...in the firm and her duties and responsibilities are described. In addition, a detailed analysis of how the content and concepts from five undergraduate core courses facilitated the analysis, development, and preparation of TLC Consulting Firm. Mission Statement Transitional Life Care Consultant Firm’s mission is to facilitate client growth with transition through life events and life changes. TLC consultants strive to join with others to create the conditions under which all people with transitional needs will experience opportunities to develop and exercise competence; encouragement to make choices in the pursuit of personal growth, presence, and participation in the transitional process; respect and dignity through the promotion of protection from abuse and neglect and isolation; opportunities for self-advocacy that empower each client to articulate his or her needs; and reduce the negative stress surrounding many life changes. Summary of Firm and Services Transition from one situation to another can be stressful; it is a process of progress forward. The Holmes-Rahe Scale (1967) lists 43 life events and life changes that contribute to one’s stress level. Each member of this team has personal experience as well as education, which would benefit a consultant firm with a mission to assist people in some form of transition. Two of the team members have direct experience with transition from state Foster Care programs, three members have been small business owner/operators...
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...with Disabilities Act (IDEA, 2004) requires transition planning to prepare students for upcoming adulthood responsibilities and demands that the process be results oriented. The most common transition goal result being skilled based employment. Effective transition planning at the high school level is vital for individuals with intellectual disabilities to develop job and vocational skills. Post-secondary transition goals are developed for every individual at the high school level with the intention of harnessing the individual’s interests and skills into paid employment after graduation. IDEA identities transition services as a “coordinated set of activities” that promote movement from “school to post school activities.” Research studies report that post school activities and employment rates for individuals with intellectual disabilities were slightly under fifty percent according to Douck and Joshi (2012). Years of transition goal development and implementation occur at the high school level with the primary focus of employment for the individual. If transition planning and skill development are effective at the high school level, why do current employment statistics reveal less than fifty percent of individuals with mild intellectual disabilities obtain employment and less that twenty percent of individuals with severe intellectual disabilities? The purpose of this literature review is to examine high school transition planning and its correlation to the employment...
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...Journal of Moral Education Vol. 34, No. 4, December 2005, pp. 391–398 EDITORIAL Marxism and moral education W. John Morgan* University of Nottingham, UK It is obviously necessary to begin with Karl Marx. According to Vorlander, ‘The ¨ moment anyone started to talk to Marx about morality, he would roar with laughter’ (Vorlander, 1904, p. 22; Lukes, 1985, p. 26). Yet the normative element is central to ¨ Marx’s thinking and the resolution of the paradox is to be found, according to Lukes, in the distinction between a bourgeois morality of law and a revolutionary morality of class emancipation. Marx is interested fundamentally in the moral education of the proletariat through the liberating process that accompanies revolution. It has been argued that in order to explain the motives of the socialist revolutionary, Marx needs such a theory of moral education that is, at the same time, his normative objective. In particular, it is said, ‘he needs an account of how vast numbers of working people acquire a commitment to make a revolution in their common interest’ (Miller, 1998, p. 377). Moreover, this must be powerful enough to break the economic, social and ideological grip of the capitalist system that he has analysed and exposed in such detail. The mode of production is the economic key, as it was for the emergence of capitalism. However, the development of capitalism itself creates a fresh social and psychological context, providing the proletariat with the opportunity...
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...Your Career Interest Profile: Based on what you told us, you are... Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Social Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. Enterprising Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. Your Career Matches ... Office and Administrative Support Explore Jobs Eligibility Interviewers, Government Programs Executive Secretaries and Executive Administrative Assistants Municipal Clerks Human Resources Assistants, Except Payroll and Timekeeping First-Line Supervisors of Office and Administrative Support Workers Loan Interviewers and Clerks Freight Forwarders Proofreaders and Copy Markers Brokerage Clerks Legal Secretaries Credit Authorizers Billing, Cost, and Rate Clerks Bookkeeping, Accounting, and Auditing Clerks Patient Representatives Statistical Assistants File Clerks Procurement Clerks Computer Operators Bioinformatics Technicians Explore Degree Options Associate of Arts with a concentration in Foundations of Business Bachelor of Science in Business...
