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izz aty

Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
izz aty

Integrating the 16 Habits of Mind | Edutopia - 0 views

www.edutopia.org/...habits-of-mind-terrell-heick

references habits of mind education school learning resources reference teaching

shared by izz aty on 24 Jan 13 - No Cached
  • izz aty on 24 Jan 13
     
    "In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat. But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. The habits themselves aren't new at all, and significant work has already been done in the areas of these "thinking habits." However, in a 21st century learning environment -- one often inundated with information, stimulation and connectivity -- there may be a newfound context for their application. And a renewed urgency for their integration. The Habits of Mind by Art Costa and Bena Kallick don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn."
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
  • ...19 more annotations...
  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

Psychology Facts | Psychology and Handwriting Analysis: Margins - 0 views

neurolove.me/...d-handwriting-analysis-margins

psychology handwriting psychoanalysis people society social phenomenon social science culture commuity

shared by izz aty on 28 Mar 13 - No Cached
  • left represents the past
  • right represents the future
  • The ideal adult margins, based on graphology, would be to have the left margin a little wider than the right margin. This would be a healthy left/right balance, meaning you have a healthy relation to the past & future. 
  • ...30 more annotations...
  • A. Margins Even All Around
  • Someone who is controlling his/her right margin must write more slowly.
  • people who keep their margins even all around are most interested in the visual effect. They actually see the paper as almost like a work of art. They are extremely appearance-conscious and interested in beauty, design, symmetry, order, and balance.
  • very detailed-minded, and, of course, to give up spontaneity in the process. Such people plan everything ahead to a great degree.
  • B. Overly Wide Left Margin
  • the person who has a very wide left margin is subconsciously putting up an imaginary barrier between himself and the past. This trait is almost always an indication of someone who’s had a terrible past from which he is eager to flee.
  • C. Overly Wide Right Margin
  • When you are moving to the right, you’re moving towards your goals and the future. When you stop too soon at the end of your lines, somewhere in your subconscious is a little voice saying, “Uh-oh. I have to stop. I have to return to the left, to the past and the familiar. This is as far as I can go.”
  • D. Margins Too Wide All Around
  • Writing with margins that are too wide all around is abnormal
  • . This sort of person needs to be protected by four solid walls. He cannot make it on his own. He doesn’t relate to his environment in a normal manner or fit into society in an average way. 
  • E. Left Margin Widening as It Descends
  • rapid and spontaneous writing. If you’re writing quickly and spontaneously, you will leave wider and wider left margins as you descend (down) the page.
  • F. Left Margin Narrowing as It Descends
  • a tendency to start out brave, going towards the future, but eventually retreating to the past and what is familiar.
  • G. Narrow Margins on Left & Right Side
  • Some people write all the way to the side on both the left and right, leaving no side margin whatsoever. This trait indicates one who leaves no room for other people. Such a person doesn’t see things from other people’s point of view
  • He takes up all the space and doesn’t see himself properly in relation to his environment, leaving no room for the rights and opinions of others. 
  • H. Uneven Left Margin
  • . The left margin represents “the line of society.” Thus, each time we return to the left, it’s up to us whether we’re going to align the next word, or we’re going to get “out of line.” That small percentage who do not have a straight left margin are those people who cannot conform to society’s standards. These are also people who, quite expectedly, would not do well in a strict nine-to-five job
  • I. No Margins at All
  • With no margins, filling every inch of the paper, indicates someone who feels he must fill every waking moment of his life with an activity. It means compulsively busy, leaving no stone unturned. Very such people have miserly natures as well. This person also leaves no room for the rights or opinions of others
  • J. Wide Upper Margin
  • The lower you start, the more you tend to have formal, respectful feelings toward the person to whom you’re writing, such as a letters/papers to teachers, businesses…etc. You waste more paper to show respect, and you “lower” down on the paper. 
  • K. Narrow Upper Margin
  • a narrow upper margin means you are feeling more familiar than formal toward the person to whom you are writing. By starting high on the paper, you don’t “bow down” or “lower yourself” to show respect.
  • L. Narrow Lower Margin
  • writing until there was no room left - until the writing is crushed. This means someone who delays the inevitable. Such a person is so eager to express himself that he feels it would take too much time to turn the paper over or get another sheet. 
  • M. Crushed Right Margin
  • dangerous impulsiveness. People like this bash their heads into the wall and do it again and again - (They don’t learn from their mistakes.) They don’t have the sense to say it to themselves, “Hey, wait a minute. You know, the paper ends, and I have to accommodate.” They don’t say it because they don’t care or think about it
  • izz aty on 28 Mar 13
     
