Challenges faced by special need student are, usually, ignored in schools; the sheer ignorance stems from lack of knowledge or untrained staff which is why special education schools are must for any student with special need.
This document discusses supportive services for students with special needs in an inclusive classroom. It outlines the roles of special teachers, speech therapists, physiotherapists, occupational therapists, and counselors who provide different types of support. Special teachers help with lesson planning, specialized instruction, and classroom management. Speech therapists, physiotherapists, and occupational therapists provide specific services to address needs related to communication, physical abilities, and daily living skills. Counselors offer counseling and collaborate with other professionals.
This document discusses providing medical care to children with special health care needs (CSHCN) using a medical home model. It outlines learning objectives about routine health maintenance, common acute medical issues, and palliative care for CSHCN. The medical home model aims to provide accessible, continuous, comprehensive, family-centered, coordinated, and compassionate care. Routine checkups for CSHCN focus on growth, nutrition, immunizations, dental, vision, and hearing. Acute issues addressed include respiratory, neurological, and orthopedic complications. Palliative care focuses on relieving pain and other distressing symptoms to improve quality of life, and supports bereaved families.
The document discusses attention deficit hyperactivity disorder (ADHD) in students. It defines ADHD as a biological disorder characterized by distractibility and impulsiveness. While ADHD affects around 3-5% of school-aged children, opinions vary on its exact causes and whether it is overdiagnosed. Stimulant medications are often used to manage its symptoms, and while some students may outgrow ADHD, many will continue to experience issues into adolescence or adulthood. The document recommends positive reinforcement, increased variety in lessons, organization, and in some cases small amounts of special education to help students with ADHD in classroom settings.
6. approaches to working with childrenTehreem Anis
Ìý
This document discusses approaches to working with children as a physiotherapist. It emphasizes that children have different needs than adults due to their medical conditions, vulnerabilities, and developmental stages. When providing services to children, it is important to involve them and their families in care, use collaborative goal-setting, work as a team, and effectively communicate. Organizational changes are pushing for services to be more child-centered, holistic, empowering to children and families, and evidence-based with a focus on early intervention. Physiotherapists work with children in hospital, community, and school settings to treat conditions and help with development.
This document discusses the different types of learners in a Year 4 classroom. It notes that some students are gifted in mathematics and science, while others struggle with conditions like dyslexia and ADHD. It also mentions some students have behavioral issues when they don't understand concepts and don't want to ask for help. The problem-solving task allows students to work collaboratively and engage in hands-on learning that stimulates visual, auditory, and kinesthetic learners.
Independent classroom benefits and drawbacksakhaydutt
Ìý
A self-contained classroom is one where students share similar educational needs. It is often used for gifted students, students with disabilities, or those spanning multiple grade levels. The goal is to extend the time students with behavioral or learning disabilities spend in a general classroom, while providing specialized instruction. However, there are drawbacks, as students in self-contained classrooms may struggle with standard curriculums or feel socially stigmatized for being separated from peers. Teachers must integrate such programs sensitively to avoid students feeling superior.
Co-Lecture: Use of Clay in Working With Emotionally Disturbed Students
An exploration of the most common types of emotional disturbances found in our schools, and a presentation of useful activities with clay that fosters self-expression and discussion within the context of a class of typical students.
Other health impairments are defined as having limited strength, vitality, or alertness that results in limited alertness in an educational environment. Common characteristics include fatigue, mobility issues, issues with attention, coordination difficulties, and muscle weakness. Examples of other health impairments include seizure disorders, sickle cell disease, asthma/allergies, and chronic health conditions like severe burns or cancer. Accommodations for students with other health impairments may include allowing extra time to complete assignments, less rigid participation and due date rules, emotional support, and materials featuring students with similar struggles. Learning strategies include checking for understanding verbally, marking correct answers instead of filling in blanks, breaking tasks into smaller parts, and
This document discusses gender bias in education. It summarizes that girls have faced discrimination in educational institutions through unequal attention and participation opportunities compared to boys. The curriculum and textbooks also show gender bias, such as portraying some subjects like math and science as male-oriented. Management in education also demonstrates bias through fewer opportunities and unequal pay for women compared to men with equal qualifications. The document calls for providing equal opportunities to both genders across educational institutions, curriculum, textbooks, and management.
With campuses in Provo and Springville, Utah, Provo Canyon School is a private facility providing students with superior academic programs alongside comprehensive residential treatment support. Over the course of the last 45 years, Provo Canyon School (PCS) has developed a diversity of programming designed to address the needs of students living with depression, bipolar disorder, schizoaffective disorder, and other conditions.
