tag:blogger.com,1999:blog-24350539163416870132024-03-14T01:37:08.060-07:00:*´¨`*:•.king queen iv.•:*´¨`*:•.Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-2435053916341687013.post-56628515838487260162010-05-05T19:41:00.000-07:002010-05-05T20:09:10.993-07:00Dyslexic? You're not alone...<p style="text-align: justify;"><img src="http://www.dyslexiaonline.com/images/drop_caps/d.gif" width="23" height="26" />yslexia is a syndrome of many and varied symptoms affecting over 40 million American children and adults. Many with dyslexia and related learning and attention disorders realize quite early that they are not like their peers. Their learning and coordination or klutzy difficulties often lead to ridicule and/or self-recrimination — leading them to feel dumb and depressed-isolated. As a result, one can only wonder just how many potential creative geniuses — how many Einstein’s and Da Vinci’s — have been stigmatized and pushed aside? All too often, learning-disabled children grow up to be underemployed adults, shunted into routine, dead-end occupations for life. Some have difficulties maintaining families and raising children properly. Many drift into drugs and alcohol — even crime. Their loss and cost to society is incalculable. And tragically, this staggering loss was, and is, preventable!</p><div style="text-align: justify;"> </div><p style="text-align: justify;"> Since dyslexia is often a self-compensating disorder that can often be overcome with time, effort and understanding, it is crucial to provide dyslexics with success stories of well known individuals so that they don’t give up and indeed persevere. Thus for example, there have been many dyslexics that have made tremendous contributions to mankind. They include famous entertainers, designers, architects, writers, athletes, jurists, physicians, scientists, and political and business leaders.</p><div style="text-align: justify;"> </div><p style="text-align: justify;">These successful dyslexics learned to overcome or sidestep their barriers, permitting them to accomplish their dreams and desires. In fact, at times their disorder was found to be a catalyst for success — forcing them to develop and utilize hidden talents. Often, their most crucial "life-saving"characteristic was perseverance. They never gave up no matter how difficult the task before them seemed. Their successful lives, despite dyslexia, shows us that "miracles" can be accomplished so long as dyslexics are encouraged by loving parents and caring teachers to believe in themselves. </p><div style="text-align: justify;"> </div><p style="text-align: justify;">An inspiring sample of some self-compensated famous and successful dyslexics follows. But just remember — for every famous or well-known dyslexic, there are thousands and thousands more who have made it, despite their disorder. Sadly, there are millions that have not — that could have!</p><p><br /></p><p style="text-align: left;">1. <b>Pablo Picasso</b> </p><table border="0"> <tbody><tr> <td><div style="text-align: justify;"> </div><p style="text-align: justify;"><img src="http://www.dyslexiaonline.com/images/drop_caps/p.gif" alt="P" width="19" height="26" />ablo was born in 1881 in Malaga, Spain. He was a famous, controversial, and trend-setting art icon. Pablo attended local parochial schools and had a very difficult time. He is described as having difficulty reading the orientation of the letters and labeled a dyslexic, and despite the initial difficulties was able to catch up with the curriculum. However, dyslexia made school difficult and he never really benefited from his education. Dyslexia would trouble Picasso for the rest of his life. </p><div style="text-align: justify;"> </div><p style="text-align: justify;">Pablo’s father was an art teacher in Malaga, and encouraged Pablo to attend. Pablo enrolled in the school in 1892. Despite the difficulties that his learning disabilities posed, it became clear that Pablo had an incredible talent. From an early age Pablo Picasso had developed the sense of how people wanted to be seen and how others saw them. Over the course of his career he developed a unique sense of beauty and style that seemed to call to people. Pablo painted things as he saw them — out of order, backwards or upside down. His paintings demonstrated the power of imagination, raw emotion, and creativity on the human psyche. As others before him, Pablo Picasso took art to a new level. A prolific painter, some of his famous works includes The Young Ladies of Avigon, Old Man with Guitar, and Guernica.</p> </td> <td width="160"><img src="http://www.dyslexiaonline.com/famous/pablo.jpg" align="middle" /></td></tr></tbody></table><p style="text-align: left;"><b></b></p><p><br /></p><p>2.<br /></p><p align="center"><b>Tom Cruise</b></p> <table border="0" width="90%"><tbody><tr><td width="160"><img src="http://www.dyslexiaonline.com/famous/cruise.jpg" align="middle" width="150" height="170" /></td> <td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/t.gif" alt="T" width="21" height="26" />om Cruise was born fighting. He grew up poor, and his family moved around a lot while his father looked for work. Tom never spent a lot of time any one school because the family moved around a lot. Tom, like his mother, suffered from dyslexia and was put into the remedial classes at school. Tom is right handed when writing, but does most things left handed. While Tom was not an academic success, he focused on athletics and competed in many sports. A knee injury derailed his hopes of a promising athletic career. </p> <p>Tom Cruise then spent a year in a Franciscan monastery, but the priesthood was not for him. While in high school, he appeared in a number of plays, and with his mother’s encouragement and support, pursued a career in acting. Tom focused all his energy on developing his acting career, once again revealing his drive and dogged determination. He never let his learning disability stand in the way of his success. </p></td></tr></tbody></table><br /><br />3. <b>Richard Branson</b> <table border="0" width="90%"><tbody><tr><td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/r.gif" alt="R" width="22" height="26" />ichard Branson, founder and chairman of London-based Virgin Group, didn't breeze through school. In fact, school was something of a nightmare for him. His scores on standardized tests were dismal, pointing to a dismal future. He was embarrassed by his dyslexia and found his education becoming more and more difficult. He felt as if he had been written off. </p> <p>However, his educators failed to detect his true gifts. His ability to connect with people on a personal level, an intuitive sense of people, was not detected until a frustrated Richard Branson started a student newspaper with fellow student Jonny Gems. The incredible success of the Student was but the start of a richly diverse and successful career. </p> <p>Despite the difficulties and challenges posed by his dyslexia, by focusing on his inner talents, Richard Branson successfully overcame his difficulties. From his first taste of success and believing in himself, Richard Branson never looked back.</p> </td> <td width="160"><b><img src="http://www.dyslexiaonline.com/famous/branson.jpg" align="middle" /></b></td></tr></tbody></table><br /><br /><b>3. Leonard Da Vinci</b> <table border="0" width="90%"><tbody><tr><td width="160"><img src="http://www.dyslexiaonline.com/famous/davinci.jpg" align="middle" width="150" height="226" /></td> <td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/b.gif" alt="B" width="20" height="26" />orn in 1452, Da Vinci was sent to Florence in his teens to apprentice as a painter under Andrea del Verrocchio. He quickly developed his own artistic style which was unique and contrary to tradition, even going so far as to devised his own special formula of paint. His style was characterized by diffuse shadows and subtle hues and marked the beginning of the High Renaissance period. </p> <p>Da Vinci dedicated himself to understanding the mysteries of nature, and his insightful contributions to science and technology were legendary. As the archetypal Renaissance man, Leonardo helped set an ignorant and superstitious world on a course of reason, science, learning, and tolerance. He was an internationally renowned inventor, scientists, engineer, architect, painter, sculptor, musician, mathematician, anatomist, astronomer, geologists, biologist, and philosopher in his time. </p> <p>Da Vinci was also believed to suffer from a number of learning disabilities including dyslexia and attention deficit disorder. Some believe that the initiation of many more projects than he ever completed suggest that he had attention deficit disorder. Strong evidence in Da Vinci’s manuscripts and letters corroborates the diagnosis of dyslexia. It appears that Leonardo wrote his notes backwards, from