    A blank piece of paper represents life itself, and what you do on that blank paper represents how you interact with other people and with life around you. 
izz aty

Breastfeeding linked to child's intelligence later in life | Fox News - 0 views

www.foxnews.com/...lds-intelligence-later-in-life

children research science family parenting parenthood breastfeeding intelligence development

shared by izz aty on 31 Jul 13 - No Cached
  • “Many previous studies have been criticized because any link you might observe between breastfeeding and childhood intelligence could be explained by those other factors,” Belfort told FoxNews.com
  •  At age 3, the children underwent the higher Peabody Picture Vocabulary Test, a measure of receptive language, or how well a child understands language.
  • for each additional month that a child was breastfed, through a year, their language score was .2 points higher – a statistically significant finding.
  • ...7 more annotations...
  • at age 7, the same children were assessed using the Kaufman Brief Intelligence Test, a measure of the child’s IQ. For this test, each additional month that a child was breastfed through a year was correlated with an increase in IQ score by a third of a point – another statistically significant discovery.
  • However, when children took the Wide Range Assessment of Memory and Learning, which specifically tests memory and learning capabilities, the difference between children who were breastfed and those who weren’t was not significant.
  • authors were also interested in exploring whether or not there was a link between a mother’s consumption of fish and the intelligence of children who were breastfed – though they did not find any significant effect there either.
  • Though researchers were able to distinguish a small but clear link between breastfeeding and cognitive development, they remain uncertain as to why breast milk appears to be superior to infant formula.
  • Belfort noted that the study’s findings support national recommendations urging women to breastfeed exclusively through age 6 months and to continue at least partial breastfeeding through 1 year of age.
  • “The cognitive advantage is relatively small so people need to weigh many, many different factors in making this decision.”
  • “Turn off the TV, talk to your baby, read to your baby, play with your baby. Those are really important ways to stimulate baby’s development.”
  • izz aty on 31 Jul 13
     
    "Belfort and her colleagues gathered data from 1,312 mothers and children in the United States, tracking everything from the mother's frequency of breastfeeding to other factors including the mother's intelligence, the mother and father's education levels, measures of the home environment, the mother's employment and the type of childcare the baby received."
izz aty

School can worsen disabled children's behavioural problems, researchers say - Institute... - 0 views

www.ioe.ac.uk/...104870.html

disability english special ed LD dissertationZ behavioural inclusion issues

shared by izz aty on 03 Oct 14 - No Cached
  • disabled children might have fewer behavioural issues in their early years if more schools introduced stringent anti-bullying measures and other support strategies, the researchers conclude.
  • The researchers found that disabled children consistently presented more conduct problems than their non-disabled peers between the ages of 3 and 7. However, the conduct of both groups of children followed the same development pattern, improving between 3 and 5 and then slightly worsening at about age 6.
  • The long-term benefits of such interventions could be very substantial, the researchers believe, as behavioural difficulties are likely to compound disabled children's problems and reduce their chances of having a happy and successful adult life.
  • ...6 more annotations...
  • The researchers compared non-disabled children with infants who had:  a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures)  a longstanding limiting illness (such as type 1 diabetes or asthma)  special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss).  They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age.   This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory.   They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.  
  • also recommend that more support is provided for mothers and fathers of children with an impairment or special educational need.
  • At age 3, children with longstanding limiting illnesses and special educational needs were also more likely than non-disabled infants to exhibit the other three negative behaviours that were assessed: difficulties with peers, emotional problems and hyperactivity. But, worryingly, unlike conduct problems, these particular behavioural difficulties became more pronounced among children in these two disability categories between the ages of 3 and 7.
  • some early school environments may exacerbate behavioural problems for disabled children in ways that cannot solely be solved by learning support – because the underlying issue is behavioural rather than cognitive," the researchers comment.   "Many disabled children find it increasingly difficult to engage with the social world as they pass from toddlers to the mid-primary school age. They also struggle with structured social contexts such as school. We need to gain a better understanding of the effects that schools have if we are to develop environments that do not, in effect, disable children further."
  • we should seriously consider the implications of the marked increase in emotional problems for disabled girls, in particular, in terms of future risks such as depression and self-harm."
  • 'Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England', by Rebecca Fauth (NCB), Samantha Parsons (IOE) and Lucinda Platt (LSE), is the latest working paper to be published by the IOE's Department of Quantitative Social Science (QSS). It will be available from the QSS website http://www.ioe.ac.uk/research/departments/qss/35445.html from 9am on Friday, October 3.
izz aty

