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izz aty

HumaneEducation.org - 0 views

humaneeducation.org/home

humane education peace education causes learning change resources teaching tolerance

shared by izz aty on 31 May 11 - Cached
  • izz aty on 31 May 11
     
    Help create a humane, sustainable, peaceful world for all people, animals and the planet. Use our programs & resources to transform yourself, the world and to connect with others who are working for a humane world.
izz aty

Houston - 75 ESL Teaching Ideas (TESL/TEFL) - 0 views

iteslj.org/...Houston-TeachingIdeas.html

esol esl intro icebreakers classroom language learning english activities ideas teaching reference education

shared by izz aty on 04 Aug 11 - Cached
  • Ask a student to demonstrate a dance, and assist the student in explaining the movements in English.
  • Ask students to name as many objects in the classroom as they can while you write them on the board.
  • Ask your students if there are any songs running through their heads today. If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it.
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  • Assign students to take a conversation from their coursebook that they are familiar with and reduce each line to only one word.
  • At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board once again as your students call them out.
  • Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation. The student who guesses correctly wins a prize.
  • Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments.
  • Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists. Have every student choose a famous person, and put them in pairs to interview each other.
  • Come to class dressed differently than usual and have students comment on what's different.
  • Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters.
  • Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase. Then have them teach each other what they learned.
  • Copy some interesting pictures of people from magazine ads. Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying. Put all the pictures up on the board, and let everyone come up and take a look.
  • Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.
  • Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.
  • Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.
  • Find out what famous people your students admire, and work together with the class to write a letter to one of them.
  • First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way. Collect the papers, call out the titles, and ask the class if they can guess who wrote it. Finally, let the writer identify him or herself, explaining his or her choice.
  • Hand a student a ball of yellow yarn. Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn. Continue in this manner until there is a web between all the students.
  • izz aty on 04 Aug 11
     
    These are the ideas included in Hall Houston's Random ESL Idea Generator. If you have a JavaScript-enabled browser, you can use the generator to get a randomly-selected idea from this list. Perhaps you will find it useful to print out this list and refer to it from time to time.
izz aty

Learning Theory - 0 views

changingminds.org/...learning.htm

learning styles learning theory erikson fowler freud piaget kohlberg values change active blooms taxonomy kolb induction social cycle education classroom lesson lesson plan knowledge school

shared by izz aty on 07 Aug 11 - No Cached
  • izz aty on 07 Aug 11
     
    Understand how people learn and teach them by the ways they prefer - not how you prefer to teach (which is probably also your preferred learning style).
izz aty

Short Stories for ESL Learners | The Slow Computer - 0 views

www.rong-chang.com/...s201.htm

short story materials lesson language learning language esl resources english learning education

shared by izz aty on 27 Sep 11 - No Cached
  • izz aty on 27 Sep 11
     
    Victor turned on his computer. White letters appeared near the bottom of the black screen: "Resuming Windows." Victor wondered how long it was going to take this time. Five minutes later, the light blue screen appeared: "To begin, click your user name." He clicked on his name. Then he filled a pot with water to make some fresh coffee. He returned to his computer. The desktop icons had still not appeared. Victor went into his bedroom, took the sheet off the bed and the pillowcases off the pillows, and threw them all into the clothes basket on the floor. He vacuumed his bedroom, and then returned to his computer. A few minutes later, the desktop appeared, with about 40 icons on it. He liked how colorful they were. He clicked on his Word icon. Then he went into the bathroom and shaved. He came back out to the dining room, made himself a cup of coffee, and sat down. Word opened, a full half hour after Victor had turned his computer on. Victor typed his first name into the document. For about ten seconds, the screen was totally blank. Then "Victor" slowly appeared, one ... letter ... after ... another.
izz aty

Short Stories for ESL Learners | A Good Sandwich - 0 views

www.rong-chang.com/...s011.htm

food short story materials lesson language learning language esl resources english

shared by izz aty on 27 Sep 11 - No Cached
  • izz aty on 27 Sep 11
     
    Gordon was hungry. He opened the refrigerator. There must be something in here to eat, he thought. There was-a single hot dog. He took it out of its package and put a small frying pan onto the stove's gas burner. He turned on the heat. Then he poured a little bit of vegetable oil into the pan. He sliced the hot dog in half lengthwise. When the oil got hot, he put the two halves in the pan. About a minute later, he flipped each half over. After another minute, he took the hot dog out of the pan. Gordon put two slices of bread into the toaster. This was tasty and healthy bread. The first ingredient listed was organic sprouted wheat. The first ingredient in ordinary bread is usually unbleached flour. When the toast popped up, he put mustard, mayonnaise, and ketchup on one slice. Then he added two slices of onion. On top of the onions, he placed the hot dog. On top of the hot dog, he put a couple of slices of apple. Then he added some bits of hot green chile, and then put the top piece of toast onto the chile bits. Ahh, what a sandwich, he thought, as he sat down to eat.
izz aty