Effectiveness of a group contingency interventionChristy Moran
Ìý
This document discusses the effectiveness of a group contingency intervention in a self-contained classroom for students with emotional/behavioral disorders (EBD). It describes EBD and common issues for students with EBD like difficulties with relationships and inappropriate behaviors. The intervention used an interdependent group contingency where students could earn rewards based on their positive behavior. Data was collected on positive statements and school performance for three students, John, Ken, and Dan. The results showed increases in positive behaviors and school performance during the intervention period for both students.
PDHPE within primary schools is an essential subject that develops life skills like social, physical, emotional, and psychological attributes. It covers personal development, health, and physical education, which are key areas of the NSW primary curriculum. The PDHPE curriculum teaches students how to make positive group contributions, accept others, make healthy lifestyle choices through nutrition and exercise, and deal with body changes during development.
The document discusses the importance of teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It argues that PDHPE focuses on developing the whole person by teaching them about personal growth, health and wellbeing, physical activity, and informed decision making. It teaches essential skills like communication, problem solving, and interaction. The 'PD' component teaches about personal identity and development. The 'H' teaches mental, social, physical and spiritual health as well as nutrition and health services. The 'PE' promotes physical activity and fundamental movement patterns.
This document discusses research on the benefits of student participation in co-curricular and extracurricular activities. It summarizes studies finding that participating students have higher GPAs and standardized test scores, better attendance, and higher college aspirations than non-participating students. The document also discusses how activities can enhance intellectual and social development, help students balance academics with other commitments, and reduce risky behaviors. Overall, it argues that co-curricular and extracurricular participation provides students with numerous benefits.
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
This document discusses educating students with special needs. It covers understanding different types of special needs including physical, sensory, communication, emotional and behavioral disorders, as well giftedness. It also discusses effective instructional practices, teaching strategies, accommodating special needs in the classroom, the Individuals with Disabilities Education Act and strategies for working with and optimizing development of disabled children.
Movement Therapy and Students with ADHD | Jala PearsonJala Pearson
Ìý
Jala Pearson cares about students dealing with ADHD and their parents. She recently uncovered an article that talks about how movement therapy can help these students thrive in the classroom. To read more about ADHD from Jala Pearson, visit her site dedicated to the topic. It can be found linked above.
This 3 sentence summary provides the high level information from the document:
The document appears to be from a student saying farewell to their school garden. It contains a photo of the student, Susanna Hovhannisyan, as well as photos of their friends from school. The student signs off with the message "Good Bye".
Brittany Hill proposes utilizing dance/movement therapy to improve holistic wellness. Dance/movement therapy can relieve stress and anxiety through creative movement of the mind and body. Studies show creative engagement like dance decreases anxiety, stress, and mood disturbances. While those with Down syndrome face health challenges as they age, combining physical therapy with music and dance makes exercises more stimulating. Integrating practices like yoga, dance and music therapy can also positively impact children with autism. The research aims to spread awareness of dance/movement therapy and its potential to support students with disabilities through engaging education that stimulates cognition and physical health.
The document proposes a program called "Freshmen -15" to address weight gain among first-year students at Rutgers University–New Brunswick. It aims to create a weight prevention program using a point system for weight/fat loss, hosting monthly health events, and matching students with personal mentors. The program seeks $1,787 in funding from sources like the CDC and NJ health department to cover prizes, guest speakers, promotional materials and healthy snacks. It argues the program can educate students on healthy lifestyles and provide long-term support to help prevent freshman weight gain.
Elementary school guidance counselors work with students individually, in small groups, and in classrooms to help them develop self-awareness, interpersonal skills, decision-making skills, study habits and transition successfully to intermediate school. Counselors provide educational, academic and social-emotional counseling, assess student abilities and interests, and confer with teachers and parents. They maintain confidentiality except in situations of safety risk or legal requirements and obtain parental permission for individual or group counseling sessions.
The document proposes a program called "Freshmen -15" to address weight gain among first-year students at Rutgers University–New Brunswick. It will use a points-based competition, health events, and personal mentors to promote healthy lifestyles. The $1,787 budget will cover prizes, guest speakers, snacks, and flyers. The program aims to educate students on maintaining a healthy weight through college using a social media campaign.
Dianne Ward, Ed.D. - "Moving Kids at Preschool and at Home" youth_nex
Ìý
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Ward is Professor of Nutrition in the Gillings School of Global Public Health at the University of North Carolina.
