4,610 research outputs found

    Teacher Training for Children with Autism Spectrum Disorders in Finland

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    This chapter first provides a short description of the historical background and development of special education teacher training in Finland. The relationship between special education and teaching pupils with autism spectrum disorder (ASD) is covered by chronologically presenting the main events, turning points, publications, and people that have had a significant effect on the education of pupils with ASD in Finland. This is followed by a description of the organization of teacher training, in general, and the particular characteristics of teaching pupils with ASD. In the context of ASD, it is essential to examine questions concerning the link between learning as social practice and the challenges of interaction manifested in learning difficulties. The chapter ends with a description of the continuing teacher education for special education teachers in Finland.Peer reviewe

    Negotiation of Deaf Culture: Alternative Realities in the Classroom

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    In a increasingly globalized world, family members of deaf individuals increasingly are faced with a dilemma between identification with Deaf culture or pursuing biomedical intervention in order help deaf children hear sounds artificially. The importance of this dilemma is critical at the earliest age of deaf individuals\u27 lives, not only in early childhood, but in their school career as well. This poster attempts to not only inform about this issue, but argues for the expansion of programs at the school district level to offer equal resources and information about both options for families with deaf individuals. In so doing, it utilizes Deaf cultural media, historical and anthropological perspectives, and new research to challenge how educators view deafness and Deaf individuals

    Developing a Shared Understanding: Paraeducator Supports for Students with Disabilities in General Education

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    In order for groups of people to become effective teams it is vital that they develop a shared understanding of the underlying beliefs, values, and principles that will guide their work together. This shared understanding evolves over time as members learn about each other, spend time together, and engage in the work of their group. Having a shared understanding provides a basic structure within which teams: • develop common goals; determine actions that will lead toward the attainment of their goals; ensure that their actions are consistent with their beliefs; and judge whether their efforts have been successful

    The Special Need of the Local Church

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    All around this world are individuals with special needs who are seeking to find a place where they truly belong: “According to a 2010 U.S. Census study, 56.7 million Americans, or about one in five U.S. residents have a disability” (Lee 40). With such a statistic, an individual with special needs is bound to be found in almost every church across the U.S. In her book Leading a Special Needs Ministry, Amy Fenton Lee states, “Congregations with a regular attendance from eighty to eight thousand are both impacted, as children with neurological and physical disabilities seek inclusion” (36). Many churches realize the presence of those with special needs but place them off to the side, failing to provide an environment where they may thrive: “Children with disabilities too often find that the church doesn’t truly welcome or truly value them. There simply isn’t a place for these children when kids scamper off to Sunday school classes on Sunday morning” (“The Need for Special Needs Ministries”). Without the acceptance and care they need, some families of those with special needs are left with no choice but to stay at home on Sundays. This may seem outrageous to some, but it is many times the sad reality for those with special needs and their families. Many individuals fail to remember that those with special needs are also created in the image of God and deserve to be included in the dynamic of the local church as much as anyone else. Local churches should establish ministries in order to provide children, youth, and adults with special needs the means to receive the gospel, Deacon 2 discipleship, and a sense of community in an environment unique to their situations and behaviors

    Asperger\u27s Syndrome in the Classroom

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    In lieu of an abstract, below is the essay\u27s first paragraph.A German doctor, Hans Asperger, first described Asperger\u27s syndrome in 1944. Asperger\u27s syndrome, AS, has been classified as a type of autism, which itself was first described in 1943. Although no two children that suffer from AS are alike, typically [they are] viewed as eccentric and peculiar by classmates ... [they] lack understanding of human relationships and the rules of social convention; they are naive and conspicuously lacking in common sense (Williams). However, children with AS are noted to be of average to above-average intelligence and are characterized to have rote memories of high capacity

    Consequences of Categorical Labeling of Preschool Children

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    The use of categorical diagnostic labels prescribed in P.L. 94--142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from non-categorical early intervention programs serving children birth to 3 years into categorical preschool programs for children 3 through 5 years. Almost one-third of all children served in early intervention are found not to be eligible for preschool services because of the requirement for a categorical label. The roles of demographic factors related to place of residence, age, and local school policies in deciding who is eligible for services and what diagnostic category is assigned, were considered. Finally, the consequences of categorical labeling for children, parents, and programs are discussed
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