WHO | Environment and health in developing countries - 0 views

www.who.int/...en

dissertationZ

shared by izz aty on 11 Oct 14 - No Cached
  • environmental factors are a root cause of a significant burden of death, disease and disability – particularly in developing countries
  • A significant proportion of that overall environmental disease burden can be attributed to relatively few key areas of risk. These include: poor water quality, availability, and sanitation; vector-borne diseases; poor ambient and indoor air quality; toxic substances; and global environmental change.
  • The resulting impacts are estimated to cause about 25% of death and disease globally, reaching nearly 35% in regions such as sub-Saharan Africa (1). This includes environmental hazards in the work, home and broader community/living environment.
  • ...1 more annotation...
  • simple preventive measures exist to reduce the burden of disease from such risks, although systematic incorporation of such measures into policy has been more of a challenge.
izz aty

Five Top Tips to Make You Highly Employable | Career Services and Small Business HR Ser... - 0 views

thecareercafe.co.uk/blog

shared by izz aty on 12 Jun 15 - No Cached
  • 1.) Establish the optimal career path for your personality and follow it
  • we are most satisfied when there is a degree of fit between our personality and the job we do and environment we work in.
  • satisfied employees perform better and this can only help your employment prospects
  • ...9 more annotations...
  • 2.) Continually demonstrate your commitment to being the best at what you do
  • 3.) Target roles and environments in which you can differentiate yourself from the competition
  • recruiters can easily spot this high volume, low thought approach and it does not reflect well.
  • 4.) Prepare an Effective CV
  • every job seeker should read this article before preparing their CV: What recruiters look at during the 6 seconds that they spend on your resume/CV
  • 5.) Tailor every job application
  • Prepare a new cover letter for each job application
  • tailored specifically to the role, department, sector and company that you are applying to
  • include a reference to your personal differentiators, e.g. the achievements, skills, experience or qualifications that you believe will set you apart from the competition
izz aty

bloom's taxonomy of learning domains - bloom's learning model, for teaching, lesson pla... - 0 views

www.businessballs.com/staxonomyoflearningdomains.htm

shared by izz aty on 05 Jun 15 - Cached
  • The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972).
  • Bloom and his colleagues felt that the academic environment held insufficient expertise to analyse and create a suitable reliable structure for the physical ability 'Psychomotor' domain.
  • In each of the three domains Bloom's Taxonomy is based on the premise that the categories are ordered in degree of difficulty. An important premise of Bloom's Taxonomy is that each category (or 'level') must be mastered before progressing to the next. As such the categories within each domain are levels of learning development, and these levels increase in difficulty.
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  • The Dave model is the simplest and generally easiest to apply in the corporate development environment.
  • explore the Simpson and Harrow Psychomotor Domain alternatives - especially for the development of children and young people, and for developing skills in adults that take people out of their comfort zones. This is because the Simpson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the Dave model.
izz aty

Moodle.org: open-source community-based tools for learning - 0 views

moodle.org

education moodle opensource learning community social media social networking

shared by izz aty on 08 Dec 10 - Cached
  • izz aty on 08 Dec 10
     
    Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites. Moodle.org is our community site where Moodle is made and discussed.
izz aty

