Teresa Garland is an occupational therapist that has shared her knowledge and experiences with the public in her book Self-Regulation Interventions and Strategies: Keeping the Body, Mind and Emotions on Task in Children with Autism, ADHD or Sensory Disorders. This book is a full of resources for educators and parents of children with self-regulation issues. Published in 2014 this book is an array current information and interventions dealing with sensory/self-regulation issues seen at home and school. As a special educator, I have seen and interacted with students with self-regulation issues. Imagine having a student that on a whim will jump out of their seat and pace in the back of the classroom because the fluorescent lightbulb in the
How are you supporting Zion’s development in the classroom? • I am currently implementing ways to help him interact more with his peers. I allow the children to choose the center in which they want to play in, but I give them a task to complete as a group within that center. 3. Is the child’s mother an active participant in the classroom?
Karen .L Murphy is an assistant professor of early childhood education department at Wheelock College in Boston, Massachusetts. She has a PH.D degree on early childhood studies and teaches courses in educational technology in local schools and programs. In her article, she introduced some of the broader issues around using technology with young children. Then, she describes practices some students used to meaningfully incorporate technology into the integrated science curriculum they developed. Karen uses many examples
He showed eagerness in listening to her, and took to heart what she taught and said. Its amazing how the right adult supervision can turn a child onto a path of education and correct social skills. It was interesting to read Ruvy 's IEP and then to see the child in action. Ruvy is a wonderful child and has a lot to offer to others, the class and
Learning How to Learn Response Essay Everyone has learned something in their lifetime, most of us have done our harder learning at school. In school students learn math, history, English, science and other subjects. What they don’t learn is how to learn these subjects. In this video “Learning how To Learn”, Barbara Oakley, a professor of engineering, points out the main ways of how to learn. She mentions how most teachers use metaphor and analogy to teacher, and she uses these a lot in her explaining how to learn.
‘Literature Opens Doors for All Children’, is an article written by Donna L. Miller and Phi Delta Kappan. They demonstrate literature may hold one of the keys to helping children build their language and communication skills as well as help the child with autism and those without it to develop social connections with each other. When childhood disorders are frequently discussed whether on media or public, many authors have responded with stories told through the perspective of characters who are differently able and use it as teaching materials to public about all the children should be accepted and equal, no matter who you are. From one of the references uses in the content, Sharon Andrew, an author who says that, “inclusion literature, a powerful tool for helping students without disabilities develop an awareness of and tolerance for those with disabilities” (Miller 17). These perspectives broaden horizons for all readers and help create more environments and health realted place where all children are accepted.
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
In September, this candidate began teaching in a substantially separate classroom working with students facing a vast majority of learning disabilities. This Early Childhood Center provides students with the appropriate resources needed to achieve the utmost success. I face several challenges when trying to communicate with my students. Due to the fact that a majority of the students are diagnosed with Pervasive Developmental Disorders including Autism Spectrum Disorders and other severe disabilities marked by communication, social and cognitive delays. As a collaborating school, this candidate took part in leading a discussion during a professional development meeting with co-workers regarding communication with students.
However, multiple sources report the positive effects of gaming in nursing education. Boctor (2013) found that students cited gaming as helpful and useful for bolstering material they had already learned, helping them learn brand-new information, and enforcing the fundamentals of nursing information. They also reported an increase in their self-confidence about being tested on the material (Boctor, 2013). Strickland and Kaylor (2016), reported gaming as an effective and collaborative strategy that stimulates the cognitive and affective domains by improving knowledge retention in an enjoyable and energized
My work experience in Primary schools and Nurseries has helped me to enhance and build upon my key skills and learn more about the behavioural difference needed when communicating with adults versus children. I worked with children aged 2-12 years, aiding them in class activities and looking after them at break times. Much like Nursing, every day was different, which made it enjoyable. I experienced new challenges daily, which allowed me to develop my existing knowledge through applying it to subsequent