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izz aty

Why private schools are better than state - Parentdish UK - 0 views

www.parentdish.co.uk/...-schools-are-better-than-state

english education england education ESTEkiv united kingdom private school independent school

shared by izz aty on 12 May 14 - No Cached
  • beautiful buildings, steeped in history, the acres of immaculate grounds, the committed teachers, the exam results, the range of extra-curricula activities
  • Or maybe I'd simply prefer my children to mix with other children and parents whose speech is not punctuated with 'innit'.
  • I've taught in independent and state schools.
  • ...17 more annotations...
  • Not all teachers in state schools are work-shy; some are brilliant. But there are too many teachers who are not
  • In the last 10 years, only 17 out of 400,000 teachers in state schools were dismissed due to incompetence
  • In the state school, once-a-term staff meetings were something to get through as quickly as possible.
  • Parents thought nothing of looking me right in the eye at parents' evenings and reminding me that they were paying a lot of money for their child's education, so they expected results. I felt personally accountable. Do parents dare to tell a teacher in a state school that their taxes are paying their salaries, so shape up?
  • class size. I've taught classes with 15 pupils and classes with 35. Children in smaller classes feel more confident about contributing, and I had more time for them. I knew the name of every pupil in the school; I felt part of a close knit community and so did they.
  • Independent schools can't allow any child to slip through the net. At the weekly staff meeting we discussed each year group, flagging up any pupil who was struggling and an action-plan was devised. My department also had a weekly meeting where pupils were discussed.
  • Autonomy and accountability, that's what makes the independent system successful. Bad teachers just go.
  • Do independent schools simply hot-house children to get them through exams? Yes, and why not? But extra-curricular activities in independent schools are there to help children flourish, whether they are academically gifted or not.
  • Everyone connected with independent education expects success - the teachers, parents and children. There is no embarrassment about applying to Oxbridge or any Top Ten university, it's the norm. I accept that not all state schools have low expectations, but too many have an 'us and them' attitude towards top universities.
  • As an only child, I wanted my son to start in the prep system and carry on making friends for life
  • it gives parents power to provide the best for their children; you are the customer.
  • Until the state system is run on those lines, giving parents power, attracting the very best teachers with salaries and working conditions to match, then money will always buy better education and no one should feel guilty if they choose to buy it.
  • It could be deduced that we live in a society where your chance of success is determined before birth and that there is little reason to compete in 'the race of life' since some people are starting that race 150 yards in front and the top positions in our society are largely predetermined.
  • The trick is to find a school where the kids (and their parents) are committed to learning. Such schools do not have to be private, and the teachers in both private or state schools are generally excellent.
  • The grammar schools and the private schools are roughly comparable in academic performance. They outperform the comprehensives, for the simple reason for this is that the kids ending up in the comprehensives tend to be the ones who failed the 11+ examinations (i.e. their parents did not get them private tutoring, etc.).
  • The most stuck up children come out of private school.
  • This is the third time she has been back to private education and we feel we have much more of a say, as we are employing them to do a service and feel much more involved in her education.
izz aty

BBC News - Gove calls for state schools to be more like private - 0 views

www.bbc.co.uk/...education-26015535

english education england united kingdom education ESTEkiv state school private school independent school