Study: Malaysia has best English language speakers in Asia - Nation | The Star Online - 0 views

www.thestar.com.my/...a-best-english-asia-study.aspx

education first education esol tesol esl malaysia malaysian education language learning language education EDWCkiv

shared by izz aty on 18 May 14 - No Cached
  • Malaysia apparently has the best English language speakers in Asia, beating out Singapore, India, Sri Lanka, Taiwan, China and Kazakhstan - according to a Singapore-based English Language school.
  • The school, Education First, which released the findings of their English Proficiency Index on their website Wednesday, ranked Malaysia as having the highest level of English proficiency out of 13 countries in Asia.
  • On the global scale, Malaysia was ranked 11th out of 60 countries, with four of the top five slots going to Scandinavian countries, with Sweden and Norway taking the top two spots and Malaysia outperforming Singapore, Belgium, Germany, Latvia and Switzerland - countries which took the 12th, 13th, 14th, 15th and 16th spots respectively.
  • ...8 more annotations...
  • "China has also improved, although less dramatically. Japan and South Korea, despite enormous private investment, have declined slightly.
  • Across the board, English language skills are improving in the BRIC countries (Brazil, Russia, India, and China). "This year, India and Russia have moved ahead of China, and Brazil is closing in fast," said Education First.
  • The school went on to say that their Index found the Middle East and North Africa to be the regions with the weakest English proficiency.
  • On the mechanics of the Index, the school said the Index calculated a country's average adult English skill level using data from two Education First tests.
  • The second is a 70-question online placement test used by EF during the enrolment process before students start an English course. Both include grammar, vocabulary, reading, and listening sections
  • One test is open to any Internet user for free
  • The open online test is a 30-question adaptive exam, so each test-taker’s questions are adjusted in difficulty according to his or her previous correct and incorrect answers
izz aty

Autistic children can be the nation's assets - Nation | The Star Online - 0 views

www.thestar.com.my/...Autistic-nation-asset

autism ASD autism malaysia malaysian education malaysia education

shared by izz aty on 26 Nov 14 - No Cached
  • The Director of the Special Education Division under the Education Ministry, Bong Muk Shin, said children under the Special Education Programme are those who have difficulty learning in the mainstream environment. The special education stream is divided into three based on the difficulties in learning, hearing and seeing.
  • Autistic children are classified under those with learning difficulties. This is based on the general characteristics of autism such as the difficulties in focusing, communicating and socialising. Autistic children also tend to be hyperactive or prone to sudden aggression, which can at times harm themselves or others.
  • Bong advocates early intervention programmes for autistic children. He said such programmes could help them immensely in preparing and adjusting to the schooling environment.
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  • Early intervention also allows them to enter the special education programme. Bong said the children would learn to become self-sufficient and independent through the programme.
  • Until March this year, 3,264 children have registered as disabled people at 925 schools nationwide. Of the figure, five percent are autistic children.
  • Bong said the ministry was aiming for 75 percent of mainstream schools to be implementing the integration programme by 2025.
  • The integration programme has been implemented at selected schools for three years now and has shown to affect the disabled children positively, he said. Bong said autistic children had every right to an education as other children and it was the parents and teachers' responsibility to help them attain it.
izz aty