right to left, in a mirror image. This is a trait shared by many left-handed dyslexic people. In addition to the handwriting, the spelling errors in his manuscripts and journals demonstrated dyslexia-like language difficulties. </p> <p>Da Vinci overcame his learning disabilities by funneling his creative talents into visual depictions of his thoughts. His creative, analytic, and visionary inventiveness has not yet been matched. </p></td></tr></tbody></table><br /><br />4. <b>Thomas Edison</b> <table border="0" width="90%"><tbody><tr><td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/b.gif" alt="B" width="20" height="26" />orn in 1847, Thomas Edison was a brilliant scientist and inventor. He was thrown out of school when he was 12 because he was thought to be dumb. He was noted to be terrible at mathematics, unable to focus, and had difficulty with words and speech. It was very clear, however, that Thomas Edison was an extremely intelligent student despite his poor performance in school. </p> <p>In the late 1860s and early 1870s electrical science was still in its infancy and Thomas Edison was keeping abreast of the latest developments. He was an avid reader of the latest research of the day and frequently contributed articles about new ideas in telegraph design to technical journals. Over the course of his career Edison patented 1,093 inventions. Edison believed in hard work, sometimes working twenty hours a day. He has been quoted as saying, "Genius is one percent inspiration and 99 percent perspiration."</p> <p>Hard work and perseverance helped Thomas Edison focus his keen insight and creative abilities on the development of ingenious tools that have laid the foundation for our modern society. </p> </td> <td width="160"><img src="http://www.dyslexiaonline.com/famous/edison.jpg" align="middle" width="150" height="202" /></td></tr></tbody></table><br />5. <p align="center"><b>Jay Leno</b></p> <table border="0" width="90%"><tbody><tr><td width="160"><img src="http://www.dyslexiaonline.com/famous/leno.jpg" align="middle" width="150" height="207" /></td> <td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/j.gif" alt="J" width="14" height="31" />ay Leno has worked very hard all his life. A mild dyslexic, he did not do very well in school getting mainly C’s and D’s. Jay, however, was determined to accomplish his goals. Despite his poor grades, he was determined to attend Emerson College in Boston. While told by the admissions officer that he was not a good candidate Jay had his heart set on attending the University and sat outside the admission officers’ office 12 hours a day 5 days a week until he was accepted into the University. </p> <p>Jay credits his dyslexia with enabling him to succeed in comedy. He credits his dyslexia with helping him develop the drive and perseverance needed to succeed in comedy, and life in general. </p></td></tr></tbody></table><br /><p align="center"><b>Whoopi Goldberg</b></p> <table border="0"><tbody><tr><td style="text-align: justify;"> <p><img src="http://www.dyslexiaonline.com/images/drop_caps/w.gif" alt="W" width="35" height="26" />hoopi Goldberg, born Carolyn Johnson, is an outstanding American entertainer, having acted in major motion picture hits like Ghost, Sister Act I and II, Made in America, Jumping Jack Flash, The Color Purple, and Star Trek: Generations. </p> <p>Whoopi had a lot of difficulty in school, but it was not until she was an adult did she learn that she had dyslexia. When Whoopi was growing up, she remembers being called dumb and stupid because she had a lot of problems reading. It was clear to her teachers and family that she was neither slow nor dumb, but had some problem that had not yet been well defined. </p> <p>Despite her dyslexia, Whoopi Goldberg has gone on to have a successful film and television career. </p> </td> <td width="160"><img src="http://www.dyslexiaonline.com/famous/whoopi.jpg" align="middle" width="150" height="158" /></td></tr></tbody></table><br />Source : http://www.dyslexiaonline.com/famous/famous.htmFantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com0tag:blogger.com,1999:blog-2435053916341687013.post-4976539543760069662010-01-08T05:55:00.000-08:002010-01-08T06:10:30.647-08:00definisi disleksia<div style="text-align: justify;"><span style="font-weight: bold; color: rgb(255, 0, 0);">Definisi Disleksia</span><br /><span style="display: block;" id="formatbar_Buttons"><span class="" style="display: block;" id="formatbar_JustifyFull" title="Justify Full" onmouseover="ButtonHoverOn(this);" onmouseout="ButtonHoverOff(this);" onmouseup="" onmousedown="CheckFormatting(event);FormatbarButton('richeditorframe', this, 13);ButtonMouseDown(this);"><img src="http://www.blogger.com/img/blank.gif" alt="Justify Full" class="gl_align_full" border="0" /></span></span><br />Perkataan disleksia diperkenalkan oleh Profesor Berlin pada tahun 1887, seorang pakar perubatan dan “ophthalmotologist”. Ia adalah gabungan dua perkataan <span style="color: rgb(51, 255, 51);">Greek – ‘dys’ iaitu kesukaran</span> dan<span style="color: rgb(51, 255, 51);"> 'lexia' adalah perkataan.</span><br /><br /><br /><span style="color: rgb(255, 255, 102);">Kesukaran menggunakan perkataan </span>atau disleksia ialah golongan yang sukar dalam mengenal huruf, membaca, menulis mengeja dan memahami teks bacaan. Ia merupakan ketidakupayaan pembelajaran (masalah pembelajaran) yang khusus (spesifik) dan teruk (sereve learning disability). (Pierangelo, 1996: 171)<br /><br />Thomson (1990) mendefinisikan disleksia sebagai “masalah perkataan” yang tidak terhad kepada bacaan sahaja tetapi merangkumi <span style="color: rgb(255, 255, 153);">masalah ejaan, menulis dan aspek bahasa</span> yang lain.<br />Word Federation of Neurology (1998) pula menyatakan bahawa disleksia ialah satu ‘disorder’ dalam kanak-kanak yang telah menerima pendidikan biasa, tidak memperolehi kemahiran bahasa, bacaan dan ejaan yang setaraf intelek.<br /><br /><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Types of Dyslexia based on Different Functions</span><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Visual dyslexia</span><span style="color: rgb(255, 0, 0);"> </span>is the term used for the specific learning disability termed visual processing disorder. This form of dyslexia is the result of immature development of <span style="color: rgb(255, 255, 51);">not only the eyes</span>, <span style="color: rgb(255, 255, 102);">but the whole process that gets information from the eyes to the brain.</span> Eyes that are not completely developed will send incomplete information to the brain. Incomplete information to the brain then results in poor comprehension of what the child has read, or poor memory of visual information. Sometimes this process results in number and letter reversals and the inability to write symbols in the correct sequence.<br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Phonological (auditory) dyslexia</span> refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves <span style="color: rgb(255, 255, 102);">difficulty with sounds of letters or groups of letters.</span> When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. And just as with visual processing, the brain correctly interprets information that it correctly received.<br /><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Dyspraxia</span> refers to the learning disability term s<span style="color: rgb(255, 255, 102);">ensor-motor integration</span> and is a widely pervasive motor condition characterized by impairment or immaturity of the organization of movement, with associated problems of language, perception and thought. Typically, the child in question may be seen to be c<span style="color: rgb(255, 255, 102);">lumsy and poorly coordinated</span>.<br />The term dyspraxia is separated into "true dyspraxia" a lifelong condition that responds to some degree to consistent, early, and structured intervention; and “developmental dyspraxia” a matter of neurological immaturity, a delay rather than a deficit that can be resolved over time with appropriate treatment. The problem is that only time determines the difference.<br /><br /><span style="color: rgb(255, 0, 0); font-weight: bold;">“Verbal praxis”</span> refers to weaknesses observed in the mechanisms of speech production such that articulation is impaired and expressive language is inhibited. Speech production and articulation are not considered learning disabilities, and are addressed by a speech and language therapist.<br /><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Dysgraphia</span> is the term given to the most significant educational effects of the condition and refers to an <span style="color: rgb(255, 255, 102);">inability to hold or control a pencil </span>so that the correct markings can be made on paper. These symptoms are most commonly seen as poor letter formation in printing, or as poor cursive handwriting skills. As a specific learning disability these symptoms would be identified as <span style="color: rgb(255, 255, 102);">immature fine motor development.