Short Stories for ESL Learners - 0 views

www.rong-chang.com/...s216.htm

short story materials lesson language learning language esl english resources

shared by izz aty on 27 Sep 11 - No Cached
  • izz aty on 27 Sep 11
     
    It was noon on Friday. Friday was wash day, Kerry's least favorite day. Doing the wash was such a pain. He had to gather together all the dirty clothes. He had to turn the shirts and slacks inside out to save wear and tear on the outside of the shirts and slacks. He had to empty all the junk out of all the pockets of his clothes. Then he had to find quarters for each load of wash-four for the washer and three for the dryer. It'd be so nice to have a weekly maid, like his downstairs neighbor. Kerry piled all his clothes into the laundry basket and went downstairs. He was relieved to hear silence as he approached the laundry room; no one was using the machines. He put laundry soap and quarters into the washer, and set it at Warm Temperature and Regular Wash. A few minutes later, it was full of soapy water. He stuffed in half of the dirty clothes. This was going to be a two-load day. He placed the half-full basket on top of the churning washer. He shut the laundry room door and walked back upstairs. He set his electronic timer to 35 minutes. When the washer was done, he'd reload it and put the first load into the dryer. He sat down and opened the newspaper to the California section: "Truck Runs Over Crossing Guard," said the headline.
izz aty

Short Stories for ESL Learners | The Wedding - 0 views

www.rong-chang.com/...s127.htm

resources teaching learning language learning language english esl short story materials lesson

shared by izz aty on 27 Sep 11 - No Cached
  • izz aty on 27 Sep 11
     
    It was a strange day-Thursday-for a wedding. Who ever heard of a Thursday wedding? "Well," Harlan explained to everyone, "the Thursday event is going to cost me half of what Friday, Saturday, or Sunday would cost me. And a 50-percent discount is a lot of money, believe me." Everyone believed him. Harlan knew how to count his pennies. The early evening event was at Cowfish, a popular restaurant and meeting place on campus. Nevin and Janelle arrived at 5 p.m. for pictures, but the photographer had been delayed on the freeway because someone had jumped off an overpass. So they decided to take a stroll on campus. Walking westward, they soon found a fish pond. About a dozen small turtles were swimming in the eastern end of the pond. As Janelle kneeled at water's edge, all the turtles swam toward her. A couple of them climbed out of the water and onto the footpath. They wanted food, but a sign advised visitors not to feed the fish or turtles. So she apologized to the turtles-not that she had any turtle food anyway, she added. Nevin and Janelle took pictures of themselves and the turtles. They walked back to Cowfish just before the ceremony was to begin. Some of the preacher's words were unclear because of static on the portable microphone. After the preacher pronounced Harlan and Ellen husband and wife, guests clapped and cheered. The photographer, who had gotten "some great pictures" of the fallen body, busily took pictures of the bride and groom, the preacher, the parents, and the guests. After their meal, Nevin and Janelle said good night to the newly married couple. This was the fourth marriage for Harlan, so everyone was hoping it would be his last. Then Nevin and Janelle walked out to their car, holding hands and talking about what would be the same and what would be different at their own wedding. That is, if they didn't decide to just drive to Las Vegas for a quick marriage, with Elvis performing at their ceremony. "That way, our only
izz aty

People who change history - Rosa Parks - 0 views

eslsite.com/...ple_who_change_history-RP.html

reading writing social issues social justice social phenomenon social responsibility history english esl language language learning reference lesson plan people resources education

shared by izz aty on 08 Sep 11 - No Cached
  • izz aty on 08 Sep 11
     
    this is a reading and speaking activity in which students discuss human issues.
izz aty