shared by izz aty on 12 May 14 - No Cached
  • Education Secretary Michael Gove
  • he said he wanted to break down the "Berlin Wall" between state and independent sectors. This could see state pupils taking the private school common entrance exam and state schools staying open longer
  • The education secretary, speaking at the London Academy of Excellence, said that for decades "the dominant consensus has been that state education in England was barely satisfactory"
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  • he wanted schools to be able to stay open longer for nine or 10 hour days. This would allow more time for after-school activities or to provide a place for children to do their homework.
  • Mr Gove said that commentators had associated state schools with "poor discipline, low standards, entrenched illiteracy, widespread innumeracy", but he said that this "pessimistic view is no longer tenable"
  • he said the state system was improving, with better results, more pupils taking tougher subjects and fewer weak schools
  • called for more testing, including taking the common entrance exam taken by 13 year olds in some private schools
  • Academies, which are now the majority of secondary schools, can already set their own hours
  • Mr Gove backed plans for individual secondary schools to be able to take the OECD's international Pisa tests
  • Sir David also had tough words about teachers' unions, saying their "political naivety has been astonishing". "Their barrage of industrial action and knee-jerk opposition to any change has allowed the education secretary and his supporters to characterise them as cartoon-like bogeymen," he writes.
  • Responding to Mr Gove's speech on Monday, Labour's shadow education secretary, Tristram Hunt, said: "Improving school standards starts with a qualified teacher in every classroom. Until Michael Gove commits to this, he is ruling himself out of any serious debate about how we raise standards in our schools. "Whether on discipline, delivering extra-curricular activities or on improving learning outcomes: it all hinges on the quality of the teacher in the classroom. Raising the quality of teaching - that is where the focus needs to be and that is what Labour is concerned with. The Tories have lost sight of this and are undermining school standards as a result.
  • Christine Blower, leader of the National Union of Teachers, challenged the idea of state schools using the common entrance exam. "Why would we imagine that that is an appropriate examination? He's not discussed that with anybody, he's not discussed it with any of the exam boards, he's certainly not discussed it with the representatives of teachers," said Ms Blower.
  • Mr.Gove says that at the heart of every successful private school is the independence of the Head. It isn't.At the heart of every successful private school is exclusivity; fees; selection and privileged parental backgrounds.Will he give those to state schools? No, of course not. So let's stop this nonsensical argument now.
  • Most people work a 8 hour day (although there are many who work more) and we expect children to work for longer? How, many of us adults would want to attend a course that lasted 10 hours a day for 40 weeks of the year? I know my brain would explode! Concentrate on quality not quantity Mr Gove!
izz aty

Comprehensive school (England and Wales) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ive_school_(England_and_Wales)

english education education comprehensive school schooling state school wales england

shared by izz aty on 10 May 14 - No Cached
  • In 1976 the future Labour prime minister James Callaghan gave a speech at Oxford's Ruskin College. He launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system.
  • Comprehensive schools remain the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection.
  • Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to. This concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down
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  • Government policy is currently[when?] promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.
  • Supporters of comprehensive education argue that it is unacceptable on both moral and practical grounds to select or reject children on the basis of their academic ability
  • comprehensive schools in the UK have allowed millions of children to gain access to further and higher education after the age of 16, and that the previous selective system relegated children who failed the eleven-plus examination to a second-class, inferior education and hence to worse employment prospects.
  • the reality has been a levelling-down of provision and a denial of opportunity to bright children from disadvantaged backgrounds, who might once have expected to pass the eleven-plus exam and have the advantage of a grammar school education.
  • The most straightforward way for parents to ensure that their children attend what is perceived to be a "good" school now is to buy a house within its catchment area. This, critics claim, has led to de facto selection according to parents' financial means rather than their children's ability at passing exams.
izz aty

Autistic Spectrum Disorders (ASD) - 0 views

www.learningdisabilities.org.uk/...autistic-spectrum-disorder-asd

ASD dissertationZ symptoms prevalence UK autism special education UK

shared by izz aty on 29 Sep 14 - No Cached
  • Autistic Spectrum Disorder (ASD) is a term used to describe a number of symptoms and behaviours which affect the way in which a group of people understand and react to the world around them. It's an umbrella term which includes autism, Asperger syndrome and pervasive developmental disorders. All of these autistic spectrum disorders have an onset before the age of three
  • Recent research by the Learning Disabilities Observatory indicates that around 20-30% of people with learning disabilities have an ASD.
  • Being diagnosed with Asperger syndrome does not constitute having a learning disability.
  • ...6 more annotations...
  • All children and adults with an ASD will have the following core symptoms in what is known as the ‘triad’ of impairments:
  • 1. Non-verbal and verbal communication People with an ASD have difficulty in understanding the communication and language of others, and in communicating themselves. Many children are delayed in learning to speak and a small minority do not develop much functional speech. This does not mean they cannot communicate, as they use other methods to communicate their needs. People with an ASD tend to have a literal understanding of language, so the use of metaphors such as ‘it’s raining cats and dogs’ should be avoided.
  • 2. Social understanding and social behaviour People with an ASD have difficulty understanding the social behaviour of others and can behave in socially inappropriate ways. People with an ASD have difficulty empathising with others, and as a result are unable to read social contexts. Children with an ASD often find it hard to play and communicate with other children, because of their difficulties with empathy.
    • izz aty
      izz aty on 29 Sep 14
       