</span><br /><br /><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">Dyscalculia</span> is a lesser known disability, similar and potentially <span style="color: rgb(255, 255, 102);">related to dyslexia and developmental dyspraxia.</span> Dyscalculia is an <span style="color: rgb(255, 255, 102);">impairment of the ability to solve mathematical problems, usually resulting from brain dysfunction.</span> It occurs in people across the whole IQ range, and sufferers often, also have difficulties with time, measurement, and spatial reasoning. Although some researchers believe that dyscalculia necessarily implies mathematical reasoning difficulties as well as difficulties with arithmetic operations, there is evidence that an individual might not be able to manipulate the numerals in addition, subtraction, multiplication and division (or dyscalculia), with no impairment of, or even giftedness in, abstract mathematical reasoning abilities.<br /><br />Dyscalculia can be detected at a young age and <span style="color: rgb(255, 255, 102);">measures can be taken to ease the problems </span>faced by younger students in the same way that dyslexia can be dealt with by using a slightly different approach to teaching. However, dyscalculia is the lesser known of these learning disorders and so is often not recognized.</div>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com0tag:blogger.com,1999:blog-2435053916341687013.post-62785647234856164202009-09-01T17:29:00.000-07:002009-09-01T18:00:13.110-07:00Effective Teaching Aid<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_a6SiE4NaKno/Sp2-Hdkud7I/AAAAAAAAACY/uWOGYRcholM/s1600-h/IMG_0105.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="http://3.bp.blogspot.com/_a6SiE4NaKno/Sp2-Hdkud7I/AAAAAAAAACY/uWOGYRcholM/s400/IMG_0105.JPG" alt="" id="BLOGGER_PHOTO_ID_5376662565557270450" border="0" /></a>
<br /><div style="text-align: center;"><span style="font-weight: bold; font-family: arial;">Effective Teaching Aids</span>
<br /> <span style="font-size:78%;">(taken from "Pemulihan" class SJK Sam Hap Hin, Kuching)</span>
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mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <p style="text-align: left;" class="MsoNormal">Teaching aids for primary school are things such as classroom decorations, classroom organizers, activity tools, grammar games and pre-made blank books.</p><p style="text-align: left;" class="MsoNormal"><span style="" lang="EN-GB">Teaching aids are useful to: </span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in; text-align: left;"><!--[if !supportLists]--><span style="font-family: "Monotype Sorts","serif";"><span style="">z<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><!--[endif]--><span style="" lang="EN-GB">reinforce what you are saying,</span></p><div style="text-align: left;"> </div><div style="text-align: left;"> </div><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in; text-align: left;"><!--[if !supportLists]--><span style="font-family: "Monotype Sorts","serif";"><span style="">z<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><!--[endif]--><span style="" lang="EN-GB">signal what is important/essential,</span></p><div style="text-align: left;"> </div><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in; text-align: left;"><!--[if !supportLists]--><span style="font-family: "Monotype Sorts","serif";"><span style="">z<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><!--[endif]--><span style="" lang="EN-GB">enable students to visualise or experience something that is impractical to see or do in real life,</span></p><div style="text-align: left;"> </div><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in; text-align: left;"><!--[if !supportLists]--><span style="font-family: "Monotype Sorts","serif";"><span style="">z<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><!--[endif]--><span style="" lang="EN-GB">engage students’ other senses in the learning process,</span></p><div style="text-align: left;"> </div><p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.25in; text-align: left;"><!--[if !supportLists]--><span style="font-family: "Monotype Sorts","serif";"><span style="">z<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> </span></span></span><!--[endif]--><span style="" lang="EN-GB">facilitate different learning styles. </span></p>
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<br />Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-32490366854087198212009-08-05T02:20:00.001-07:002009-08-05T02:29:26.374-07:00Pocket Charts<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_a6SiE4NaKno/SnlO-AtQ_uI/AAAAAAAAACQ/8bBjCxtMLJs/s1600-h/DSC01400.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 272px; height: 204px;" src="http://4.bp.blogspot.com/_a6SiE4NaKno/SnlO-AtQ_uI/AAAAAAAAACQ/8bBjCxtMLJs/s400/DSC01400.jpg" alt="" id="BLOGGER_PHOTO_ID_5366407258237370082" border="0" /></a><br />1. The picture above is our pocket chart.<br />2. We are using pocket chart to teach the weather (Rainy, Sunny, Windy, Snowy)to the students.<br />3. There are 4 different pictures with are related to the weather.<br />4. We might place the words on each different pocket.<br />5. The students have to place the pictures on the right pocket which correctly describe the word.<br />(eg. For "Rainy", the student need to place the picture with a girl wearing raincoat next to the word "Rainy").<br />6. We might use pocket charts for other teaching materials, like food, fruit, animal, etc.Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-88091851489221185182009-08-03T19:57:00.000-07:002009-08-05T02:17:27.893-07:00Diagnostic Test1. What is the definition of diagnostic testing in education?<br /><br />Diagnostic testing is individually administered tests designed to identify weaknesses in the learning preocesses. Usually these are administered by trained professionals and are usually prescribed for elementary, sometimes middle school, students.<br /><br /><br />These are two example of Diagnostic Test by our group.<br /><br /><div style="text-align: center; font-weight: bold; color: rgb(51, 255, 255);"><span style="font-size:130%;">TEST1<br /></span></div><div style="text-align: center;">-Matching Objects to their shadows-<br /></div><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_a6SiE4NaKno/Snek-4C-zlI/AAAAAAAAABQ/SpTY8k7e_QE/s1600-h/Diagnostic+Test+1.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 376px;" src="http://3.bp.blogspot.com/_a6SiE4NaKno/Snek-4C-zlI/AAAAAAAAABQ/SpTY8k7e_QE/s400/Diagnostic+Test+1.jpg" alt="" id="BLOGGER_PHOTO_ID_5365938881138970194" border="0" /></a>________________________________________________<br /><div style="text-align: center;"><span style="color: rgb(51, 255, 255);font-size:130%;" >TEST 2</span><br /></div><div style="text-align: center;">-Define and Calculating Shapes-<br /></div><br /><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_a6SiE4NaKno/Sneo1Xwd5-I/AAAAAAAAABo/VlN5U2uNTtQ/s1600-h/Diagnostic+Test+2.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 312px;" src="http://4.bp.blogspot.com/_a6SiE4NaKno/Sneo1Xwd5-I/AAAAAAAAABo/VlN5U2uNTtQ/s400/Diagnostic+Test+2.jpg" alt="" id="BLOGGER_PHOTO_ID_5365943115899070434" border="0" /></a><br /><br /><div style="text-align: center;"><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_a6SiE4NaKno/Sneo1jhOLlI/AAAAAAAAABw/w_4_kpjHwZ0/s1600-h/Diagnostic+Test+3.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 123px;" src="http://2.bp.blogspot.com/_a6SiE4NaKno/Sneo1jhOLlI/AAAAAAAAABw/w_4_kpjHwZ0/s400/Diagnostic+Test+3.jpg" alt="" id="BLOGGER_PHOTO_ID_5365943119056350802" border="0" /></a><br />"There are 4 types of shapes including rectangle, square, triangle and round in the figure. Calculate the shapes and write down the total of the certain shapes."</div><br /><br />________________________________________________<br /><div style="text-align: center;"><span style="color: rgb(51, 255, 255);font-size:130%;" >TEST 3</span><br /></div><div style="text-align: center;"><br /></div><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_a6SiE4NaKno/SnlNsqcxxuI/AAAAAAAAACI/fXoz2loIAck/s1600-h/DSC01403.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 240px; height: 320px;" src="http://3.bp.blogspot.com/_a6SiE4NaKno/SnlNsqcxxuI/AAAAAAAAACI/fXoz2loIAck/s400/DSC01403.jpg" alt="" id="BLOGGER_PHOTO_ID_5366405860693231330" border="0" /></a><br />________________________________________________<br /><div style="text-align: center;"><span style="color: rgb(51, 255, 255);font-size:130%;" >TEST 4</span></div><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_a6SiE4NaKno/SnlNsR3OhZI/AAAAAAAAACA/x18Zi1fD9bI/s1600-h/DSC01402.