A program of compensatory affective education for cerebral palsied adolescents

This project was undertaken in order to meet some of the needs of the students at a school for the cerebral palsied. The project was also an attempt to introduce to the teachers of the school some new approaches for dealing with the problems of cerebral palsied students. -- The project report gives the reader an indication of some of the psychological and social needs of cerebral palsied and other physically handicapped children and suggests a number of methods that can be used to deal with these needs. The report focuses on two major problems of cerebral palsied children: that they lack many of the developmental experiences which are readily available to non-handicapped children, and they experience a number of environmental stresses in their early years. These problems rather than the condition of cerebral palsy itself, can lead to abnormal behavior as well as cognitive and affective retardation. -- A remedial program for cerebral palsied adolescents carried out by the author is described in the report. The program used a small group activities approach and that dealt with the following areas of affective education: -- 1. Sensory awareness, including body awareness, -- 2. Verbal and non-verbal communication, -- 3. Group interaction, and -- 4. Relaxation training. -- The teachers of the school were also involved in the program, both as participants in the activities and as group leaders. -- The evaluation of the program indicated that about half of the students showed some improvement as a result of the program. The teachers’ reactions to the program were very favorable and they indicated that they would use many of the techniques introduced in the program in their own classes. -- The Self-Image Questionnaire developed by Deschin (1970) was administered before and after the program to see if the program had a positive influence on student self-image. The judges’ ratings of the questionnaire were found to be highly unreliable and so further analysis of the results was not carried out. -- The report indicates other problems faced by the students of the school, such as the need for values training and vocational counselling, which need further work or study

Mastering mobile learning /

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Chief Learning Officer

Most new technologies are extensions of ideas and concepts of the past. e-Learning using the World Wide Web is no exception, as early versions imitated either the page turning of books, or the instructor controlled classrooms of modern schooling. Only now, a decade and half after the invention of the Web have new forms of learning and teaching emerged that use the unique possibilities of networked communications, sharing and collaboration. These new forms of education and training are possible because of the qualities of the network, and are likely to change teaching and learning forever. Microsoft SharePoint is software developed for business environments that excels in the management of communications, sharing and collaboration. Because of that, it has great potential as the core technology for new ways of learning. This paper explores these possibilities, and shows how SharePoint, in conjunction with a robust learning management system, can be a “whole product ” in regards to the changes that are now occurring in the field of education and training. From “Page Turner ” to Complexity The Internet started as a way for messages to be transferred from one computer at a university or research lab to another computer in the network. E-mail and file transfer were the original educational applications as academics learned that they could distribute their digital documents to others without using paper. Rudimentary discussion forums and list servers were based on early e-mail protocols. The idea of computer-based education first emerged in the late 1950s with proposals for building “teaching machines”. In the 1960s, Donald L. Bitzer started the PLATO system (Programmed Logic for Automatic Teaching Operation), which was expanded and develope