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...Auditory Processing Evaluation, Occupational Therapy (OT) Evaluation, Physical Therapy (PT) Evaluation, Assistive Technology (AT) Assessment, Transition Assessment(TA), Home Assessment, and Teacher Assessment/Observation. If you have received "EVALUATION CONSENT FORM", (form called Attachment to N 1) in the mail. Before you sign and return this form, you can request a "pre-evaluation conference" to talk with a school professional(s) about the 5 W's (Who, What, When, Where, Why) who will conduct each evaluation, what evaluations/tests would be helpful, when will your child be taken out of classes to be tested and where will your child be given the test/evaluations and who will be explaining why the evaluations are happening? These are the assessments/evaluations that can be listed on the Consent form (N1), it may include these but are not limited to what is printed on the (Attachment to N 1) form. As stated in Special Education Regulation: 28.04(1)(c) School districts shall provide the student's parents with an opportunity to consult with the Special Education Administrator or his/her designee to discuss the reasons for the referral, the content of the proposed evaluation, and the evaluators used. The Pre-evaluation conference, a description of the evaluations and special education process are all listed in the 'Parent's Guide to Special...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance Identify the purpose of Section 504 and how it applies to services provided to students * Antidiscrimination law * Protects form discrimination * Provides for reasonable accommodations * Provides services for students who don’t quality under IDEA * Provides funs to pay for programs Identify the Terminology/acronyms relevant to an IEP * LRE * Least Restrictive...
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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school...
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...TRANSITIONS IN TEACHING STRATEGIES OF HIGH SCHOOL BIOLOGY TEACHERS: A GROUNDED THEORY APPROACH Mark Joseph C. Diaz Jerah Mae G. Gilos Kenneth P. Guilan Nerissa E. Sorolla Chapter 1 Introduction to the Study Chapter One has five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem, (3) Significance of the Study (4) Definition of Terms, and (5) Scope and Delimitation of the Study. Part One, Background and Theoretical Framework of the Study, justifies the need for the investigation, describes the origin of the study, discusses the importance of selecting the problem, and the reason for conducting it. Part Two, Statement of the Problem, presents the purpose and enumerates the problems answered in the study. Part Three, Significance of the Study, states and tells the importance and benefits that may be derived from the findings. Part Four, Definition of Terms, clarifies the meaning of the terms used in this investigation. Part Five, Scope and Delimitation of the Study, sets the limit and scope of the investigation. Background of the Study Throughout the history, societies have sought to educate people to produce goods and services, to respond effectively and creatively to their world and to satisfy their curiosity and aesthetic impulses. Education involves theory and empirical sets of knowledge and learning as well. Teaching is the process of helping their learners economically and efficiently. It is...
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...Down syndrome: Observing Shannon Submitted by: Alfonse Bowman Arcadia University ED 584: Supporting Students with Low Incidence Disabilities Professor Hopkins Fall 2013 Introduction For our final paper I chose to research trisomy 21 or as it is known clinically, Down syndrome (DS). The primary reason I chose this low incidence disability is because I will make the transition from a regular education teacher to a special education teacher in the spring and I am already familiar with other low incidence disabilities. I realize that with my new role in a self-contained classroom it is important for me to understand the term Down syndrome and then see how the definition and behavioral traits impact the student, the teacher and the other students in an educational setting. This research paper will provide clinical and anecdotal information on DS with real-life observation of a student with Down syndrome. History of Disorder According to the National Down Syndrome Society (2013), during the early nineteenth century, John Langdon Down, an English physician, published an accurate description of a person with Down syndrome. It was this scholarly wok, published in 1866, that earned Down the recognition as the “father” of the syndrome. Although other people had previously recognized the characteristics of the syndrome, it was Down who described the condition as a distinct and separate entity. The United States Department of Health and Human Services Center for Disease Control...
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...Students With Involved Families and Teachers (SWIFT) with at youth at risk for behavioral problems. This particular investigation utilized maximum variation purposive sampling in conjunction with a parent and teacher interview process that resulted in six themes related to the refinement of the intervention conducted by SWIFT. The six major themes included the recruitment and intervention timeline, length of transition supports, behavioral progress monitoring collection and data entry, case management coordination, benefits of skills coaching supports, and the parent coach role. The study determined that an increase in the involvement of parents and teacher in the early stages of SWIFT intervention, time of support provided, and communication between case manager, parent coach, skills coach, parents and teacher would be feasible and positively influence the successful transition from day treatment school (DTS) to the home district school (DS). This study looks to address the problem relating to the transition of emotionally disturbed (ED) at risk youth as they make the transition from individually focused day treatment schools (DTS)...