An Ecological Approach to Life: Urie Bronfenbrenner - 0 views

therapydogblog.blogspot.com/...cal-approach-to-life-urie.html

education children life bronfenbrenner sociology psychology ecological development growing positive self-improvement

shared by izz aty on 29 Oct 11 - No Cached
  • We often don't think about people in a historical context: we should. It is from within our contexts that our selves develop.
  • Dr. Bronfenbrenner developed an Ecological Systems theory to human development. It was revolutionary at the time--and in many ways still is. He wrote about about development as something occurring within five systems
  • Micro system: This is the setting in which I live. My family, peers, school, and neighborhood all populate this system. It is within the micro system that I spend most of my life and have most of my direct interactions. It's important to know that within this theory, I am not a passive recipient of experiences in these settings. I actively am involved in creating and deciding the contours of these experiences.
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  • Mesosystem: Refers to relations between microsystems or connections between contexts. This is the in between system. An example is the relation of family experiences to school experiences. If I don't feel safe at home for example, or my humans don't provide me with positive interactions, I'm not likely going to be successful in school. I won't have the skills from home to use and be skillful in school.
  • Exosystem involves the links between a social setting that I don't have an active role in and my immediate context. For example, I'm not directly involved in my human's marathon running. I'm influenced by it because when he's deep into training, I'm left alone more often and go on less walks. The exosystem, in this case marathon training, changes patterns of interaction with me. Involves links between a social setting in which the individual does not have an active role and the individual's immediate context.
  • Macrosystem: Describes the culture in which I live. Cultural contexts include developing and industrialized countries, socioeconomic status, poverty, and ethnicity.
  • Chronosystem: The final system involves the effect of time and transitions across a lifespan. Marriage, divorce, or the birth of a baby all are transitions in the human world that fall into the chronosystem.
  • izz aty on 29 Oct 11
     
    "In the United States, it is now possible for a person eighteen years of age, female as well as male, to graduate from high school, college, or university without ever having cared for, or even held, a baby; without ever having comforted or assisted another human being who really needed help... No society can long sustain itself unless its members have learned the sensitivities, motivations, and skills involved in assisting and caring for other human beings." - U. Bronfenbrenner
izz aty

How Do You Cite a Tweet in an Academic Paper? - Alexis C. Madrigal - The Atlantic - 0 views

www.theatlantic.com/...253932

twitter cute referencing MLA social media

shared by izz aty on 17 May 14 - No Cached
  • Begin the entry in the works-cited list with the author's real name and, in parentheses, user name, if both are known and they differ. If only the user name is known, give it alone.Next provide the entire text of the tweet in quotation marks, without changing the capitalization. Conclude the entry with the date and time of the message and the medium of publication (Tweet).
  • For example:Athar, Sohaib (ReallyVirtual). "Helicopter hovering above Abbottabad at 1AM (is a rare event)." 1 May 2011, 3:58 p.m. Tweet.
  • The date and time of a message on Twitter reflect the reader's time zone. Readers in different time zones see different times and, possibly, dates on the same tweet. The date and time that were in effect for the writer of the tweet when it was transmitted are normally not known. Thus, the date and time displayed on Twitter are only approximate guides to the timing of a tweet.
  • izz aty on 17 May 14
     
    {Last Name}, {Given Name} ({TwitterUsernameSansAlias}). "Full tweet here." {Date}, {Time}. Tweet.
izz aty

6 Women Scientists Who Were Snubbed Due to Sexism - 0 views

news.nationalgeographic.com/...overlooked-dna-history-science

women science scientific women education research experiment sexism discrimination