      60-70% of ppl with ASD will have LD 20-30% of ppl with LD also have ASD
  • 3. Imagining and thinking/behaving flexibly Children with an ASD find it difficult to engage in imaginative play, so they tend to spend more time in solitary play. Children with an ASD can have an excellent memory concerning toys or activities they are passionate about. People with an ASD tend to have particular interests in specific topics or activities, which they may pursue obsessively. People with an ASD often find change difficult to cope with, and have a preference for routine. They may also struggle to transfer skills to other activities.
  • Approximately 1% of the population has an autistic spectrum condition. The prevalence rate of autistic spectrum conditions is higher in men than it is in women (1.8% vs. 0.2%). 60-70% of people who have an autistic spectrum condition will also have a learning disability.
izz aty

Please consider supporting Autistic people via organizations other than Autis... - 0 views

sonnolenta.com/...o-batali-and-masaharu-morimoto

autism

shared by izz aty on 29 Sep 14 - No Cached
  • there are better organizations out there to support
  • an organization that has no Autistic representation, and puts the majority of their monies into research initiatives that involve both eugenics and drastic and controversial therapies. 
  • Autism Speaks has no Autistic representation within their organization:
  • ...7 more annotations...
  • The anti-vaccine sentiments of Autism Speaks’ founders
  • Autism Speaks has a history of supporting dangerous fringe movements that threaten the lives and safety of both the autism community and the general public.
  • Autism Speaks systematically excludes autistic adults from its board of directors, leadership team and other positions of senior leadership. This exclusion has been the subject of numerous discussions with and eventually protests against Autism Speaks, yet the organization persists in its refusal to allow those it purports to serve into positions of meaningful authority within its ranks.
  • Autism Speaks has promoted the Judge Rotenberg Center, a Massachusetts facility underDepartment of Justice and FDA investigation for the use of painful electric shock against its students. The Judge Rotenberg Center’s methods have been deemed torture by the United Nations Special Rapporteur on Torture (p. 84) and are currently the subject of efforts by the Massachusetts state government and disability rights advocates to shut the facility down. Despite this, Autism Speaks has allowed the Judge Rotenberg Center to recruit new admissions from families seeking resources at their fundraising walks.”(source)
  • Autism Speaks’ fundraising efforts pull money away from local communities, returning very little funds for the critical investments in services and supports needed by autistic people and our families. 
  •  local communities have complained that at a time when state budget cutbacks are making investment in local disability services all the more critical, Autism Speaks fundraisers take money away from needed services in their community.  In addition, while the majority of Autism Speaks’ funding goes towards research dollars, few of those dollars have gone to the areas of most concern to autistic people and our families–services and supports, particularly for autistics reaching adulthood and aging out of the school system
  • Autism Speaks’ advertising depends on offensive and outdated rhetoric of fear and pity, presenting the lives of autistic people as tragic burdens on our families and society.
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

ENGLISH PAGE - Past Perfect - 0 views

www.englishpage.com/...pastperfect.html

past perfect grammar tense parts of speech english language learning language reference learning

shared by izz aty on 06 Sep 11 - Cached
  • The Past Perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.
  • With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past.
  • Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.
izz aty

ENGLISH PAGE - Types of Verbs - 0 views

www.englishpage.com/...types.html

grammar verbs parts of speech english language learning reference language learning

shared by izz aty on 06 Sep 11 - Cached
  • Group I Normal Verbs Most verbs are "Normal Verbs." These verbs are usually physical actions which you can see somebody doing. These verbs can be used in all tenses. Normal Verbs to run, to walk, to eat, to fly, to go, to say, to touch, etc.
  • Group II Non-Continuous Verbs The second group, called "Non-Continuous Verbs," is smaller. These verbs are usually things you cannot see somebody doing. These verbs are rarely used in continuous tenses. They include: Abstract Verbs to be, to want, to cost, to seem, to need, to care, to contain, to owe, to exist... Possession Verbs to possess, to own, to belong... Emotion Verbs to like, to love, to hate, to dislike, to fear, to envy, to mind...
  • Group III Mixed Verbs The third group, called "Mixed Verbs," is the smallest group. These verbs have more than one meaning. In a way, each meaning is a unique verb. Some meanings behave like "Non-Continuous Verbs," while other meanings behave like "Normal Verbs." Mixed Verbs to appear, to feel, to have, to hear, to look, to see, to weigh
izz aty

CDC | Diagnostic Criteria | Autism Spectrum Disorder (ASD) | NCBDDD - 0 views

www.cdc.gov/...hcp-dsm.html

autism ASD CDC

shared by izz aty on 02 Nov 14 - No Cached
  • Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
  • Deficits in social-emotional reciprocity
  • Stereotyped or repetitive motor movements, use of objects, or speech
  • ...11 more annotations...
  • Deficits in developing, maintaining, and understand relationships,
  • Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history
  • Deficits in nonverbal communicative behaviors used for social interaction
  • Highly restricted, fixated interests that are abnormal in intensity or focus
  • These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.
  • Symptoms must be present in the early developmental period
  • Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
  • Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
  • Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder
  • Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder
  • The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5)  provides standardized criteria to help diagnose ASD.
izz aty