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 240px; height: 320px;" src="http://3.bp.blogspot.com/_a6SiE4NaKno/SnlNsR3OhZI/AAAAAAAAACA/x18Zi1fD9bI/s400/DSC01402.jpg" alt="" id="BLOGGER_PHOTO_ID_5366405854093280658" border="0" /></a><br />________________________________________________<br /><div style="text-align: center;"><span style="color: rgb(51, 255, 255);font-size:130%;" >TEST 5</span></div><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://2.bp.blogspot.com/_a6SiE4NaKno/SnlNsWZRWJI/AAAAAAAAAB4/OoN9SV1PrbY/s1600-h/DSC01401.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 240px; height: 320px;" src="http://2.bp.blogspot.com/_a6SiE4NaKno/SnlNsWZRWJI/AAAAAAAAAB4/OoN9SV1PrbY/s400/DSC01401.jpg" alt="" id="BLOGGER_PHOTO_ID_5366405855309813906" border="0" /></a>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com0tag:blogger.com,1999:blog-2435053916341687013.post-32853072713828947362009-08-03T00:34:00.001-07:002009-08-03T03:29:58.208-07:00Speech Language Therapy<div style="text-align: justify;font-family:verdana;"><span style="font-weight: bold; color: rgb(255, 0, 0);">1. What Is Speech-Language Therapy?</span><br /><br />Speech-language therapy is <span style="font-weight: bold; color: rgb(255, 255, 0);">the treatment for most kids with speech and/or language disorders</span>. A speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or putting words together to communicate ideas.<br /><br /><span style="font-size:130%;"><br /><span style="font-weight: bold; color: rgb(255, 0, 0);">2. Speech Therapy</span></span><br /><br /><br /><span style="color: rgb(255, 255, 255);">When there is an underlying medical condition and a speech disorder, speech therapy may be utilized. Prior to the initiation of speech therapy, a comprehensive evaluation of the patient and his or her speech and language potential is generally required before a full treatment plan is formulated.</span><br /><br /><span style="color: rgb(255, 255, 255);">Speech therapy services should be individualized to the specific communication needs of the patients. It should be provided one-to-one by a speech-language pathologist educated in the assessment of speech and language development, the treatment of language and speech disorders, and the evaluation of people with swallowing disorders. A speech-language pathologist can offer specific strategies, exercises and activities to regain function communication abilities (Kortte and Palmer, 2002).</span><br /><br /><span style="color: rgb(51, 255, 255);">Before speech therapy is initiated a complete evaluation by the speech-language pathologist should be performed. As part of the evaluation, standardized assessment tests should be used for evaluations to identify and quantify impairment (Kortte and Palmer, 2002): Tests include the following:</span><br /><br /><span style="font-style: italic;">Coverage Policy Number: 0177</span><br /><span style="font-style: italic;">• Receptive-Expressive Emergent Language Scale (REEL): infants (birth to three years)</span><br /><span style="font-style: italic;">• Test of Language Development (TOLD): school-age children</span><br /><span style="font-style: italic;">• Porch Index of Communication Ability (PICA): adults</span><br /><span style="font-style: italic;">• Boston Diagnostic Aphasia Examination: adults</span><br /><span style="font-style: italic;">• Peabody Picture Vocabulary Test (PPVT): for all ages</span><br /><br /><span style="color: rgb(51, 255, 51);">For the child with speech delay, the speech/language evaluation may demonstrate that the potential exists that, through speech therapy, the child will reach an age-appropriate level of speech. Some situations for which speech therapy may be appropriate in the prelingual child include: following long-term intubation, chronic otitis media, or after cochlear implant or cleft palate surgery.</span><br /><br />A hearing test may also be conducted to determine if the child is experiencing mild hearing loss as a result of transient or persistent ear infections or allergies. Should these conditions be identified, then medical management and monitoring should be used to minimize the effects that this could have on future language learning. Comorbid psychiatric disorders, environmental deprivation, pervasive developmental disorders, mental retardation, autism and selective mutism should all be considered in cases of language delay (Johnson, 2005).<br /><br /><span style="color: rgb(255, 255, 204);">Speech therapy is generally not appropriate for use in prelingual children when there is no identified underlying medical condition or there is no possibility of the child reaching an age-appropriate level of speech (e.g., autism, pervasive developmental disorders developmental delay or mental retardation; the inability to construct sentences, stuttering or tongue thrust) (Johnson, 2005; Bressmann, 2005; Kroll, 2005).</span><br /><br /><span style="font-weight: bold;">Documentation of the proposed treatment</span> should include all of the following:<br /><span style="font-style: italic;">• findings of the speech evaluation, including motor and expressive results</span><br /><span style="font-style: italic;">• short- and long-term measurable goals, with expectations for progress</span><br /><span style="font-style: italic;">• specific treatment techniques and/or exercises to be used during this treatment</span><br /><span style="font-style: italic;">• determination of how the goals will be measured and reported every two weeks</span><br /><span style="font-style: italic;">• expected duration of therapy for goals to be met</span><br /><span style="font-style: italic;">• documented strategy to transition this supervised therapy to a patient-administered or caregiver-directed maintenance program</span><br /><br /><br /><span style="color: rgb(255, 204, 153);">Before continuing speech/language services, the results of these patient-specific measures should demonstrate that the individual is consistently improving and that a plateau (i.e., where no additional meaningful improvements are being measured or are expected to occur) has not been reached. Once the individual has reached their goals or a therapeutic plateau has been reached, then ongoing therapy becomes maintenance in nature.</span><br /><br /><br />The use of group therapy is not one-on-one, individualized to the specific patient needs. Services that are provided by speech therapists and occupational therapists may overlap (Michaud, et al., 2004). Speech therapy that is being provided as part of an occupational training program is considered duplicative in nature.<br /></div>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-86816826543184881192009-08-03T00:15:00.000-07:002009-08-03T00:33:12.436-07:00Flashcards<div style="text-align: justify;"><span style="font-weight: bold;font-size:130%;" >Introduction</span><br /><br />1. A picture flashcard represents a particular vocabulary item that you want to introduce.<br />2. It can be an object, an animal, an adjective, a character, a place, an action, etc.<br />3. We can represent anything on a flashcard, provided there’s no ambiguity in what is represented !<br />4. Uses of Flashcards:<br /><span style="color: rgb(255, 255, 0); font-weight: bold;">a. To teach vocabulary</span><br /><span style="color: rgb(255, 255, 0); font-weight: bold;">b. to practise vocabulary</span><br /><span style="font-weight: bold; color: rgb(255, 255, 0);">c. for reading and writing practice</span><br /><br /><br />Now, we will be discussing the uses of flashcards into more detail.<br /><br /><br /><span style="font-size:130%;"><span style="color: rgb(255, 0, 0); font-weight: bold;">A. TO TEACH VOCABULARY</span></span><br /><br />A flashcard is meant to be seen by the whole class and will be held up by the teacher. If necessary, in larger groups, the teacher may have to walk around the room to show the flashcard to the pupils.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://4.bp.blogspot.com/_a6SiE4NaKno/SnaPd6fYTuI/AAAAAAAAABI/qeUbv59Ydwc/s1600-h/pencil.png"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 400px;" src="http://4.bp.blogspot.com/_a6SiE4NaKno/SnaPd6fYTuI/AAAAAAAAABI/qeUbv59Ydwc/s400/pencil.png" alt="" id="BLOGGER_PHOTO_ID_5365633750138375906" border="0" /></a>To present vocabulary, hold up a flashcard, saying the word clearly with and without the indefinite article :<br /><br /><span style="font-style: italic;">« Look. A pencil.</span><br /><span style="font-style: italic;">Pencil.</span><br /><span style="font-style: italic;">A pencil. »</span><br /><br /><br />Say the word clearly two or three times while the pupils listen.<br /><br />They then repeat the word several times after you : use words and gesture to get them to repeat the word. Then, ask individual pupils to say it.<br /><br /><span style="font-style: italic;">Teacher :Now say it after me.