shared by izz aty on 01 Jul 14 - No Cached
  • Several people posted comments about our story that noted one name was missing from the Nobel roster: Rosalind Franklin, a British biophysicist who also studied DNA. Her data were critical to Crick and Watson's work. But it turns out that Franklin would not have been eligible for the prize—she had passed away four years before Watson, Crick, and Wilkins received the prize, and the Nobel is never awarded posthumously.But even if she had been alive, she may still have been overlooked. Like many women scientists, Franklin was robbed of recognition throughout her career (See her section below for details.)
  • Pulsars are the remnants of massive stars that went supernova. Their very existence demonstrates that these giants didn't blow themselves into oblivion—instead, they left behind small, incredibly dense, rotating stars.Bell Burnell discovered the recurring signals given off by their rotation while analyzing data printed out on three miles of paper from a radio telescope she helped assemble.The finding resulted in a Nobel Prize, but the 1974 award in physics went to Anthony Hewish—Bell Burnell's supervisor—and Martin Ryle, also a radio astronomer at Cambridge University.The snub generated a "wave of sympathy" for Bell Burnell. But in an interview with National Geographic News this month, the astronomer was fairly matter-of-fact.
  • despite the sympathy, and her groundbreaking work, Bell Burnell said she was still subject to the prevailing attitudes toward women in academia.
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  • "[And] it was extremely hard combining family and career," Bell Burnell said, partly because the university where she worked while pregnant had no provisions for maternity leave.
  • Born in 1922 in the Bronx, Esther Lederberg would grow up to lay the groundwork for future discoveries on genetic inheritance in bacteria, gene regulation, and genetic recombination.A microbiologist, she is perhaps best known for discovering a virus that infects bacteria—called the lambda bacteriophage—in 1951, while at the University of Wisconsin.Lederberg, along with her first husband Joshua Lederberg, also developed a way to easily transfer bacterial colonies from one petri dish to another, called replica plating, which enabled the study of antibiotic resistance. The Lederberg method is still in use today.Joshua Lederberg's work on replica plating played a part in his 1958 Nobel Prize for physiology or medicine, which he shared with George Beadle and Edward Tatum."She deserved credit for the discovery of lambda phage, her work on the F fertility factor, and, especially, replica plating," wrote Stanley Falkow, a retired microbiologist at Stanford University, in an email. But she didn't receive it.
  • Lise Meitner's work in nuclear physics led to the discovery of nuclear fission—the fact that atomic nuclei can split in two. That finding laid the groundwork for the atomic bomb.Her story is a complicated tangle of sexism, politics, and ethnicity.After finishing her doctoral degree in physics at the University of Vienna, Meitner moved to Berlin in 1907 and started collaborating with chemist Otto Hahn. They maintained their working relationship for more than 30 years.After the Nazis annexed Austria in March 1938, Meitner, who was Jewish, made her way to Stockholm, Sweden. She continued to work with Hahn, corresponding and meeting secretly in Copenhagen in November of that year.Although Hahn performed the experiments that produced the evidence supporting the idea of nuclear fission, he was unable to come up with an explanation. Meitner and her nephew, Otto Frisch, came up with the theory.Hahn published their findings without including Meitner as a co-author, although several accounts say Meitner understood this omission, given the situation in Nazi Germany."That's the start of how Meitner got separated from the credit of discovering nuclear fission," said Lewin Sime, who wrote a biography of Meitner.
  • Chien-Shiung Wu overturned a law of physics and participated in the development of the atom bomb.Wu was recruited to Columbia University in the 1940s as part of the Manhattan Project and conducted research on radiation detection and uranium enrichment. She stayed in the United States after the war and became known as one of the best experimental physicists of her time, said Nina Byers, a retired physics professor at the University of California, Los Angeles.In the mid-1950s, two theoretical physicists, Tsung-Dao Lee and Chen Ning Yang, approached Wu to help disprove the law of parity. The law holds that in quantum mechanics, two physical systems—like atoms—that were mirror images would behave in identical ways.Wu's experiments using cobalt-60, a radioactive form of the cobalt metal, upended this law, which had been accepted for 30 years.This milestone in physics led to a 1957 Nobel Prize for Yang and Lee—but not for Wu, who was left out despite her critical role. "People found [the Nobel decision] outrageous," said Byers.Pnina Abir-Am, a historian of science at Brandeis University, agreed, adding that ethnicity also played a role.
  • Rosalind Franklin used x-rays to take a picture of DNA that would change biology.Hers is perhaps one of the most well-known—and shameful—instances of a researcher being robbed of credit, said Lewin Sime.Franklin graduated with a doctorate in physical chemistry from Cambridge University in 1945, then spent three years at an institute in Paris where she learned x-ray diffraction techniques, or the ability to determine the molecular structures of crystals. (Learn more about her education and qualifications.)She returned to England in 1951 as a research associate in John Randall's laboratory at King's College in London and soon encountered Maurice Wilkins, who was leading his own research group studying the structure of DNA.Franklin and Wilkins worked on separate DNA projects, but by some accounts, Wilkins mistook Franklin's role in Randall's lab as that of an assistant rather than head of her own project.Meanwhile, James Watson and Francis Crick, both at Cambridge University, were also trying to determine the structure of DNA. They communicated with Wilkins, who at some point showed them Franklin's image of DNA—known as Photo 51—without her knowledge.Photo 51 enabled Watson, Crick, and Wilkins to deduce the correct structure for DNA, which they published in a series of articles in the journal Nature in April 1953. Franklin also published in the same issue, providing further details on DNA's structure.Franklin's image of the DNA molecule was key to deciphering its structure, but only Watson, Crick, and Wilkins received the 1962 Nobel Prize in physiology or medicine for their work.
  • Nettie Stevens performed studies crucial in determining that an organism's sex was dictated by its chromosomes rather than environmental or other factors.After receiving her doctorate from Bryn Mawr College in Pennsylvania, Stevens continued at the college as a researcher studying sex determination.By working on mealworms, she was able to deduce that the males produced sperm with X and Y chromosomes—the sex chromosomes—and that females produced reproductive cells with only X chromosomes. This was evidence supporting the theory that sex determination is directed by an organism's genetics.A fellow researcher, named Edmund Wilson, is said to have done similar work, but came to the same conclusion later than Stevens did.Stevens fell victim to a phenomenon known as the Matilda Effect—the repression or denial of the contributions of female researchers to science.Thomas Hunt Morgan, a prominent geneticist at the time, is often credited with discovering the genetic basis for sex determination, said Pomona College's Hoopes. He was the first to write a genetics textbook, she noted, and he wanted to magnify his contributions."Textbooks have this terrible tendency to choose the same evidence as other textbooks," she added. And so Stevens' name was not associated with the discovery of sex determination.
  • the first wife of Albert Einstein should be in this list. People know so little about her, and I think she deserves to be known. 
  • Vera Rubin, for accurate studies discovering dark matter.
  • How sadly ironic that the very woman who set the stage for the  DNA structure discovery, which in 1994 helped make it possible to genetically test and confirm BRCA carriers like Angelina Jolie and me (with familial cancer holocausts generation, after generation, after generation), did not have access the test that could have saved her life so she could go on with the research she loved and win a Nobel Prize.
izz aty