Master a third language, Idris Jusoh advises students | Malaysia | Malay Mail Online - 0 views

www.themalaymailonline.com/...e-idris-jusoh-advises-students

malaysia malaysian education MACEEDA TMSOL

shared by izz aty on 06 Dec 14 - No Cached
  • In his winding-up speech at the Umno General Assembly 2014 last Saturday, Deputy Prime Minister Tan Sri Muhyiddin Yassin, who is also Education Minister, said the ministry was considering making the third language an elective subject. Muhyiddin made the announcement in response to a proposal by Wanita Umno head Datuk Seri Shahrizat Abdul Jalil at the assembly that learning a third language like Arabic, Mandarin or Tamil as an elective subject would make it a crucial communication tool towards fostering unity. “This (mastery of language) is not a new thing as in European countries, they master four languages such as English, French, German and Italian,” said Idris. He said four national schools in Besut would begin teaching Mandarin to Malay students, beginning next year
izz aty

Guante: A Beginner's Guide to Spoken-Word and Slam Poetry - 0 views

www.guante.info/...oken-word-videos-i-like_3.html

spoken word poetry literature writing genre language learning reference

shared by izz aty on 10 Aug 14 - No Cached
  • A SOLID INTRODUCTION: Patricia Smith: Skinhead Robbie Q. Telfer: Clowns Tish Jones: Tracks Khary "6 is 9" Jackson: Carolina Andrea Gibson: Letter to a Playground Bully Guante: The Family Business Michael Lee: Pass On Shane Koyczan: To This Day 2009 Denver BNV Team Group Piece Hieu Minh Nguyen: Buffet Etiquette Karen Finneyfrock: Newer Colossus Marc Bamuthi Joseph: Word Becomes Flesh
  • ADVANCED STUDIES: Bao Phi: Prince Among Men Tish Jones: March For Me Shane Hawley: Wile E. Coyote Javon Johnson: 'Cuz He's Black Sierra DeMulder: Paper Dolls Michael Mlekodaj: Jesusland Kevin Yang: Sam I Am Niko Martell: Guns Alvin Lau: Full Moon B.Dolan: Still Electric Sam Sax: After My Boyfriend's Drag Show Ed Bok Lee: Thrown Neil Hilborn: Carver Anis Mojgani: Shake the Dust Carrie Rudzinski: In America Josh Healey: Queer Intifada Muhibb Dyer w/ Kwabena Nixon: They Can’t Break Us Homeless Ryan K.: For Joseph Lauren Zuniga: To the Oklahoma Lawmakers Buddy Wakefield: Convenience Stores Eric Mata: Anatomy of a Hit Franny Choi: Notes on the Exsistence of Ghosts Danez Smith: Black Jesus Writes a Letter to White Jesus Phil Kaye: Repetition Laura Brown-Lavoie: Drone Operator Omoizele "Oz" Okoawo: The Beast: 1944 Proletariat Bronze: Seagulls and White Lines Giles Li: First Draft of Yao Ming's Retirement Speech Jamila Woods: Pigeon Man Versiz: Out There Kait Rokowski: Swelter Blair: My Time at Chrysler Tatiana Ormaza and Juliana Hu Pegues: Under the Table Miles Walser: A Letter to My Vagina Donte Collins: For My Nieces Over North
  • REPEAT POETS Khary "6 is 9" Jackson: Leave Khary "6 is 9" Jackson: Beneath the Veil Khary "6 is 9" Jackson: Her Name Michael Mlekodaj: Star-Spangled Michael Mlekodaj: Prayer for the Destruction of Justin Bieber Sierra DeMulder: Unrequited Love Poem Sierra DeMulder: Ms. Dahmer Alvin Lau: For the Breakdancers Ed Bok Lee: Ode to Bruce Lee Ed Bok Lee: The Secret to Life in America Neil Hilborn: Punk Rock John Sam Sax: California Law Bao Phi: The Nguyens Danez Smith: Twerking as a Radical Form of Healing Hieu Minh Nguyen: Stubborn Inheritance Miles Walser: The White Me A whole playlist of Proletariat Bronze A whole playlist of Guante's poems (me)
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  • OTHER RESOURCES: Button Poetry is a treasure-trove of spoken-word videos. IndieFeed: a huge collection of performance poetry audio Poetry Observed: spoken-word video project AQObserver: video of the Artists' Quarter slam in St. Paul
  • izz aty on 10 Aug 14
     