</span><br /><span style="font-style: italic;">A balloon.</span><br /><span style="font-style: italic;">Class : a pencil.</span><br /><span style="font-style: italic;">Teacher : Again</span><br /><span style="font-style: italic;">Class : a pencil</span><br /><span style="font-style: italic;">Teacher : Robin</span><br /><span style="font-style: italic;">Joseph : a pencil</span><br /><br /><br /><br /><br /><span style="color: rgb(255, 0, 0);font-size:130%;" ><span style="font-weight: bold;">B. TO PRACTISE VOCABULARY</span></span><br /><br />All these activities can be done to practise vocabulary you’ve just taught or to reinforce it . We’re just giving some here, you can obviously devise many more !<br /><br />1. Hold the flashcard asking « what is this ? » or « is this a ball ? », expecting « a balloon », « No. It’s a balloon ».<br /><br />2. Hold up the flashcard and get pupils to say the word without saying anything yourself. The pupil who says the word first wins the card.<br /><br />3. Hold up the flashcard but let pupils see only part of the picture and ask them to guess what it is as you remove the covering sheet little by little.<br /><br />4. Put the flashcards on the board and ask pupils to point to the picture of the word you say.<br /><br />5. Put the flashcards on the board and say the words for all the cards in the set except one. The pupil who says the word first wins the card.<br /><br />6. The teacher names a flashcard. Pupils must do a simple mime or gesture to represent the item on the flashcard.<br /><br />7. Give some cards to the pupils, and ask them to hold up their picture when they hear the right word.<br /><br />8. Pupils stand in a line. Give one card to the last pupil in the line. Pupils, starting from this last one, must whisper the word up the line to the first person, who says it.<br /><br /><br /><span style="color: rgb(255, 0, 0);font-size:130%;" ><span style="font-weight: bold;">C. FOR READING AND WRITING PRACTICE</span></span><br /><br />We can have word flashcards matching the picture flashcards, thus allowing you to teach the whole word and develop reading and writing skills.<br /><br />Word flashcards should never be used to introduce a word for the first time. Always use the picture flashcards first and revise the vocabulary orally.<br /><br /><br /><br />*************************************************************************************<br />You can devise your own set of flashcards, or use the sets provided by some publishers. If you make your own set, make sure:<br />· the drawings are clear and unambiguous<br />· the cards are drawn on cardboard paper, and can’t be torn<br />· they are sorted out (for instance in colour groups) to be easily found : you can group them in topics (toys, animals, food,…) or code them according to your teaching sequences, or any other classification you may find suitable and useful.<br />*************************************************************************************<br /></div>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-43203839325782340782009-07-09T16:33:00.000-07:002009-07-12T06:33:12.341-07:00My Hero<p><strong><em><span style="font-family:arial;">MissQ says : </span></em></strong></p><span style="font-family:arial;">Michael Jackson is an inspiration to many people, to this day. His music inspires people to dance, and sing. He’s an amazing dancer, and has incredible vocal cords. With all this in mind, his music teaches everyone to smile, and his music isn’t just random words, it all means something. For example, his ‘Black or white’, it is about promoting racial unity. Even through his diseases and rumors about it, he’s determined to please the crowds. This is why, Michael Jackson, is my hero. =)</span><span style="font-family:arial;"><br /></span><p><span style="font-family:arial;"></span><span style="font-family:arial;"><br /></span></p><p><strong><em><span style="font-family:arial;">Jordan says:</span></em></strong></p><p><span style="font-family:arial;">"Jackson donated and raised more than 300 million dollars for beneficial causes through his Heal the World Foundation, charity singles, and support of 39 charities." </span><span style="font-family:arial;"></span><span style="font-family:arial;"><br /></span><span style="font-family:arial;">Michael Jackson had done a lot of charity works in order to help people. Do you think most of the rich artist could do so? But MJ did it. He wanted his money to help people in need. I admire MJ not because of his fantastic songs and dances, but also his kindness. So, are you all ready to do what MJ had done to the society???</span></p><p><span style="font-family:arial;"></span></p><p><strong><em><span style="font-family:arial;">Ann Ling says:</span></em></strong></p><p><span style="font-family:arial;">Michael Jackson has always been a very good and great musician of all times and I think that people are really and truly like and love his and his family’s music that he and his brothers have made together and what his sister Janet made too. And he will be missed forever but never forgotten and he will always be in people heart and prayers forever.</span></p><p><span style="font-family:arial;"></span></p><p><strong><em><span style="font-family:arial;">Alison says:</span></em></strong></p><p><span style="font-family:arial;">Michael's death was a sudden shock for me. He's part of my childhood and became almost a fictionnal character. Michael Jackson----one of the great singer and dancer of the century. A great showman. His music always been an inspiration to everyone. Well...he did make a lot of money but he spent them a lot in donation. And now he had left us...may God bless his good soul..</span></p><p><br /><br /><br /><br /><br /></p>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-83769600433656935622009-07-07T20:14:00.000-07:002009-07-07T20:16:05.978-07:00Christina Aguilera - The Voice Within<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_a6SiE4NaKno/SlQPY5mhKHI/AAAAAAAAAAw/sR17pmzzWPw/s1600-h/HL-352724.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 240px; height: 320px;" src="http://3.bp.blogspot.com/_a6SiE4NaKno/SlQPY5mhKHI/AAAAAAAAAAw/sR17pmzzWPw/s320/HL-352724.jpg" alt="" id="BLOGGER_PHOTO_ID_5355922777304017010" border="0" /></a><br /><strong><br /><br /></strong><br />Young girl don't cry<br />I'll be right here when your world starts to fall<br />Young girl it's alright<br />Your tears will dry, you'll soon be free to fly<br /><br />When you're safe inside your room you tend to dream<br />Of a place where nothing's harder than it seems<br />No one ever wants or bothers to explain<br />Of the heartache life can bring and what it means<br /><br />Chorus:<br />When there's no one else, look inside yourself<br />Like your oldest friend just trust the voice within<br />Then you'll find the strength that will guide your way<br />You'll learn to begin to trust the voice within<br />Young girl don't hide<br />You'll never change if you just run away<br />Young girl just hold tight<br />Soon you're gonna see your brighter day<br />Now in a world where innocence is quickly claimed<br />Find More lyrics at www.sweetslyrics.com<br />It's so hard to stand your ground when you're so afraid<br />No one reaches out a hand for you to hold<br />When you look outside look inside to your soul<br /><br />Chorus<br />Life is a journey<br />It can take you anywhere you choose to go<br />As long as you're learning<br />You'll find all you'll ever need to know<br /><br />(be strong)<br />You'll break it<br /><br />(hold on)<br />You'll make it<br /><br />Just don't forsake it because<br />No one can tell you what you can't do<br />No one can stop you, you know that<br />I'm talking to you<br /><br />Chorus<br />Young girl don't cry I'll be right<br />here when your world starts to fallFantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com2tag:blogger.com,1999:blog-2435053916341687013.post-21875782911184363102009-07-01T15:40:00.000-07:002009-07-01T18:11:25.502-07:00Inclusive Education<span style="font-size:130%;"><span style="font-family:arial;"><p align="justify"><strong><span style="font-weight: bold;"><span style="font-weight: bold;"></span></span>>1.o </strong></p></span><span class="blsp-spelling-error" id="SPELLING_ERROR_0" style="font-family:arial;"><strong>Introduction</strong></span><span style="font-family:arial;"><strong></strong><p></p><p align="justify">What is inclusive education?</p></span>
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<br /><span style="font-family:arial;">Inclusive education differs from previously held notions of ‘integration’ and ‘</span><span class="blsp-spelling-error" id="SPELLING_ERROR_1" style="font-family:arial;">mainstreaming</span><span style="font-family:arial;">’, which tended to be concerned principally with disability and ‘special educational needs’ and implied learners changing or becoming ‘ready for’ </span><span class="blsp-spelling-error" id="SPELLING_ERROR_2" style="font-family:arial;">accommodation</span><span style="font-family:arial;"> by the mainstream. By contrast, inclusion is about the child’s right to participate and the school’s duty to accept. It is about …</span>