The Nordic countries: The next supermodel | The Economist - 0 views

www.economist.com/...rdic-countries-next-supermodel

nordic scandinavian sweden denmark norway finland

shared by izz aty on 17 Nov 14 - No Cached
  • The Nordics cluster at the top of league tables of everything from economic competitiveness to social health to happiness.
  • lucky timing: the Nordics cleverly managed to have their debt crisis in the 1990s
  • Development theorists have taken to calling successful modernisation “getting to Denmark”
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  • In the 1970s and 1980s the Nordics were indeed tax-and-spend countries.
  • To politicians around the world—especially in the debt-ridden West—they offer a blueprint of how to reform the public sector, making the state far more efficient and responsive.
  • They have avoided both southern Europe’s economic sclerosis and America’s extreme inequality.
  • But tax-and-spend did not work: Sweden fell from being the fourth-richest country in the world in 1970 to the 14th in 1993.
  • Government’s share of GDP in Sweden, which has dropped by around 18 percentage points, is lower than France’s and could soon be lower than Britain’s. Taxes have been cut: the corporate rate is 22%, far lower than America’s. The Nordics have focused on balancing the books. While Mr Obama and Congress dither over entitlement reform, Sweden has reformed its pension system (see Free exchange). Its budget deficit is 0.3% of GDP; America’s is 7%.
  • Nordics have been similarly pragmatic. So long as public services work, they do not mind who provides them
  • The performance of all schools and hospitals is measured. Governments are forced to operate in the harsh light of day: Sweden gives everyone access to official records. Politicians are vilified if they get off their bicycles and into official limousines. The home of Skype and Spotify is also a leader in e-government: you can pay your taxes with an SMS message
  • Denmark and Norway allow private firms to run public hospitals. Sweden has a universal system of school vouchers, with private for-profit schools competing with public schools. Denmark also has vouchers—but ones that you can top up.
  • the Nordics also offer something for the progressive left by proving that it is possible to combine competitive capitalism with a large state: they employ 30% of their workforce in the public sector, compared with an OECD average of 15%
  • All Western politicians claim to promote transparency and technology. The Nordics can do so with more justification than most.
  • Denmark, for instance, has a system of “flexicurity” that makes it easier for employers to sack people but provides support and training for the unemployed, and Finland organises venture-capital networks.
  • Public spending as a proportion of GDP in these countries is still higher than this newspaper would like, or indeed than will be sustainable.
  • They are stout free-traders who resist the temptation to intervene even to protect iconic companies: Sweden let Saab go bankrupt and Volvo is now owned by China’s Geely. But they also focus on the long term—most obviously through Norway’s $600 billion sovereign-wealth fund—and they look for ways to temper capitalism’s harsher effects.
  • Their levels of taxation still encourage entrepreneurs to move abroad
  • Too many people—especially immigrants—live off benefits
  • pressures that have forced their governments to cut spending, such as growing global competition, will force more change. The Nordics are bloated compared with Singapore, and they have not focused enough on means-testing benefits
  • Nordics are part of the answer. They also show that EU countries can be genuine economic successes. And as the Asians introduce welfare states they too will look to the Nordics: Norway is a particular focus of the Chinese
  • The main lesson to learn from the Nordics is not ideological but practica
  • A Swede pays tax more willingly than a Californian because he gets decent schools and free health care
  • You can inject market mechanisms into the welfare state to sharpen its performance. You can put entitlement programmes on sound foundations to avoid beggaring future generations. But you need to be willing to root out corruption and vested interests.
  • you must be ready to abandon tired orthodoxies of the left and right and forage for good ideas across the political spectrum
  • izz aty on 17 Nov 14
     