Special Education History | History of Special Ed in the U.S. - 0 views

www.alleducationschools.com/...special-education-history

special education american special ed american education IDEA EHA NCLB

shared by izz aty on 09 Nov 14 - No Cached
  • for nearly 200 years after the United States was established in 1776, little was done to advance the rights of its disabled students
  • over 4.5 million children were denied adequate schooling before legislation to ensure equal education opportunities for special education children began in the early 1970s.
  • once legislation began, a steady stream of mandates, laws and decisions presented special needs students with opportunities previously unheard of. Suddenly, the foundation of a quality, individualized education in an accepting, unrestricted environment made independent living an option.
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  • victories were a culmination of decades of advocacy and dedication that helped build the rich selection of special education resources in the United States today.
  • The first advocacy groups to fight for quality special education were made up of parents whose children were marginalized as far back as 1933.
  • In the 1960s, multiple laws were passed, granting funds for special education students.
  • The majority of these family associations began making waves in the 1950s when their lobbying encouraged the passage of laws that provided training for teachers who worked with deaf, hard-of-hearing or intellectually disabled students (historically called "mentally retarded").**
  • In the early 1970s, multiple landmark court decisions giving states the responsibility to provide special education resources and schooling to students in need of it.
  • Currently, state and local institutions provide 91 percent of special education funding, while federal funds take care of the remaining 9 percent when states meet federal criteria. This balance allows for the varying special education programs you'll find across the country, as well as the uniform regulations that hold states to certain standards and encourage excellence in teaching.
  • The 1970s brought more significant improvement to the lives of special education students than any other decade in special education history
  • the Rehabilitation Act of 1973 guaranteed civil rights to all disabled people and required accommodations for disabled students in schools.
  • in 1975, the Education for All Handicapped Children Act (EHA) guaranteed and enforced the right of children with disabilities to receive a free, appropriate education.
  • providing unique educational opportunities suited to the needs of disabled students and delivering it in the "least restrictive environment" possible, this law is still the foundation of modern-day special education history in the U.S. today.
  • onset of IDEA brought about a widespread focus on providing the best-researched, most effective methods for special education teaching. Now, not only were students guaranteed an equal education, they were provided with viable schooling options and the individualized attention they needed.
  • IDEA emphasized the use of individual education plans, or IEPs, for all special education students. IDEA also initiated the use of individualized transition plans, or ITPs, to best prepare students for successful in their adult lives.
  • During its reauthorization in 1997, EHA underwent a number of substantial revisions and became known as the Individuals with Disabilities Education Act (IDEA)
  • IDEA took many of the aims represented in EHA and brought them to life by providing applicable standards and structure to its best intentions.
  • In 2001 and 2004, the No Child Left Behind Act (NCLB) provided further accountability to schools and added technology assistance and loan programs to help schools acquire needed special education resources.
  • basic rights are set in place, advocacy groups similar to those first started in 1933 are forming to put forth legislation. These groups work toward a number of differing goals in regard to teaching methods, the recognition of certain disabilities and greater choice in schools.
  • *Source: "Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind," by the National Council on Disability; January 25, 2000
izz aty

Wahab et al 2010 Transformational of Malaysian's Polytechnic into University College in... - 0 views

fptk.upi.edu/...28_Sahul_Hamed_Abd_Wahab.pdf

lifelong learning HTVET educational policy education

shared by izz aty on 21 Dec 15 - No Cached
  • izz aty on 21 Dec 15
     
    Proceedings of the 1stUPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November 2010 570 Transformational of Malaysian's Polytechnic into University College in 2015: Issues and Challenges for Malaysian Technical and Vocational Education Sahul Hamed Abd. Wahab1 , Mohd Amin Zakaria2 , Mohd Ali Jasmi3 Politeknik Johor Bahru 81700 Pasir Gudang Johor Malaysia. sahul@polijb.edu.my, mohd_amin_zakaria@yahoo.com, matali_jasmie@yahoo.com Abstract Malaysian Polytechnic has been operated for almost 41 years. It was established by the Ministry of Education with the help of UNESCO in 1969. The amount of RM24.5 million is used to fund the pioneer of Politeknik Ungku Omar located in Ipoh, Perak from the United Nations Development Program (UNDP). At present, Malaysia have developed 27 polytechnic at all over states in engineering, agriculture, commerce, hospitality and design courses with 60,840 students in 2009 to 87,440 students in 2012. The Department of Polytechnic Education is committed to provide quality, efficient and customer-friendly services to the highest level of objectivity, confidentiality, integrity and professionalism. Their main purpose is to breaking boundaries for the creation of transformative and creative learning environment for an innovation-led economy and to be Malaysia's number one provider of innovative human capital through transformational education and training for the global workforce by 2015. The objective of this paper is to analyze the issues related on transformational of conventional polytechnic towards students, lecturers, stakeholders, communities, and workforce and skill development in lifelong learning. In addition, to study new courses aligned with development of new technology and currents trend of employment has take into consideration. Finally, a basic frame work of a new dimension for University College based on technical and vocational training is discussed at the end of this p
izz aty