    "I love spoken-word poetry. But I also realize that if you just type "spoken-word" into a YouTube search, you'll be bombarded with a TON of videos, most of which (at least to me) aren't very good. Spoken-word is an especially democratic art form, after all, but it can be hard to sift through the millions and millions of videos online to get to the best stuff. This page is about collecting some poems I think you should watch. A few notes:"
izz aty

'Human Shield' Propaganda Used to Justify State-Sponsored Massacres for Decades | MEDIA... - 0 views

www.mediaroots.org/ponsored-massacres-for-decades

israel facebook twitter social media palestine middle east

shared by izz aty on 02 Aug 14 - No Cached
  • From speeches and media appearances to incessant info-graphics, the human shield claim has been used as the crux of Israeli propaganda to absolve the government of any accountability. There’s only one problem. Besides rockets found in an abandoned school, there’s been zero evidence to back up the claim that is regurgitated without question across the media establishment. The pro-Israel talking point has been so repetitive that some critics, like Max Blumenthal have employed sarcastic black comedy as a retort, “Hamas must be hiding rockets inside Palestinian children”
izz aty

What's So Special About Special Education in Finland? - Taught by Finland - 0 views

www.taughtbyfinland.com/...special-education-in-finland

scandinavian education scandinavian special ed finland finnish special ed finnish education inclusive education special education

shared by izz aty on 21 Nov 14 - No Cached
  • Up to half of those students who complete their compulsory Finnish education at the age of 16 will have been in special education at some point in their school careers. Just chew on that for a moment. Given this reality, Pasi Sahlberg -- the author of Finnish Lessons -- concludes that special education “is nothing special anymore for students.” (Sahlberg, 2011) When students witness many of their classmates receiving extra support, special education loses its stigma. It’s not just the children who think differently about it. Teachers are more comfortable with the idea of students receiving extra help when they need it.
  • aided by a special education teacher for two hours of lessons each week. Although this teacher constantly has his eyes on students with documented special needs, he’s regularly working with other students in my class.  The special education teacher works flexibly. Sometimes he’s circulating around the classroom, offering help to those who need it. At other times, he’s working with a student one-on-one at a desk in the hallway.
  • my colleague is not a paraprofessional. When I worked at a public school in Massachusetts, paraprofessionals were the ones who most commonly worked with students with special needs in the general classroom.. Oftentimes, these were adults without formal teacher-training. Furthermore, they were paid about half as much as classroom teachers. These two factors seemed to make it difficult for teachers and paraprofessionals to see eye-to-eye and collaborate. Although they were both expected to care for the students in the class, one adult had more professional authority than the other.
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  • It’s a different story with my colleague. He actually has more formal training than me. Finland is famous for its highly selective 5-year teacher-training programs. A master’s degree is required of special education teachers, too.
  • it’s expected that classroom teachers collaborate with special education teachers. Primarily, we discuss ways to better support those students with documented learning needs. These meetings help me to make sure that I’m not letting any of my students fall through the cracks. 
  • we’ve been co-writing individualized learning plans (ILPs) for several of my students
  • In the United States, I worked with many students who had individualized learning plans (IEPs), which are similar to ILPs.
  • Although an American classroom teacher has a role in crafting an IEP, the plan is largely determined by professionals outside of the general classroom (e.g., occupational therapists, speech pathologists, etc.). At my Finnish school, I have more ownership of individualized learning plans since I’m writing them with my special education teacher. This does not mean that other professionals are excluded from the process of crafting this plan. It just means that the classroom teacher (along with the special education teacher) has the responsibility of writing the first draft
  • common at my school for teachers to offer remedial teaching sessions for students who are struggling
  • I'm assisted though a student-welfare team, in-class support, after-school meetings, and remedial teaching sessions offered to my students. I'm experiencing special education that addresses the needs of students and teachers.
izz aty