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
This document provides information about the DaytopNJ residential substance use treatment program and recovery-focused independent boarding and day school. It offers a full school day education with certified teachers, small class sizes, and year-round academics. Students receive individualized treatment plans, individual and group therapy, and evidence-based treatment approaches. The program serves co-educational students ages 13-18 in a serene campus setting that provides counseling, crisis intervention, integrated technology, and community service opportunities. It is a licensed and accredited non-profit adolescent residential substance use treatment program.
The Education Queensland policy aims to:
1) Respond optimistically and constructively to the needs of educationally disadvantaged and marginalized students.
2) Use diversity as a rich resource for building an intellectually challenging curriculum that makes all students and community members feel safe and free from discrimination.
3) Promote locally negotiated responses to student, family, and community needs through effective engagement and cross-agency collaboration.
The psychology program at Coastal Carolina University (CCU) enrolls approximately 300 majors in classes ranging from 20 to 50 students, allowing for individual attention. The program provides a solid foundation in research methods, statistics, and core areas of psychology. Students can earn either a B.A. or B.S. degree by completing 36 credit hours of approved coursework. Active student organizations like Psi Chi honor society and the Psychology Club offer opportunities for involvement in the field. Many psychology graduates pursue careers in mental health or further education in graduate school.
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Woodside Elementary School in Topsham, Maine houses the special programs for the local school district. It has 360 students enrolled from kindergarten through 5th grade. The school employs a variety of interventions and programs to support students with special needs through a three-tiered Response to Intervention approach. Special programs are located throughout the school and students receive individualized support through small group instruction, tutoring, and inclusion in regular classroom activities.
The document outlines the various roles of nurses in caring for children and adolescents with mental health conditions. It discusses that nurses can play primary roles like primary caregiver, health educator, and coordinator. As primary caregiver, the nurse provides preventive, promotive, curative and rehabilitative care. As health educator, the nurse's goal is to provide information to children, parents and others about illness prevention and health promotion. The nurse also acts as a consultant, counselor, case manager and collaborates with the mental healthcare team to meet the needs of the child or adolescent.
This document discusses gender bias in education. It summarizes that girls have faced discrimination in educational institutions through unequal attention and participation opportunities compared to boys. The curriculum and textbooks also show gender bias, such as portraying some subjects like math and science as male-oriented. Management in education also demonstrates bias through fewer opportunities and unequal pay for women compared to men with equal qualifications. The document calls for providing equal opportunities to both genders across educational institutions, curriculum, textbooks, and management.
With campuses in Provo and Springville, Utah, Provo Canyon School is a private facility providing students with superior academic programs alongside comprehensive residential treatment support. Over the course of the last 45 years, Provo Canyon School (PCS) has developed a diversity of programming designed to address the needs of students living with depression, bipolar disorder, schizoaffective disorder, and other conditions.
Effectiveness of a group contingency interventionChristy Moran
Ìý
This document discusses the effectiveness of a group contingency intervention in a self-contained classroom for students with emotional/behavioral disorders (EBD). It describes EBD and common issues for students with EBD like difficulties with relationships and inappropriate behaviors. The intervention used an interdependent group contingency where students could earn rewards based on their positive behavior. Data was collected on positive statements and school performance for three students, John, Ken, and Dan. The results showed increases in positive behaviors and school performance during the intervention period for both students.
PDHPE within primary schools is an essential subject that develops life skills like social, physical, emotional, and psychological attributes. It covers personal development, health, and physical education, which are key areas of the NSW primary curriculum. The PDHPE curriculum teaches students how to make positive group contributions, accept others, make healthy lifestyle choices through nutrition and exercise, and deal with body changes during development.
The document discusses the importance of teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It argues that PDHPE focuses on developing the whole person by teaching them about personal growth, health and wellbeing, physical activity, and informed decision making. It teaches essential skills like communication, problem solving, and interaction. The 'PD' component teaches about personal identity and development. The 'H' teaches mental, social, physical and spiritual health as well as nutrition and health services. The 'PE' promotes physical activity and fundamental movement patterns.
This document discusses research on the benefits of student participation in co-curricular and extracurricular activities. It summarizes studies finding that participating students have higher GPAs and standardized test scores, better attendance, and higher college aspirations than non-participating students. The document also discusses how activities can enhance intellectual and social development, help students balance academics with other commitments, and reduce risky behaviors. Overall, it argues that co-curricular and extracurricular participation provides students with numerous benefits.
