Community-based Skills Assessment was designed to help
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Community Based Asst. Tool REVISED INTRO REV.indd.pdf - 2 views
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professionals assess the current skill levels and abilities of individuals with autism beginning at age 12 and continuing into adulthood in order to develop a comprehensive plan.
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irst tool to assess needs in the area of community-based living from transportation to financial management to peer relationships and more.
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both a criterion-based observation and interview-based process to measure knowledge, skills and behaviors
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Applied Behavior Analysis (ABA) | Autism Speaks - 0 views
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The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).
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help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
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Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
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How does ABA therapy work?
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Who provides ABA services?
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5 Foods To NEVER Eat | Beyond Diet - 1 views
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Although the site is heavily related to diet based information, it's really a concise video about food and eating. I remember watching it a long time ago, and it fit with the rest of the information and research on food and diet i was doing, and I just happened to bump into it again although I forgot all about this site. =)
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Smithsonian Education - Lesson Plans - 1 views
www.smithsonianeducation.org/...lesson_plans.html
History Art World Cultures Science Language Arts Health Anthropology Geography Mathematics Music Special Needs Technology
shared by Jen Bartsch on 05 Sep 09
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Educational information, activities and resources for educators, families, and students. Educational materials emphasize inquiry based learning with primary sources and museum collections. Smithsonian visit planning for educators, students and families. This site is an incredible resource for a teacher involved in any discipline.
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In this age of increasing cutbacks in school funding, it is rare for students to be able to take field trips to museums. Thus, it is more important than ever to take advantage of virtual field trips where students can be exposed to primary sources and museum collections without leaving the classroom.
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Lesson Plans, Adolescence Social Studies - Just for Teachers - Research Guides @ Fordha... - 0 views
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"The SCIM-C process of historical thinking is a means to scaffold historical thinking in the social studies classroom. The five steps of this process ask that students: Summarize the source, by identifying the author and mein purpose of the source. Contextualizing the period of time and the place in which the source was produced. Inferring the perspectives and interpretations of the source's message. Monitoring what other information is needed in order to understand the source. Corroborating the similarities and differences between the various sources which they have examined regarding this topic. By going through this process, students would be better able to make sense of the source and present stronger text-based evidence regarding what they have learned from this source."
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6 Ways Teachers Can Foster Cultural Awareness in the Classroom (Opinion) - 0 views
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5 Principles of Outstanding Classroom Management | Edutopia - 0 views
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Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment.
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Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management.
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Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public
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A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient
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don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully.
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Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you.
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The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress.
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The-Personal-Care-Attendant-Program.pdf - 1 views
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The types of care and services you require depend upon how much assistance you need with your Activities of Daily Living (ADLs). These are the activities that are essential to day-to-day functioning such as: • Bathing • Dressing • Toileting (assistance going to the bathroom) • Incontinence (lack of bladder or bowel control) • Eating, and • Transferring (getting in and out of bed or chair).
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primary role of a personal care attendant is to “fill in the gaps” so that the highest level of independence and socialization in the community can be achieved
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Through this personalized service, program participants receive hands-on care, help with social and business affairs, such as escorting while doing errands or visiting friends, going on walks and outings, opening and reading mail, paying bills and making light meals.
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REFERRAL Screen for Initial Eligibility Placement on wait list until slot a v ailable Referral to Access Agency Care Manag er Assessment
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To qualify for personal care attendant services you must: • Be between the ages of 18 and 64 • Have a long-term health condition that requires hands on care with at least two activities of daily living such as bathing, dressing, eating, and walking. • Meet financial eligibility requirements • Be able to supervise the personal care attendant or have a conservator who do can do it
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P articipan t Fiscal Agent Case Manag er Other Supports
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Students with Down Syndrome in the Classroom - Classful - 2 views
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A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills
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Poor auditory memory Hearing and visual weakness Sequencing difficulties Fine motor skills impairment thanks to low muscle tone Brief attention span and distractibility
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Teaching strategies for students with Down syndromeThe following strategies can help you teach reading to learners with Down syndrome: Capitalizing on the child’s visual-spatial learning style with the help of multimedia teaching resources Keeping instructions well-structured and predictable Incremental teaching, with each lesson building upon what was learned in the previous lesson Breaking reading tasks into manageable pieces with multiple breaks in between Aiding instructions with game-based plays
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Does it come with plenty of visual aids and visually-based instructions? Does it have an option for the keyboard instead of handwriting input? Does it include activities and/or modalities to teach specific reading concepts?
How to Use a Strengths-Based Approach to Talk About Autism - 0 views
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Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views
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Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
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Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
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Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
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Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
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Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
Zombie-Based Learning - 2 views
Gapminder: Unveiling the beauty of statistics for a fact based world view. - Gapminder.org - 0 views
www.gapminder.org
demographics social_studies race class SES globalization world_geography geography 3240
shared by Siri Anderson on 08 Sep 10
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The Answer Sheet - What 'Superman' got wrong, point by point - 0 views
voices.washingtonpost.com/...-superman-got-wrong-point.html
social_studies school-improvement ROI teacher_education
shared by Siri Anderson on 28 Sep 10
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According to the Department of Education, the country will need 1.6 million new teachers in the next five years. Retention of talented teachers is one key. Good teaching is about making connections to students, about connecting what they learn to the world in which they live, and this only happens if teachers have history and roots in the communities where they teach
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The film-makers betray a lack of understanding of how people actually learn, the active and engaged participation of students in the learning process. They ignore the social construction of knowledge, the difference between deep learning and rote memorization.
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Waiting for Superman has ignored deep historical and systemic problems in education such as segregation, property-tax based funding formulas, centralized textbook production, lack of local autonomy and shared governance, de-professionalization, inadequate special education supports, differential discipline patterns, and the list goes on and on.
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Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views
quod.lib.umich.edu/...text-idx
Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy
shared by Siri Anderson on 14 Feb 10
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"Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
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What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
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Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
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The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
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The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
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Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
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he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
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Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
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Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
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Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
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The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
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Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
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Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
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This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
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Data Resources Online for Project Based Teaching and Learning - 0 views
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United States Historical Census Data Browser to find raw data for projects. You may search census data by decade from 1790 to 1970. There is a wealth of information here.