Statistics Finland - Statistics by topic - Special education - 0 views

www.stat.fi/kas_en.html

finnish special ed scandinavian education finnish education autism ASD aspergers ADHD LDiff

shared by izz aty on 21 Nov 14 - No Cached
  • Acceptances or transfers to special education In the statistics on special education in comprehensive schools, acceptances and transfers to special education in 1995 to 2010 refer to pupils who have been accepted or transferred to special education due to disability, illness, delayed development, emotional disorder or other reason. Decisions about acceptances or transfers have been made by municipal administrative bodies and have required hearing of experts and parents, and drawing up of plans concerning the organisation of personal teaching. If necessary, subject syllabuses can have been individualised and reduced from those in general education. Duration of compulsory education can also have been extended where the pupil has not been to able reach the targets set for comprehensive school education within nine years. From 2011 onwards, comprehensive school pupils accepted and transferred to special education have been considered equal to comprehensive school pupils having received special support.
  • Comprehensive school In the statistics on pre-primary and comprehensive school education, subject choices of students, special education, and students and qualifications of educational institutions comprehensive schools refer to educational institutions providing basic, general knowledge teaching to an entire age cohort (basic comprehensive school education, compulsory education school). All children of the compulsory school age of 7 to 16 must complete the comprehensive school. Completion of the comprehensive school takes nine years.
  • 1. Severely delayed development The grounds for acceptance or transfer to special education are moderate, severe or very severe delay of development. Pupils' syllabuses are always partly or com-pletely individualised. 2. Slightly delayed development The grounds for acceptance or transfer to special education are slight delay in the pupil's development. 3. Varying degrees of cerebral dysfunction, physical disability or similar The grounds for acceptance or transfer to special education are the pupil's neurological disability or developmental disorder, such as ADHD, or physical disability, such as the CP syndrome. 4. Emotional disturbance or social maladjustment The grounds for acceptance or transfer to special education are the pupil's emo-tional disturbance or social maladjustment. 5. Learning difficulties related to autism or the Asperger's syndrome The grounds for acceptance or transfer to special education are the pupil's autism or Asperger's syndrome. 6. Learning difficulties caused by impaired linguistic development (dysphasia) The grounds for acceptance or transfer to special education are the pupil's im-paired linguistic development (dysphasia). 7. Visual impairment The grounds for acceptance or transfer to special education are the pupil's visual impairment. 8. Hearing impairment The grounds for acceptance or transfer to special education are the pupil's hear-ing impairment. 9. Other than reasons listed above The grounds for acceptance or transfer to special education are some other reasons not listed above. The grounds for special education were based on the decision concerning acceptance or transfer to special education.
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  • Grounds for special education In the statistics on special education in comprehensive schools, the grounds for acceptance or transfer to special education were in 2001 to 2010 as follows
  • ntensified support In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, intensified support refers to support to pupils on which a learning plan for intensified support has been drawn up. Intensified support is provided to pupils who need for their learning or school attendance regular support or simultaneously several forms of support (e.g. remedial teaching, part-time special education, school assistant or interpretation services) The support arranged for the pupil is recorded in the learning plan that is drawn up based on pedagogical assessment in co-operation with the pupil and his or her guardian.
  • Part-time special education n the statistics on special education in comprehensive schools, part-time special education refers to teaching pupils can have beside other teaching if they have difficulties in learning or school attendance. Pupils can receive part-time special education also during intensified or special support
  • Reason for part-time special education In the statistics on special education in comprehensive schools, the reasons for part-time special education were in the academic years 2001/2002 to 2009/2010 as follows: 1) Speech disorder 2) Reading or writing disorder or difficulty 3) Learning difficulty in mathematics 4) Learning difficulty in foreign languages 5) Difficulties in adjustment or emotional disorder, or 6) Other learning difficulties. The reason for part-time special education was determined by the primary reason for needing special education.
  • Place of provision of special education In the statistics on special education, the places of provision of special education were in 2001 to 2010 as follows: 1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education. 2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education. 3. Special groups, special classes: pupils study in special groups or classes. From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".
  • Place of implementation of special education In the statistics on special education in comprehensive schools, for pupils with a decision on special support the places of implementation of teaching are from 2011 as follows: 1. All teaching is provided in a general education group. 2. 51 to 99 per cent of teaching is provided in a general education group. 3. 21 to 50 per cent of teaching is provided in a general education group. 4. 1 to 20 per cent of teaching is provided in a general education group. 5. All teaching is provided in special groups or classes. In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".
  • Special education In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special education refers to teaching arranged from 1995 to 2010 for those accepted and transferred to special education and starting from 2011 that arranged for pupils receiving special support because of disability, illness, delayed development, emotional disturbance or some other comparable special reason. Part-time special education is also special education that pupils can have besides other teaching if they have difficulties in learning or school attendance.
  • Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils. Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.
  • Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.
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)
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  • 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"
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