism Research Paper 5 January 2014 Social skills deficits is one of the most challenging areas to address when it comes to the education and treatment of individuals with autism. Reading facial expressions, responding to social interactions, and initiating conversations, are all very intuitive skills for many normal functioning persons. To the student or adult with autism, these can be very puzzling challenges to overcome. Researchers and educators and other practitioners have tried to tackle this in a variety of ways. These “social deficits are intrinsic to the definition of autism.” (Harris, 2001) The remediation of these symptoms remains one of the most daunting challenges for professionals who serve people with autism.
The results of these assessments are used to plan the support needed for individuals. This is essential for you as a tutor as you can plan future learning and assessment, and make sure you are not disadvantaging learners by placing them on courses that they are not able to achieve. Computerised Initial Assessments can provide mixed results, although it is explained that it is not a test, some students are obviously intimidated and find the whole process quite daunting. I have noticed this particularly in more mature learners as it is often assumed that people are now IT literate, and this might not be the case. Some student’s do not taking the process seriously, this is usually when they are with their peers and unfortunately this can skew the results.
Parents might want to consider teaching their children about autonomous motivation which promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being. Parents can still rely on teaching their children the same cultural morels as they were taught growing up, but they should highly consider learning new ways to adapt autonomy to their children’s lives. In order for this change to work, parents need to add autonomy more in their parenting yet, keeping the values they think is best for their child. Autonomy for children is a growing