Teens Favorite Inspirational Movies - 0 views

www.stageoflife.com/TeensFavoriteMovies.aspx

teen teenage patterns adolescent youth survey youth survey entertainment inspirational movies video reference english

shared by izz aty on 06 Jan 13 - No Cached
  • 50/50: Confronting the Inevitable by Ryan.Paine (This teen struggled dramatically with the thought of death)
  •   A Beautiful Mind inspired me to explore the world’s mysteries by Jonesy1106 (“I need to believe that something extraordinary is possible”)
  • A Goofy Movie taught me how to be a better daughter by jklawls (Parents have their kids’ best interests at heart)
  • ...15 more annotations...
  •   The Blind Side inspired me to take risks for others by haleybopc8 (Don’t take life for granted)
  •     The Blind Side Encouraged Me Never to Give Up by abcdefgh (Don’t let previous failure stop you from achieving your dreams)
  • Cyberbully taught me to use my words wisely, not to harm by tonirene (Help save a life by being kind to the bullied)
  • The message in Cyberbully opened my eyes to the harmful actions of others by delaneysue (Don’t bully anyone—ever)
  •   Every Child is Special made me cry for seeing a smile on a child that I hugged today by Roselle (Children with disabilities deserve to be loved and encouraged)
  • The Fabulous Destiny of Amelie Poulain pushed me outside my comfort zone by Hatman (This teen identified strongly with a foreign film’s protagonist)
  • Ferris Bueller’s Day Off by Cassie (Stay in school)
  • Forrest Gump Inspired Me by Jbaeza (Being unique is not a bad thing)
  • The Lorax let me think about how a world would be without trees by Lizzy (We must protect the environment before it breaks down)
  • Mean Girls showed me that happiness and social status are not directly proportional by cossshmo (Popularity is not important)
  • Pay It Forward: The Start of My Passion to Give Back by Kaleilei (It is important to give back to the community—stand up for bullied, donate your time and money, among other things)
  • Pay It Forward showed me how our decisions affect others by otto5 (Think about every decision you make)
  • Pay It Forward made me realize the ultimate impact of a random act of kindness by hflanagan17 (An act of kindness can change the world)
  • The Pursuit of Happyness Encouraged Me to Persevere by sampsoncaitlyn (With determination, you can achieve any goal)
  • Taare Zameen Par taught me the importance of volunteerism by Asmaan (The protagonist’s struggle with learning made this teen more sensitive to others’ needs)
  • izz aty on 06 Jan 13
     
    "This is the formal summary report from StageofLife.com on Teens and Movies.  Below you'll find our poll results outlining how teens consume movies at the theater and at home along with over 100 of the featured essays from students participating in our monthly national teen writing contest. Knowing teenagers and college students are a prime demographic for the big movie houses, we wanted to find out what films speak to teens and college students. Which movies are the most inspiring?  What movies help make a positive difference in this world? So in April of 2012, we asked 4,885 teens who visited our writing contest page that month to name and write about the one film that made the biggest difference in their life.  Hundreds of teens participated in the writing contest and shared a story about the film that touched or inspired them the most. "
izz aty

Latro Algae Pet Lights Your Way Home Via Your Breath | Earthtechling - 0 views

www.earthtechling.com/...looks-like-beaker-of-green-goo

environment green science invention oxygen globalwarming world

shared by izz aty on 22 Feb 13 - No Cached
  • The Latro (which comes to us by way of Treehugger) requires sun, which can be provided by leaving the device (which really looks more like a huge beaker full of green goo than an actual lamp) outside during the day–or presumably, in a sunny window. While the algae is photosynthesizing away, it will also be charging up a battery, which then releases light, according to the designer “within the hours of darkness” (we assume automatically).
izz aty