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
This document discusses educating students with special needs. It covers understanding different types of special needs including physical, sensory, communication, emotional and behavioral disorders, as well giftedness. It also discusses effective instructional practices, teaching strategies, accommodating special needs in the classroom, the Individuals with Disabilities Education Act and strategies for working with and optimizing development of disabled children.
Movement Therapy and Students with ADHD | Jala PearsonJala Pearson
Ìý
Jala Pearson cares about students dealing with ADHD and their parents. She recently uncovered an article that talks about how movement therapy can help these students thrive in the classroom. To read more about ADHD from Jala Pearson, visit her site dedicated to the topic. It can be found linked above.
This 3 sentence summary provides the high level information from the document:
The document appears to be from a student saying farewell to their school garden. It contains a photo of the student, Susanna Hovhannisyan, as well as photos of their friends from school. The student signs off with the message "Good Bye".
Brittany Hill proposes utilizing dance/movement therapy to improve holistic wellness. Dance/movement therapy can relieve stress and anxiety through creative movement of the mind and body. Studies show creative engagement like dance decreases anxiety, stress, and mood disturbances. While those with Down syndrome face health challenges as they age, combining physical therapy with music and dance makes exercises more stimulating. Integrating practices like yoga, dance and music therapy can also positively impact children with autism. The research aims to spread awareness of dance/movement therapy and its potential to support students with disabilities through engaging education that stimulates cognition and physical health.
The document proposes a program called "Freshmen -15" to address weight gain among first-year students at Rutgers University–New Brunswick. It aims to create a weight prevention program using a point system for weight/fat loss, hosting monthly health events, and matching students with personal mentors. The program seeks $1,787 in funding from sources like the CDC and NJ health department to cover prizes, guest speakers, promotional materials and healthy snacks. It argues the program can educate students on healthy lifestyles and provide long-term support to help prevent freshman weight gain.
Elementary school guidance counselors work with students individually, in small groups, and in classrooms to help them develop self-awareness, interpersonal skills, decision-making skills, study habits and transition successfully to intermediate school. Counselors provide educational, academic and social-emotional counseling, assess student abilities and interests, and confer with teachers and parents. They maintain confidentiality except in situations of safety risk or legal requirements and obtain parental permission for individual or group counseling sessions.
The document proposes a program called "Freshmen -15" to address weight gain among first-year students at Rutgers University–New Brunswick. It will use a points-based competition, health events, and personal mentors to promote healthy lifestyles. The $1,787 budget will cover prizes, guest speakers, snacks, and flyers. The program aims to educate students on maintaining a healthy weight through college using a social media campaign.
Dianne Ward, Ed.D. - "Moving Kids at Preschool and at Home" youth_nex
Ìý
The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia
Ward is Professor of Nutrition in the Gillings School of Global Public Health at the University of North Carolina.
Panel 2 - How can we increase physical activity in children and adolescents? The presentations in this panel will describe programs that have successfully increased physical activity at preschool, in the home, at school, in communities, and in the private sector.
Website: http://bit.ly/YNCONF13
This document provides information about the DaytopNJ residential substance use treatment program and recovery-focused independent boarding and day school. It offers a full school day education with certified teachers, small class sizes, and year-round academics. Students receive individualized treatment plans, individual and group therapy, and evidence-based treatment approaches. The program serves co-educational students ages 13-18 in a serene campus setting that provides counseling, crisis intervention, integrated technology, and community service opportunities. It is a licensed and accredited non-profit adolescent residential substance use treatment program.
The Education Queensland policy aims to:
1) Respond optimistically and constructively to the needs of educationally disadvantaged and marginalized students.
2) Use diversity as a rich resource for building an intellectually challenging curriculum that makes all students and community members feel safe and free from discrimination.
3) Promote locally negotiated responses to student, family, and community needs through effective engagement and cross-agency collaboration.
The psychology program at Coastal Carolina University (CCU) enrolls approximately 300 majors in classes ranging from 20 to 50 students, allowing for individual attention. The program provides a solid foundation in research methods, statistics, and core areas of psychology. Students can earn either a B.A. or B.S. degree by completing 36 credit hours of approved coursework. Active student organizations like Psi Chi honor society and the Psychology Club offer opportunities for involvement in the field. Many psychology graduates pursue careers in mental health or further education in graduate school.
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Woodside Elementary School in Topsham, Maine houses the special programs for the local school district. It has 360 students enrolled from kindergarten through 5th grade. The school employs a variety of interventions and programs to support students with special needs through a three-tiered Response to Intervention approach. Special programs are located throughout the school and students receive individualized support through small group instruction, tutoring, and inclusion in regular classroom activities.
