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izz aty

Resources for writers: 5 places to find a writing buddy - National Writing careers | Ex... - 0 views

www.examiner.com/...places-to-find-a-writing-buddy

writing writing ideas writing style language language learning resources

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  • A writing buddy relationship can offer a number of benefits to those involved. In addition to commiserating on the daily struggles of their writing careers, writing buddies can brainstorm together, bounce ideas off one another, share job leads and writing tips and help one another with reading and/or editing work. Every writing buddy relationship is different, just like every writer is different. That's why it's important to find a buddy with whom you're compatible. Some writing buddies check in several times each day, discussing their daily agendas and touching base on an hourly basis. In these cases, the partnership may also include a personal friendship. Other writing buddy relationships are strictly business. They may check in daily or weekly, or less often in some cases.
  • The WM Writing Buddy Program The WM Freelance Writers Connection rolled out a new writing buddy matching service earlier this year. The service is free, and applicants are asked to fill out a brief questionnaire. Once the questionnaire is submitted and reviewed, you'll receive an email when they've found a match for you. Learn more and apply for the free program at The WM Freelance Connection.
  • The Writer's Digest Forum At the Writer's Digest forum, writers can create buddy-seeking posts (like this one) in the designated Goal Posts forum, designed to connect writers who are seeking encouragement and accountability. The site even has a specific forum for people looking for other writers or editors to critique their work.
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  • Experience Project The Experience Project is a site that focuses on the common human experiences. The site features a wide variety of Experience Groups, including one for people seeking writing buddies. It's simple and free to join the site and group. Members can create or respond to posts seeking writing buddies.
  • CoWriters.com If you're looking for someone with whom you can collaborate on a project, CoWriters.com is the place for you. While this site is brand new, the concept is great. The site is free to join, and you can find collaboration partners, sources for stories and more.
  • Writing Groups If you prefer face-to-face interaction, you might consider joining a local writing group. You can check your local paper or Craigslist for a group in your area, or you could check out the local writers' Meetup groups. This will allow you to meet several writers in your area, and can increase your chances of meeting a buddy who's right for you
izz aty

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

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

special education american special ed american education IDEA EHA

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

Opportunities for growth: Inclusive education for the future - From crisis to opportunity - 0 views

www.educationincrisis.net/...usive-education-for-the-future

inclusive education

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  • izz aty on 07 Nov 14
     
    Many countries, such as England, are hacking back vital services such as the services which support children with special needs.
izz aty

CONNECT A SCHOOL, CONNECT A COMMUNITY - 0 views

connectaschool.org/...2-4-----------

inclusive education education

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  • izz aty on 07 Nov 14
     
    There is little available data on the exact costs of educating children with disabilities, although some figures show that it can be two to four times higher than for other children
izz aty

10 questions on inclusive quality education | Education | United Nations Educational, S... - 0 views

www.unesco.org/...on-inclusive-quality-education

UNESCO UN inclusive education education

shared by izz aty on 07 Nov 14 - No Cached
  • what do we know about the excluded?
  • Poverty and marginalization are major causes of exclusion.
  • Disabled children suffer from blatant educational exclusion – they account for one third of all out-of-school children
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  • Households in rural or remote communities and children in urban slums have less access to education
  • How does inclusive education promote successful learning?
  • What are the principles of inclusion?
  • Inclusion is rooted in the right to education as enshrined in Article 26 of the 1948 Universal Declaration of Human Rights. A number of treaties and normative instruments have since reaffirmed this right
  • UNESCO’s 1960 Convention against Discrimination in Education stipulates that States have the obligation to expand educational opportunities for all who remain deprived of primary education.
  • The 1966 International Covenant on Economic, Social and Cultural Rights reaffirms the right to education for all and highlights the principle of free compulsory education.
  • the Convention on the Rights of the Child, the most widely ratified human rights treaty, spells out the right of children not to be discriminated against. It also expresses commitments about the aims of education, recognizing that the learner is at the centre of the learning experience. This affects content and pedagogy, and - more broadly - how schools are managed
  • The notion of inclusion is still often associated with children who have special needs.
  • Is inclusive quality education affordable?
  • It is inefficient to have school systems where children are not learning because of poor quality. Schools with high repetition rates often fail to work in preventive ways. The expenditure incurred by schools when students repeat a grade would be better used to provide additional support to those who encounter difficulties. Several cost-effective measures to promote inclusive quality education have been developed in countries with scarce resources. These include training-of-trainer models for professional development, linking students in pre-service teacher training with schools and converting special needs schools into resource centres that provide expertise and support to clusters of regular schools.  
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
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  • 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

Singapore's obstacles to higher fertility rates - 0 views

sg.theasianparent.com/to-higher-total-fertility-rate

singapore

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  • izz aty on 31 Oct 14
     
    "According to the Workers Party of Singapore, there are structural obstacles to the realization of high Total Fertility Rate in Singapore. These are the structural obstacles."
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.”
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  • 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

BBC News - No siblings: A side-effect of China's one-child policy - 0 views

www.bbc.co.uk/...magazine-25035280

china china ed one child policy politics policymaking foreign policy

shared by izz aty on 30 Oct 14 - No Cached
  • Chinese families used to have an average of four children each, but life changed radically in 1979, when a law was introduced dictating that most parents could only have one child. Last week, we learned that the policy will now be relaxed, after being enforced across the world's most populous country for more than a generation.
  • "On the township roads, there are slogans written on flamboyant red banners, telling people to have fewer children and raise more pigs,"
  • "Most of my audiences don't realise they have a special identity," he explains, noting that many parents even stopped questioning why they couldn't have more than one child and forgot that things had ever been different.
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  • In 1979, when the policy was first unveiled, the new rules were a major adjustment for those accustomed to large families. But children growing up under the policy were unaware of this. And in the early years, the parents of most new single children came from large families - so instead of siblings the children were able to forge close relationships with cousins.
  • "Every family suddenly had a huge amount of discretionary income to invest in education and also in consumption," Fong explains. The resources that had been spread among several children in past generations were now focused on one child.
  • If my parents had had other children, they would have paid less attention to me, in which case I might have spent more time and energy doing things that interest me. Chinese parents of my parents' generation like to plan life for their children," she explains.
  • as a single child, I have the responsibility to look after my parents. I couldn't leave my city. I need to be with them. This is something I cannot change."
  • "As an only child, I have my parents' love all to myself," she says firmly. "I don't want to share my parents with others."
  • what about Little Emperor Syndrome
  • a number of studies - including many conducted by Chinese researchers - have failed to turn up any nasty personality traits among those who grew up in China's one-child families. There's no real evidence that China's singletons are any different than other children, they argue.
  • University of Melbourne economist Nisvan Erkal. "What we found was that people born after the policy, and who are single children because of the policy are significantly less trusting, less trustworthy, more risk averse and less competitive," he says. "From the surveys, we find they are also more pessimistic and less conscientious."
  • An increasing tendency for people to move home for the sake of a job also makes it more likely single children will grow up without close ties to their grandparents, or even childhood friends, notes the sociologist, Vanessa Fong.
  • Ge and her husband qualify for a second child. However, she knocks down that idea with a quick wave of her hand. A second child would be too expensive, she explains, if she wants to be able to afford a good lifestyle.
  • "It is not that we don't want to raise more children, it is that we cannot create that many opportunities for them. If I cannot create that much opportunity for my children, I think that my children will feel lost in competition against other children," she says.
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