History - Find den rigtige efterskole! Søg på fag, priser og ledige pladser. - 0 views

efterskole.dk/...History

denmark danish education education europe efterskole folk school schooling ESTEkiv

shared by izz aty on 09 May 14 - No Cached
  • 1851 the first Efterskole founded at Ryslinge, Fyn (Funen).
  • 1996 the Danish Parliament in a significant law reform tightens up and emphasises the conditions for receiving state funding: an Efterskole must (prove itself to) be free and independent. Under no circumstances may the school from a legal point of view have strong organisational and financial links to – or be dependent on – other schools or movements.
  • Each Efterskole must be truly free and independent, and "master in its own house". This puts even more responsibility on the school board.
  • ...4 more annotations...
  • 2000 the latest Efterskole Act introduces a new rule that each Efterskole must define and describe its own (and specific) basic values. A critical self-evaluation must be made at the end of each school year.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
  • 1967 the Efterskole is permitted to prepare students to pass some of the public final examinations. From this point the Efterskole ceases to be closely linked to the Folkehøjskole tradition – at least in the aspect of nonformal education. On the other hand, the Efterskole still offers the special educational environment linked to residential education, which is also an important aspect of the Folkehøjskole tradition and, in its educational practice, it has definitely not left the path of ‘enlightenment for life’. One could claim that from this point the Efterskole tries to balance between different educational ideas and requirements.
  • 1994 municipal grants are made compulsory, which improves and equalises the economical conditions for students (and their parents) – independent of their local council. In the following years the result is evident: a broader section of the population can now afford to choose the Efterskole – and so they do. The 1994 act also transfers significantly more assessments, decisions, and responsibility from central level (Ministry of Education) to the local school board. Essential topics like the educational plan and the approval of a new headmaster lie from this point entirely in the hands of the school board.
izz aty

Dhaka Declaration on Autism Spectrum Disorders and Developmental Disabilities 25 July 2... - 0 views

www.autismspeaks.org/...dhaka-declaration

autism

shared by izz aty on 29 Sep 14 - No Cached
  • Recalling the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities as well as resolutions adopted by other forums, in particular the United Nations General Assembly on autism
  • Reiterating the provisions of Constitutions of our respective countries safeguarding against discrimination and social exclusion of people on grounds of any disability or condition, and securing the provision of the basic necessities of life, in particular education and medical care, and the right to social security to public assistance in cases of undeserved want arising from illness and disabilities,
  • Noting that developmental disorders are being increasingly recognized all over the world as disabling conditions which seriously influence everyday functioning of affected children, severely interfere with their developmental, educational and social attainments, and bring significant economic costs to families and societies
  • ...21 more annotations...
  • Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,
  • Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care
  • Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies
  • Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities
  • Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties
  • Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations
  • Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required
  • Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders
  • Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society
    • izz aty
      izz aty on 29 Sep 14
       
      ACTIONS TO MEET VISIONS awareness and social responsibility, healthcare specialised care services allocation of resources family-centred provisional support service quality assurance socially inclusive legislations effective networks and collabs regular conferences for knowledge-sharing and checking  progress
  • Endorse the following priority actions for realizing our vision to meet the health care needs of children with developmental disorders:
  • 1.         Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.
  • a. Increase awareness of the rights of children with developmental disorders and to highlight social responsibility to persons with such disabilities.
  • b.   Strengthen health systems’ capacity to address the needs of children with developmental disorders and their families.
  • c.   Improve capacities of professionals involved in provision of integrated care services for children with developmental disorders at various levels, from primary health care and communities to specialized services.
  • d.   Mobilize and allocate increased human and financial resources for the health care of children with developmental disorders and for stepwise implementation of the identified priority actions.
  • e.   Support provision of care as close as possible to families' homes and schools and promote participation in family life, education and society.
  • f.    Establish measures for assurance of quality of services.
  • g.   Promote a supportive national legislative and policy environment to ensure social inclusion.
  • h.   Ensure effective collaboration mechanisms across sectors and particularly, among health, education, and social services, and promote adoption of a holistic approach to care provision for developmental disorders.
  • i.    Hold regularly scheduled regional conferences to continue to share information and best practices as well as monitor progress.
izz aty