The document outlines the various roles of nurses in caring for children and adolescents with mental health conditions. It discusses that nurses can play primary roles like primary caregiver, health educator, and coordinator. As primary caregiver, the nurse provides preventive, promotive, curative and rehabilitative care. As health educator, the nurse's goal is to provide information to children, parents and others about illness prevention and health promotion. The nurse also acts as a consultant, counselor, case manager and collaborates with the mental healthcare team to meet the needs of the child or adolescent.
This document summarizes different behavioral therapy techniques for treating common psychological disorders. For depression, therapies include behavioral interventions to increase positive behaviors, setting realistic goals, and social skills training. Exposure and response prevention is effective for obsessive compulsive disorder, where patients are exposed to anxiety-provoking situations in a graded manner. Relaxation training techniques are used for general anxiety disorder to replace anxiety responses. For phobias, treatments aim to reduce anxiety through systematic desensitization paired with relaxation and exposure therapies. Case studies provide examples of patients and their specific treatment plans.
The document discusses the integration class program at a primary school in Greece that aims to support students with special educational needs. It provides an overview of the program's history, goals of supporting student development and inclusion, teaching approaches, and collaboration with teachers and parents. However, it notes that Greece faces challenges in fully supporting special education due to decreased funding, lack of public support services, and school infrastructure issues that limit inclusion for all students.
Reflective Network Therapy - a brief introduction how it worksGilbert Kliman MD
Ìý
Reflective Network Therapy is a method that provides individualized psychotherapy sessions for emotionally and developmentally disordered children right in their classroom. It involves briefings before and debriefings after each therapy session with the child, teacher, and parents. The network aims to help children understand their feelings and behaviors through reflection and discussion within the classroom setting on a daily basis. Studies show this approach produces rapid gains by improving behaviors, relationships, and learning capacity over time.
This document summarizes reviews on school-based mental health interventions from high-income and low-middle income countries. In high-income countries, the reviews found that 8-18% of school-aged children have mental health issues. Three broad models of integrating mental health services into schools were identified: outside agencies working in schools, on-site school mental health clinics, and health centers located at schools. Effective interventions included universal promotion programs, selective prevention programs for at-risk groups, and indicated prevention and treatment programs. Implementing evidence-based programs in schools faces challenges such as engaging school staff and assessing cost-effectiveness. Reviews of interventions in low-middle income countries found they primarily aimed to prevent anxiety, depression, and
School mental health programs help promote students' holistic growth and development by strengthening abilities like resilience and stress tolerance. School counselors play a key role in these programs by delivering instruction on mental health topics, providing counseling services, and making referrals to community resources for issues like depression or suicidal thoughts. They also educate others in the school and community about mental health issues and work to reduce any stigma around these topics.
HOW I SEE THE REHABILITATION CENTER
ITS IMPORTANCE
SECONDARY IMPAIRMENTS
MY MISSION AND VISION
ITS GOALS
WHAT SHOULD BE PROVIDED
STRUCTURE
OBJECTIVES AND FUNCTION OF EACH DEPARTMENT
EQUIPMENT REQUIRED
STAFF EDUCATION
PATIENT EDUCATION
FURTHER DEVELOPMENT
The document discusses the multidisciplinary treatment and lifelong care required for people with mental retardation, including early detection and assessment, education and training programs, medical and therapeutic support, and guidance for families on caring for their children at different stages of development. Proper care involves a team approach between physicians, therapists, educators, nurses, and parents to address both physical and mental needs through individualized treatment plans.
This document discusses truancy, which is when a school-aged child frequently misses school without an excuse. Truancy can be caused by factors related to the child, parents, or school and can lead to conduct problems, low academic achievement, and involvement in criminal behavior. The document outlines approaches for assessing and managing truancy through cognitive behavioral therapy, educational support, pharmacotherapy, and collaborating with parents and teachers. Prevention emphasizes addressing underlying issues through a multifaceted approach involving the school, parents, and child.
There are a variety of program options that provide services to individuals with disabilities as early as possible in the least restrictive environment. These include programs in regular classrooms, resource rooms, special classes, and residential schools. Placement is based on factors like the individual's age, needs, goals, and available community resources. The guiding principles are providing services in the least restrictive environment, with a family focus using transdisciplinary teams and inclusive, developmentally appropriate practices.