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<br /><span style="font-family:arial;">a. rejecting segregation or exclusion of learners for whatever reason – ability, gender, language, care status, family income, disability, sexuality, colour, religion or ethnic origin;</span>
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<br /><span style="font-family:arial;">b. maximising the </span><span class="blsp-spelling-error" id="SPELLING_ERROR_3" style="font-family:arial;">participation</span><span style="font-family:arial;"> of all learners in the community schools of their choice;</span>
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<br /><span style="font-family:arial;">c. making learning more meaningful and relevant for all, </span><span class="blsp-spelling-error" id="SPELLING_ERROR_4" style="font-family:arial;">particularly</span><span style="font-family:arial;"> those learners most vulnerable to </span><span class="blsp-spelling-error" id="SPELLING_ERROR_5" style="font-family:arial;">exclusionary</span><span style="font-family:arial;"> pressures;</span>
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<br /><span style="font-family:arial;">d. rethinking and </span><span class="blsp-spelling-error" id="SPELLING_ERROR_6" style="font-family:arial;">restructuring</span><span style="font-family:arial;"> policies, curricula, cultures and practices in schools and learning </span><span class="blsp-spelling-error" id="SPELLING_ERROR_7" style="font-family:arial;">environments</span><span style="font-family:arial;"> so that diverse learning needs can be met, whatever the origin or nature of those needs.</span>
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<br /><span style="font-family:arial;"><p></p><p align="justify"><strong>2.0 Principles</strong></p><p align="justify">- Every student has an inherent right to education on basis of equality of opportunity.</p></span>
<br /><span style="font-family:arial;">- No student is excluded from, or </span><span class="blsp-spelling-error" id="SPELLING_ERROR_8" style="font-family:arial;">discriminated</span><span style="font-family:arial;"> within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status.</span>
<br /><span style="font-family:arial;">- All students can learn and benefit from education.</span>
<br /><span style="font-family:arial;">- Schools adapt to the needs of students, rather than students adapting to the needs of the school.</span>
<br /><span style="font-family:arial;">- The student’s views are listened to and taken seriously.</span>
<br /><span style="font-family:arial;">Individual differences between students are a source of richness and diversity, and not a problem.</span>
<br /><span style="font-family:arial;">- The diversity of needs and pace of development of students are addressed through a wide and flexible range of responses.</span>
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<br /><span style="font-family:arial;"><strong>3.0 Practice</strong></span>
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<br /><span style="font-family:arial;">The practice of developing inclusive schools involves:</span>
<br /><span style="font-family:arial;">- </span><span class="blsp-spelling-error" id="SPELLING_ERROR_9" style="font-family:arial;">Understanding</span><span style="font-family:arial;"> inclusion as a continuing process, not a one-time event.</span>
<br /><span style="font-family:arial;">- </span><span class="blsp-spelling-error" id="SPELLING_ERROR_10" style="font-family:arial;">Strengthening</span><span style="font-family:arial;"> and sustaining the </span><span class="blsp-spelling-error" id="SPELLING_ERROR_11" style="font-family:arial;">participation</span><span style="font-family:arial;"> of all students, teachers, parents and community members in the work of the school.</span>
<br /><span style="font-family:arial;">- </span><span class="blsp-spelling-error" id="SPELLING_ERROR_12" style="font-family:arial;">Restructuring</span><span style="font-family:arial;"> the cultures, policies and practices in schools to respond to the diversity of pupils within their locality. Inclusive settings focus on identifying and then reducing the barriers to learning and </span><span class="blsp-spelling-error" id="SPELLING_ERROR_13" style="font-family:arial;">participation</span><span style="font-family:arial;">, rather than on what is "special" about the individual student or group of students, and targeting services to address the "problem".</span>
<br /><span style="font-family:arial;">- Providing an accessible curriculum, appropriate training programs for teachers, and for all students, the provision of fully accessible information, </span><span class="blsp-spelling-error" id="SPELLING_ERROR_14" style="font-family:arial;">environments</span><span style="font-family:arial;"> and support.</span>
<br /><span style="font-family:arial;">- Identifying and providing support for staff as well as students.<p></p><p align="justify"></p><p align="justify"><strong>4.0 Teaching/programming</strong></p></span>
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<br /><span style="font-family:arial;">It is general practice that students in an inclusive classroom are with their </span><span class="blsp-spelling-error" id="SPELLING_ERROR_15" style="font-family:arial;">chronological</span> age-mates. Also, to encourage a sense of belonging, emphasis is placed on the value of friendships. Teachers often nurture a <span class="blsp-spelling-error" id="SPELLING_ERROR_16" style="font-family:arial;">relationship</span><span style="font-family:arial;"> between a student with special needs and a peer without need. Another common practice is the assignment of a buddy to accompany a student with special needs at all times (for example in the cafeteria, on the playground, on the bus and so on).[citation needed]</span>
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<br /><span style="font-family:arial;">In principle, several factors can determine the success of inclusive classrooms:</span>
<br /><span style="font-family:arial;">- Family-school </span><span class="blsp-spelling-error" id="SPELLING_ERROR_17" style="font-family:arial;">partnerships</span>
<br /><span style="font-family:arial;">- </span><span class="blsp-spelling-error" id="SPELLING_ERROR_18" style="font-family:arial;">Collaboration</span><span style="font-family:arial;"> between general and special educators</span>
<br /><span style="font-family:arial;">- Well-constructed </span><span class="blsp-spelling-error" id="SPELLING_ERROR_19" style="font-family:arial;">Individualized</span><span style="font-family:arial;"> Education Program plans</span>
<br /><span style="font-family:arial;">- Team planning and </span><span class="blsp-spelling-error" id="SPELLING_ERROR_20" style="font-family:arial;">communication</span>
<br /><span style="font-family:arial;">- Integrated service delivery</span>
<br /><span style="font-family:arial;">- Ongoing training and staff development</span>
<br />
<br /><span style="font-family:arial;">Teachers use a number of techniques to help build classroom communities:</span>
<br /><span style="font-family:arial;">a. Games designed to build community</span>
<br /><span style="font-family:arial;">b. Involving students in solving problems</span>
<br /><span style="font-family:arial;">c. Songs and books that teach community</span>
<br /><span style="font-family:arial;">d. Openly dealing with individual differences</span>
<br /><span style="font-family:arial;">e. Assigning classroom jobs that build community</span>
<br /><span style="font-family:arial;">f. Teaching students to look for ways to help each other</span>
<br /><span style="font-family:arial;">g. Utilizing physical therapy equipment such as standing frames, so students who typically use wheelchairs can stand when the other students are standing and more actively participate in activities</span>
<br /><span style="font-family:arial;"><p></p><p align="justify"></p><p align="justify"><strong>5.o Benefits</strong></p></span>
<br />
