Occupational Therapist’s Role in Addressing Transition Support Through Life Skills

The transition period from high school to postsecondary education has been shown to be a difficult time for youth, especially those with disabilities. The use of occupational therapists in transition services can positively affect a student\u27s ability to attend postsecondary education. Guidance and support are necessary to teach these individuals life skills needed for future success in the transition to postsecondary education. This capstone project aims to assess the needs of students at the Winston school to identify occupational limitations in the area of life skills. Through identification of problem areas, a detailed program was created and implemented to meet the needs of this population during this difficult transition

Lindenwood University -Belleville Student Handbook, 2016-2017

Information and guidelines for Lindenwood University students

Understanding SLA through peer interactions in a Chinese classroom: A sociocultural perspective

Second language learning and development is a complex process that is situated in sociocultural settings. Classrooms provide such daily life settings in which language acquisition occurs via social interactions among peers and the instructor as well as other mediated means. The purpose of this research study was to examine the roles of peer interaction in a Chinese as a foreign language (CFL) classroom and how different types of peer interaction affect learners\u27 second language development in a classroom setting, and what roles peer interactions played in such a setting. Based on the sociocultural theory, the study explored the opportunities for learning that occurred during peer interactive work. Data included personal history interviews, language reflection journals, audio and video recordings of CFL learners in pair or group work, and Oral Proficiency Interviews (OPIs). The participants were seven students from different cultural backgrounds in an intermediate Chinese as a foreign language classroom. Findings indicated that peer interactions played an important role in the Chinese classroom. Mutual assistance in various forms provided various learning opportunities, in which not only the more capable peers assisted less capable peers, but also the reverse situation occurred in different tasks. The study also revealed the changeable nature of peer roles in their interactive routines, in which learners\u27 perspectives and orientation could be changed during peer collaboration process, sometimes dispite of the learners\u27 original goals. However, although task design may affect the degree of a learner\u27s participation, both motivated and less motivated learners benefited from the participation of peer learning activities in which an unmotivated learner might feel impelled to engage in a shared activity. The findings of this study support the sociocultural view of SLA and point to the benefits of assisted performance in L2 peer interaction. These findings also help broaden the understanding of the role peer interaction plays in a second/foreign language classroom. In addition, the results have both theoretical implications as well as practical implications in second language learning and instruction in the classroom

Lindenwood University Strategic Plan, Fiscal 2010

Lindenwood University Strategic Plan, Fiscal 201

Lindenwood University -Belleville Student Handbook, 2015-2016

Information and guidelines for Lindenwood University students

Lindenwood University Strategic Plan, Fiscal 2014

Lindenwood University Strategic Plan, Fiscal 201

The Faculty Landing Page: Easy Access to Both Faculty Administrators Schedules

Despite the obvious successes that the Frederik Meijer Honors College has enjoyed in recent years, there are noticeable ways in which it can grow, the most visible of which, is the current agency that the students claim in the Honors College. Lack of student agency, or governance, is likely the manifestation of a deeper problem, however. We seek to solve the inability for the Honors College students and faculty/administration to develop rich and meaningful relationships, through which the students will be able to voice their concerns and thus help govern the Honors College. We believe that effective governance is built on authentic relationships. Our aim is to foster an environment in which these relationships can flourish, with an emphasis on creating barrier-free opportunity for faculty/administration and students to openly communicate. Through an empathetic approach, we will gain better knowledge and understanding of what past, present, and future FMHS students want and need to participate in improved communication. We aim to amplify student issues and ensure faculty and administrative involvement in dialogue, eliminating communication barriers that leave both students and faculty in the dark

Bringing Meaningful Grade Aligned English Language Arts to the Classroom: Bridging Research and Practice

Instruction in meaningful grade aligned English Language Arts (ELA) content for students with moderate to severe intellectual and developmental disabilities provides a full educational experience that can lead to increased quality of life. Many teachers, however, face barriers in how to teach meaningful, grade aligned ELA. This article bridges research to practice by describing effective strategies for teaching a wide range of strands that fall under ELA, such as comprehension, writing, and student-led research. In addition, a framework is offered as a model of how to put it all together when teaching grade aligned ELA

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

A Deaf Way of Education: Interaction Among Children in a Thai Boarding School

This is an ethnographic study of peer society in a boarding school for deaf children in the Kingdom of Thailand. The aim is to describe the students' after-hours interaction together and its function in their intellectual and social development. Deaf children tend to be institutionalized because they are unable to fully participate in the process of socialization conveyed by speech. Deafness is perceived as an inevitable loss to intellectual and social capacity. Considered to be uneducable in ordinary settings, they are sent to residential schools, which remain the predominant placement worldwide. The informal interaction among deaf students has largely been ignored or decried as impeding educational goals. Yet as their first opportunity for unhindered communication, the interaction among deaf students reveals their learning capacity and preferences. Aged six to nineteen years, the youth created educational activities to learn the sign language, in-group and societal norms, and worldly knowledge. They devised a complex social organization via a sign language that is little used or appreciated by teachers. They regulated their modes of interaction with each other according to relative skill in the sign language and mental acuity (a "social hierarchy of the mind"). This provided a pathway of gradually diversifying learning activities. The confinement to a given status group fostered teaching and learning among youth of similar skill levels ( and provided an example of Vygotsky's "zone of proximal development.") Student leadership was split into elders who wielded authority and those few youth who were skilled and creative masters of signs. These "signmasters" were generators of new ideas, storytellers and interpreters. This honored role was aspired to by youngsters, and the skills had been consciously passed down. At the same time there was pressure, by some students and teachers, to supplant creative activities with regimentation. The study recommends that educators examine the overall school environment to assure that there is a "normal" balance of activity that is similar to other children in the society, and to consider the value of deaf students' interactions and sign language as resources in the classroom