Learning Disabilities (LD) | Center for Parent Information and Resources - 0 views

www.parentcenterhub.org/...ld

LD identification LD dissertationZ

shared by izz aty on 30 Sep 14 - No Cached
  • Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. “Learning disabilities” is not the only term used to describe these difficulties. Others include: dyslexia—which refers to difficulties in reading; dysgraphia—which refers to difficulties in writing; and dyscalcula—which refers to difficulties in math.
  • there are certain clues. We’ve listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified in elementary school.
  • school focuses on the very things that may be difficult for the child—reading, writing, math, listening, speaking, reasoning
  • ...6 more annotations...
  • IDEA’s Definition of “Specific Learning Disability”
  • instead of using a severe discrepancy approach to determining LD, school systems may provide the student with a research-based intervention and keep close track of the student’s performance. Analyzing the student’s response to that intervention (RTI) may then be considered by school districts in the process of identifying that a child has a learning disability.
  • There are also other aspects required when evaluating children for LD. These include observing the student in his or her learning environment (including the regular education setting) to document academic performance and behavior in the areas of difficulty.
  • Once a child is evaluated and found eligible for special education and related services, school staff and parents meet and develop what is known as an Individualized Education Program, or IEP. This document is very important in the educational life of a child with learning disabilities. It describes the child’s needs and the services that the public school system will provide free of charge to address those needs.
  • Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the “Tips for Teachers” section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We’ve listed one central source in the “Resources Especially for Teachers” section.
  • Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from “low-tech” equipment such as tape recorders to “high-tech” tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to “write” by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online’s Technology section, at: http://www.ldonline.org/indepth/technology
  • izz aty on 30 Sep 14
     
    "Supports or changes in the classroom (called accommodations) help most students with LD. Common accommodations are listed in the "Tips for Teachers" section below. Accessible instructional materials (AIM) are among the most helpful to students whose LD affects their ability to read and process printed language. Thanks to IDEA 2004, there are numerous places to turn now for AIMs. We've listed one central source in the "Resources Especially for Teachers" section. Assistive technology can also help many students work around their learning disabilities. Assistive technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading machines (which read books aloud) and voice recognition systems (which allow the student to "write" by talking to the computer). To learn more about AT for students who have learning disabilities, visit LD Online's Technology section, at: http://www.ldonline.org/indepth/technology"
izz aty

School of Education at Johns Hopkins University-Inclusion of Students with Autism Spect... - 0 views

education.jhu.edu/...0Autism%20Spectrum%20Disorders

inclusion for autism dissertationZ inclusion issues

shared by izz aty on 30 Sep 14 - No Cached
  • if the regular classroom teacher is not fully equipped to provide accommodations for a student with an autism spectrum disorder (ASD), then why discuss the need for inclusion? Why not continue the previous trend of sending all of those students to the "resource room" to be educated by the special education teacher? What can be gained in a larger setting?
  • Individuals with an ASD are often recognized first by their ineptness in social interactions with others. They often say things that are inappropriate or they may speak only rarely if at all. In play, they may remain off in a corner inspecting rocks while their peers are carrying on a game of tag. If the student remains in the special educational setting with fewer interactions with mainstream classmates, he will undoubtedly experience little or no growth socially. The child may grow into an adult who has difficulty in the work environment because he has still not learned effective communication skills. The regular educational setting will, of course, only be as effective as the adults who are caring for the child, but with intentional teaching of social skills in this setting, more positive growth is likely.
    • izz aty
      izz aty on 30 Sep 14
       
      WHY INCLUSION FOR AUTISM
  • ...1 more annotation...
  • Teaching individuals with ASD how to form relationships and understand the feelings of others is likely more important than academic learning when considering the future potential of an individual. Because this is the greatest area of weakness, schools carry an important responsibility to work this into the curriculum whether the student with ASD is in the regular educational setting or the special education classroom. Schools do not always recognize this responsibility. Many professionals do not believe enough attention is being given to the social and emotional needs of children with ASD in the school setting (Bryson, Rogers, & Fombonne, 2003).
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