<br /><span style="font-family:arial;">Inclusive education is claimed by its advocates to have many benefits for the students. </span><span class="blsp-spelling-error" id="SPELLING_ERROR_21" style="font-family:arial;">Instructional</span><span style="font-family:arial;"> time with peers without need helps the learners to learn strategies taught by the teacher. Teachers bring in different ways to teach a lesson for special needs students and peers without need. All of the students in the classroom benefit from this. The students can now learn from the lesson how to help each other. </span><span class="blsp-spelling-error" id="SPELLING_ERROR_22" style="font-family:arial;">Socialization</span><span style="font-family:arial;"> in the school allows the students to learn </span><span class="blsp-spelling-error" id="SPELLING_ERROR_23" style="font-family:arial;">communication</span><span style="font-family:arial;"> skills and interaction skills from each other. Students can build friendships from these </span><span class="blsp-spelling-error" id="SPELLING_ERROR_24" style="font-family:arial;">interactions</span><span style="font-family:arial;">. <p></p><p align="justify">The students can also learn about hobbies from each other. A friendship in school is important for the development of learning. When a student has a friend the student can relate to a member of the classroom. Students’ being able to relate to each other gives them a better learning environment. </p><p align="justify">Involving peers without need with special needs peers gives the students a positive attitude towards each other. The students are the next generation to be in the workforce; the time in the classroom with the special needs and peers without need will allow them to communicate in the real world someday. Special needs students are included in all aspects of school-life. For example, homeroom, specials such as art and gym, lunch, recess, assemblies, and electives. Special needs students involved in these classrooms will give them the time they need to participate in activities with their peers without need. Awareness should be taught to students that will be in the classroom with the special needs peers. </p><p align="justify">The teacher can do a puppet show, show a movie, or have the student talk to the class. The teacher could also read a book to help the student describe his or her special need. The class can ask questions about what they learned and what they want to know. This will help when the students are together in the classroom. Positive modeling is important for the students in the classroom. Positive modeling is the teacher showing a good example towards both special needs and peers without need this will help the students to get along more</p><p align="justify"></p></span>
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mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> </p><p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:13;" >Questions on inclusive education<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >1. How does inclusive education promote successful learning?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;">Efforts to expand enrolment must be accompanied by policies to enhance educational quality at all levels, in formal and in non-formal settings. We have to work on an 'access to success' continuum by promoting policies to ensure that excluded children get into school coupled with programmes and practices that ensure they succeed there. It is a process that involves addressing and responding to the diverse needs of learners. This has implications for teaching, the curriculum, ways of interacting and relations between the schools and the community. <o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >2. What are the principles of inclusion?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;"></span></b><span style=";font-family:";font-size:12;" >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. <b><o:p></o:p></b></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >3. The notion of inclusion is still often associated with children who have special needs. Why?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;">Too often programmes targeting various marginalized and excluded groups have functioned outside the mainstream – special programmes, specialized institutions and specialist educators. Too often the result has been exclusion – second-rate educational opportunities that do not guarantee the possibility to continue studying. In developed countries, the move towards more inclusive approaches is often complicated by the legacy of segregated or exclusive education for groups identified as “difficult” or “different”. But there is increasing recognition that it is better for children with special needs to attend regular schools, albeit with various forms of special support. Studies in both OECD and non-OECD countries indicate that <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">students with disabilities achieve better school results in inclusive settings.</span> <o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >4. How does education need to change to accommodate everyone?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;">The overall goal is to ensure that school is a place where all children participate and are treated equally. This involves a change in how we think about education. Inclusive education is an approach that looks into how to transform education systems in order to respond to the diversity of learners. It means enhancing the quality of education by <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">improving the effectiveness of teachers</span>, <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">promoting learning-centred methodologies, developing appropriate textbooks and learning materials and ensuring that schools are safe and healthy for all children.</span> Strengthening links with the community is also vital: relationship between teachers, students, parents and society at large are crucial for developing inclusive learning environments. <o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >5. How do curricula need to change to improve learning and encourage the inclusion of all pupils?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;">An inclusive curriculum addresses the child’s cognitive, emotional and creative development. It is based on the four pillars of education for the 21st century - <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">learning to know, to do, to be and to live together.</span> This starts in the classroom. The curriculum has an instrumental role to play in <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">fostering tolerance</span> and <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">promoting human rights</span> and is a powerful tool for <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">transcending cultural, religious and other differences</span>. An inclusive curriculum takes gender, cultural identity and language background into consideration. It involves breaking gender stereotypes not only in textbooks but in teachers’ attitudes and expectations. Multilingual approaches in education, in which language is recognized as an integral part of a student’s cultural identity, can act as a source of inclusion. Furthermore, mother tongue instruction in the initial years of school has a positive impact on learning outcomes. <o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ><o:p> </o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><b><span style=";font-family:";font-size:12;" >6. Teachers have a foremost influence on learning. Yet their status and working conditions in many countries make it difficult to promote inclusion. What can be done to improve their lot?<o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
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<br /><span style="font-family:arial;">The way teachers teach is of critical importance in any reform designed to improve quality. A child-centred curriculum is characterized by a move away from rote learning and towards greater <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">emphasis on hands-on, experience-based, active and cooperative learning.</span> Introducing inclusion as a guiding principle has implications for teachers’ practices and attitudes – be it towards girls, slow learners, children with special needs or those from different backgrounds. <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">Adequate pre-service and in-service teacher training</span> is essential to improve learning. Lack of adequately trained teachers. This shortage has unfortunate consequences for the quality of learning. A new curriculum cannot be introduced without familiarizing teachers with its aims and contents. Assessment can help teachers to measure student performance and to diagnose difficulties. But teachers need to <span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">understand the value of good assessment practices and learn skills to develop</span> their own tests. <o:p></o:p></span></p> <p class="MsoNormal" style="text-align: justify; line-height: normal;"><span style=";font-family:";font-size:12;" ></span>
<br /><span style="font-family:arial;"><b>7. Does inclusive quality education lead to more inclusive societies?</b></span>