Corporal punishment in schools (how to avoid)Irtsam Ali
Ìý
Corporal punishment refers to physical discipline of children by parents or teachers and is banned in many places. It can cause direct physical harm, increased aggression in children, and antisocial behavior. Studies also link corporal punishment to poor mental health, including decreased well-being, anxiety, depression, and increased risk of suicide. Alternatives to corporal punishment that are recommended include encouraging early intervention programs, monitoring school environments, setting reasonable rules collaboratively, and promoting strong family-school relationships.
This document outlines models of preventive psychiatry, including Caplan's model of primary, secondary, and tertiary prevention. Primary prevention aims to reduce incidence of mental illness through programs targeting at-risk groups. Secondary prevention focuses on early identification and treatment of symptoms to reduce duration and prevalence of illness. Tertiary prevention aims to reduce impairments through rehabilitation services and promotion of maximum functioning. The levels of prevention target individuals and environments to promote mental health.
Educational psychologists help children and young people facing challenges in educational settings by assessing needs, consulting with others, and providing interventions. They focus on academic, emotional, social, and physical needs. A typical week involves observing and assessing students, consulting with teachers and parents, running interventions and training, and collaborating with other professionals. Educational psychologists undergo doctoral training and work in schools, authorities, and independently. While the work faces challenges like limited resources, it is also varied, allows influence over policy, and provides opportunities to help students.
The document discusses the concepts of mainstream education, special education, integrated education, and inclusive education. It defines each concept and compares the differences between integrated education and inclusive education. Integrated education aims to educate some special needs children alongside regular students with some support, while inclusive education aims to educate all children who have been excluded from education by providing special infrastructure, curriculum, and trained staff to meet their diverse needs. The key difference is that inclusive education has a broader scope of including all excluded students, while integrated education may have its own criteria for which students to include.
The importance of occupational therapy for autismManalSamko
Ìý
Occupational therapists help people with disabilities overcome obstacles in daily living through customized interventions. They work in schools, hospitals, clinics, and other settings to improve functional skills and independence through activities, exercises, assistive devices, and environmental modifications. As part of a multidisciplinary team, occupational therapists evaluate clients, develop treatment plans, and collaborate on goals to support special needs students both in and out of the classroom.
The importance of occupational therapy for autismManalSamko
Ìý
Occupational therapists help people with disabilities overcome obstacles in daily living through customized interventions. They work in schools, hospitals, clinics, and other settings to improve functional skills and independence through activities, exercises, assistive devices, and environmental modifications. As part of a multidisciplinary team, occupational therapists evaluate clients, develop treatment plans, and collaborate on goals to support special needs students both in and out of the classroom.
Useful environment methods in Odoo 18 - Odoo ºÝºÝߣsCeline George
Ìý
In this slide we’ll discuss on the useful environment methods in Odoo 18. In Odoo 18, environment methods play a crucial role in simplifying model interactions and enhancing data processing within the ORM framework.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
Ìý
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
Ìý
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
Mate, a short story by Kate Grenville.pptxLiny Jenifer
Ìý
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
How to Manage Putaway Rule in Odoo 17 InventoryCeline George
Ìý
Inventory management is a critical aspect of any business involved in manufacturing or selling products.
Odoo 17 offers a robust inventory management system that can handle complex operations and optimize warehouse efficiency.
Reordering Rules in Odoo 17 Inventory - Odoo ºÝºÝߣsCeline George
Ìý
In Odoo 17, the Inventory module allows us to set up reordering rules to ensure that our stock levels are maintained, preventing stockouts. Let's explore how this feature works.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
Ìý
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
Ìý
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of Computer Network
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
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Qualities of Special Education Schools
1. Introduction
• Schools that facilitates special
needs like; education and therapies
for pupils aged 3 to 26.
• Mainly these pupils are having
problems like; moderate, severe
and profound mental impairment,
profound physical impairment.
• They also suffered from severe
speech disorder, autism speech
disorders and also psychiatric
diagnosis.
2. Class procedure
• Each pupil works by individual
educational plan.
• Each class consists of maximally
six children.
• One special needs teacher and
one or two assistant work
together in each class.
3. Teaching methods and
therapies
• Augmentative and Alternative
communication, basal
stimulation and music therapy.
• Controlled multisensory
environment, art therapy and
occupational therapy.
• Rehabilitation physical education
and swimming and also magneto
therapy.
4. School provides
• Lunch in the school canteen.
• Activities in interest groups.
• Programs at the school club in
the afternoon.
5. Methods and strategies
• Schools for special need treat
their student by picture
exchange communication.
• Intensive interaction.
• Video modeling and picture
instructions.