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...Running Head: Reflective Analysis Reflective Analysis: Accommodations and Modifications Tracey Sullivan SPE 526: Grand Canyon University May 23, 2012 Reflective Analysis: Accommodations and Modifications Teaching students with special needs is a challenge and requires dedication. I have always been told that as a teacher you are either going to love teaching children with special needs or you don’t. I feel that it is vitally important to know what you are facing when having to work with this population of people. Disabled students are very unique in their own way and require special attention to be able to address concerns in a way that it is beneficial to the student. Considering that each student learns differently, there are many teaching styles that can be used to help disabled students to learn. Also as a teacher you must evaluate the student so that you are able to know whether or not accommodations and modifications are needed in order to help the student to learn as much as possible. During the assignment, I had to do fifteen hours of observation hours in either an inclusive or self-contained classroom setting. So I notified a school and was able to do these hours in a self-contained classroom. During this week, state tests were being administered in the regular education class, so therefore the inclusive classrooms weren’t available. Special education students are required to take state test as well, but they have a test that’s been modified to the needs...
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...Curriculum Articulation and Alignment 1 Running Head: CURRICULUM ARTICULATION AND ALIGNMENT: PRIMARY TO MIDDLE SCHOOL Curriculum Articulation and Alignment: Grade school to Middle School Gwendolyn Platt University of Phoenix, Online December 8, 2014 Curriculum Articulation and Alignment 2 Analysis of curriculum articulation and alignment between two adjacent educational levels is educational levels is essential for the continued growth and success of students. “…for any effort designed to improve student success, we must look at not only the curricula and students, we must also address the role of the administrators and teaching faculty involved in the process.” (Alexson & Kemniz, 2004). The administrators must choose the curriculum carefully, taking into consideration the needs of teachers, students and parents. The administrator must also consider the articulation and alignment between two adjacent educational levels. The transition between a grade school and middle school must be met with goals and bench marks with team work and communication between administrators and teachers of both schools. The teachers must help the students directly by implementing the curriculum and emotionally preparing the students. The administrators must give the essential tools to the teachers that are needed. The parents and teachers are obligated to keep communication open and continual to that...
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...perspective including advanced economies, developing economies and economies in transition. The analysis of growth and development will be enlarged to include processes of catch up, forging ahead and falling behind. In the sense that the study of micro-dynamics of households, firms and sectors contributes to our understanding of relationships at the macro-level. A key concept relating innovation and technology with growth and development is productivity. Technological transformation is one of the major forces resulting in enhanced productivity and growth of income per capita. Productivity growth implies enhanced productive capabilities, which can potentially be used to fulfill a variety of human needs and realize social goals in the context of economic development. Socio-economic development is a broader concept than economic growth. It includes aspects such as the degree of inequality within and between societies, the environmental sustainability of increased production, the creation of employment and the fulfillment of basic human needs. Drivers and mechanisms of technological change and their contribution to growth and development * the impact of demand factors on growth and technological change * the role infrastructure in growth * resource availability * education and human capital and their contribution to growth and development * health status as an aspect of human capital, with special reference to aids...
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...“A Learning Bridge for Aboriginal Adults” (ALBAA) Final Report Phase I – Aboriginal Transitions Research Fund May 29, 2009 Submitted to: Learning Programs Branch Ministry of Advanced Education 2nd Floor – 835 Humboldt Street PO Box 9882 Stn Prov Govt Victoria BC V8W 9T6 Submitted by: Faculty of Student Development Thompson Rivers University 900 McGill Road Box 3010 Kamloops BC V2C 5N3 Table of Contents Executive Summary .................................................................................................................................... 1 Introduction................................................................................................................................................ 5 Review of Literature ................................................................................................................................... 6 Institutional Factors............................................................................................................................. 7 Cultural Factors ................................................................................................................................. 11 Power and Control Factors ................................................................................................................ 15 Financial and Geographic Factors ..................................................................................................... 16 Limitations of the Current Literature ...
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