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<br /><span style="font-family:arial;">Exclusion starts very early in life. A holistic vision of education is imperative. Comprehensive early childhood care and education programmes improve children’s well being, prepare them for primary school and give them a better chance of succeeding once they are in school. All evidence shows that the most disadvantaged and vulnerable children benefit most from such programmes. Ensuring that adults, particularly mothers, are literate has an impact on whether their children, and especially their daughters attend school. Linking inclusion to broader development goals will contribute to the reform of education systems, to poverty alleviation and to the achievement of all the Millennium Development Goals. An inclusive system benefits all learners without any discrimination towards any individual or group. It is founded on values of democracy, tolerance and respect for difference. <o:p></o:p></span></p> </span>
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<br /><span style="font-family:arial;"><p></p></span></span>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-89731660125920956062009-06-30T06:26:00.000-07:002009-06-30T06:41:04.141-07:00Behaviorism<p align="justify"><strong>1.o Introduction</strong></p><p align="justify">Behaviorism or Behaviourism, also called the learning perspective, is a philosophy of psychology based on the proposition that all things which organisms do — including acting, thinking and feeling—can and should be regarded as behaviors. The school of psychology maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as the mind. Behaviorism comprises the position that all theories should have observational correlates but that there are no philosophical differences between publicly observable processes (such as actions) and privately observable processes (such as thinking and feeling).<br /></p><div align="justify">From early psychology in the 19th century, the behaviorist school of thought ran concurrently and shared commonalities with the psychoanalytic and Gestalt movements in psychology into the 20th century; but also differed from the mental philosophy of the Gestalt psychologists in critical ways.[citation needed] Its main influences were Ivan Pavlov, who investigated classical conditioning, Edward Lee Thorndike, John B. Watson who rejected introspective methods and sought to restrict psychology to experimental methods, and B.F. Skinner who conducted research on operant conditioning. In the second half of the twentieth century, behaviorism was largely eclipsed as a result of the cognitive revolution.</div><div align="justify"></div><p align="justify"><strong>2.0 B.F. Skinner and radical behaviorism</strong><br /></p><p align="justify">Skinner, who carried out experimental work mainly in comparative psychology from the 1930s to the 1950s, but remained behaviorism's best known theorist and exponent virtually until his death in 1990, developed a distinct kind of behaviorist philosophy, which came to be called radical behaviorism. He is credited with having founded a new version of psychological science, which has come to be called behavior analysis or the experimental analysis of behavior after variations on the subtitle to his 1938 work The Behavior of Organisms: An Experimental Analysis Of Behavior.</p><p align="justify">2.1 Definition</p><p align="justify">B.F. Skinner was influential in defining radical behaviorism, a philosophy codifying the basis of his school of research (named the Experimental Analysis of Behavior, or EAB.) While EAB differs from other approaches to behavioral research on numerous methodological and theoretical points, radical behaviorism departs from methodological behaviorism most notably in accepting treatment of feelings, states of mind and introspection as existent and scientifically treatable. This is done by identifying them as something non-dualistic, and here Skinner takes a divide-and-conquer approach, with some instances being identified with bodily conditions or behavior, and others getting a more extended 'analysis' in terms of behavior. However, radical behaviorism stops short of identifying feelings as causes of behavior.Among other points of difference were a rejection of the reflex as a model of all behavior and a defense of a science of behavior complementary to but independent of physiology. Radical behaviorism has considerable overlap with other western philosophical positions such as American pragmatism</p><p align="justify"><br />2.2 Experimental and conceptual innovations</p><p align="justify">This essentially philosophical position gained strength from the success of Skinner's early experimental work with rats and pigeons, summarized in his books The Behavior of Organismsand Schedules of Reinforcement. Of particular importance was his concept of the operant response, of which the canonical example was the rat's lever-press. In contrast with the idea of a physiological or reflex response, an operant is a class of structurally distinct but functionally equivalent responses. For example, while a rat might press a lever with its left paw or its right paw or its tail, all of these responses operate on the world in the same way and have a common consequence. Operants are often thought of as species of responses, where the individuals differ but the class coheres in its function—shared consequences with operants and reproductive success with species. This is a clear distinction between Skinner's theory and S-R theory.<br /><br />Skinner's empirical work expanded on earlier research on trial-and-error learning by researchers such as Thorndike and Guthrie with both conceptual reformulations – Thorndike's notion of a stimulus-response 'association' or 'connection' was abandoned – and methodological ones – the use of the 'free operant', so called because the animal was now permitted to respond at its own rate rather than in a series of trials determined by the experimenter procedures. With this method, Skinner carried out substantial experimental work on the effects of different schedules and rates of reinforcement on the rates of operant responses made by rats and pigeons. He achieved remarkable success in training animals to perform unexpected responses, and to emit large numbers of responses, and to demonstrate many empirical regularities at the purely behavioral level. This lent some credibility to his conceptual analysis. It is largely his conceptual analysis that made his work much more rigorous than his peers, a point which can be seen clearly in his seminal work Are Theories of Learning Necessary? in which he criticizes what he viewed to be theoretical weaknesses then common in the study of psychology. An important descendant of the experimental analysis of behavior is the Society for Quantitative Analysis of Behavior.<br /><br /></p><p align="justify"><br />2.3 Relation to language</p><p align="justify">As Skinner turned from experimental work to concentrate on the philosophical underpinnings of a science of behavior, his attention turned to human language with Verbal Behavior[8] and other language-related publications;[9] Verbal Behavior laid out a vocabulary and theory for functional analysis of verbal behavior, and was strongly criticized in a review by Noam Chomsky. Skinner did not respond in detail but claimed that Chomsky failed to understand his ideas, and the disagreements between the two and the theories involved have been further discussed.<br /><br />What was important for a behaviorist's analysis of human behavior was not language acquisition so much as the interaction between language and overt behavior. In an essay republished in his 1969 book Contingencies of Reinforcement,Skinner took the view that humans could construct linguistic stimuli that would then acquire control over their behavior in the same way that external stimuli could. The possibility of such "instructional control" over behavior meant that contingencies of reinforcement would not always produce the same effects on human behavior as they reliably do in other animals. The focus of a radical behaviorist analysis of human behavior therefore shifted to an attempt to understand the interaction between instructional control and contingency control, and also to understand the behavioral processes that determine what instructions are constructed and what control they acquire over behavior.</p>Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1tag:blogger.com,1999:blog-2435053916341687013.post-87524666224488689952009-06-28T05:16:00.000-07:002009-06-28T05:17:42.703-07:00Hi~This is Jordan Yii Hii Ping, Kiew Jia Ying, ALison Liaw and Sii Ann Ling's blogspot. We gonna update it from time to time. Do enjoy it~Fantasy 4http://www.blogger.com/profile/11289092845941752700noreply@blogger.com1