    SMALLISH countries are often in the vanguard when it comes to reforming government. In the 1980s Britain was out in the lead, thanks to Thatcherism and privatisation. Tiny Singapore has long been a role model for many reformers. Now the Nordic countries are likely to assume a similar role.
izz aty

Pennington et al 2014 Defining Autism: Variability in State Education Agency Definition... - 0 views

www.hindawi.com/...327271

IDEA american special ed american education autism ASD

shared by izz aty on 10 Nov 14 - No Cached
  • Federal Register, vol. 71, no. 156, 2006, Rules and Regulations, p. 46756 a, 2006.
  • examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism
  • compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004)
  • ...10 more annotations...
  • also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004
  • many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability
  • The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8], and it is essentially unchanged since 1990.
  • The federal definition is generally compatible with both the category of Pervasive Developmental Disorder (PDD) as described in DSM-IV and Autism Spectrum Disorder as described in DSM-5 [9], but it does not match any specific variety of PDD (see below). Within public school systems, students who have been clinically diagnosed with either a DSM-IV PDD or with DSM-5 Autism Spectrum Disorder are likely to be identified under the federal category of autism for the purpose of receiving special education services
  • In contrast to the IDEA-2004 definition, criteria for autism are more specific in the DSM-IV clinical diagnostic criteria
  • DSM-IV was superseded by DSM-5 [9]. The disorders comprising PDD in DSM-IV are largely addressed in DSM-5 by the Autism Spectrum Disorders category, which—unlike DSM-IV’s PDD—has no subcategories.
  • identification criteria still include substantial social problems (social initiations and responses, nonverbal social communication, and social relationships) and restricted, repetitive behaviors or interests (deviant speech or movements, rituals and resistance to change, preoccupations, and sensory reactivity). State education agencies (SEAs) have not yet incorporated DSM-5 information into their policies, procedures, and practices related to students with autism, and the DSM-5 definition was not involved in the present study.
  • State education agency (SEA) definitions of a disability do not have to match the federal definition but must substantially address its elements or lose federal financial support for special education.
  • No doubt the prevalence of ASD naturally varies somewhat with geography [4] but probably not by such a large factor, greater than tenfold in adjacent states. Conceivably, some state-by-state variation might be attributable to the content of SEA definitions of autism and perhaps the evaluation procedures required to accurately measure the concepts presented in definitions.
  • In a study of SEA definitions of autism, MacFarlane and Kanaya [10] found substantial variation in the eligibility criteria used by different states. By their analysis, 35% of SEAs based autism eligibility solely on the federal definition of autism, while 65% used diverse other criteria including symptoms of autism from the DSM-IV-TR
  • izz aty on 10 Nov 14
     
    "Autism Research and Treatment Volume 2014 (2014), Article ID 327271, 8 pages http://dx.doi.org/10.1155/2014/327271 Research Article Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders Malinda L. Pennington,1 Douglas Cullinan,2 and Louise B. Southern2"
izz aty

The History of Special Education in the United States - 0 views

www.specialednews.com/ation-in-the-united-states.htm

special education american special ed american education IDEA EHA

shared by izz aty on 09 Nov 14 - No Cached
  • in the early part of the 20th Century. Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye. These groups gained momentum mid-century.
  • In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. The panel’s recommendations included federal aid to states.
  • In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
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  • Despite these two important events, by the 1970’s, only a relatively small number of children with disabilities were being educated in public schools
  • in 1975, two federal laws would change this
  • Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA)
  • EHA establishes a right to public education for all children regardless of disability
  • IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities.
  • IDEA sets forth specific guidelines regarding Free Appropriate Public Education. Among these is the idea that education must be tailored to meet the needs of the individual child with a disability. This education must be of benefit to the child and should prepare the child for further education (i.e., college) or to live and work independently. The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline.
  • Although not all children with disabilities are covered by the IDEA and EHA, these two acts have been instrumental in ensuring a free public education to millions of children with disabilities each year since passage
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