RESEARCH THAT BENEFITS CHILDREN AND FAMILIES

RESEARCH THAT BENEFITS CHILDREN AND FAMILIES

OPTION1

I have to share Special Needs; this is a special subject due to my experiences with the laws and policies which enable one of my children to be mainstreamed into the classroom due to his special need. Once we understood our child’s diagnosis and the effects it will have on his education, we were able to seat down with the doctors, teachers, and school aids. An IEP (Individualized Education Program) was developed for my child which enable us to support his needs. Organizing skills enable my son to tailor his school work to meet his unique needs. He is now a very successful individual for his age of 23. He struggled in the beginning because we didn’t know what was wrong, as a very young toddler only I could understand what he was trying to say. He had made up his own language, and would be very fussy because others could not understand him. The doctor’s told us his brain was thinking too fast, so he would be a visual learning. We as a team support his learning abilities to meet his needs throughout his school years. By the time he was in eighth grade his skill for organizing became a great blessing to him. As a high schooler, he excelled, and was on the basketball team throughout his four years, and received honors.

The Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law enacted in 1990 and reauthorized in 1997 and 2004. It is designed to protect the rights of students with disabilities by ensuring that everyone receives a free appropriate public education (FAPE), regardless of ability. Furthermore, IDEA strives not only to grant equal access to students with disabilities, but also to provide additional special education services and procedural safeguards (IDEA, n.d.)

Special education services are individualized to meet the unique needs of students with disabilities and are provided in the least restrictive environment. Special education may include individual or small group instruction, curriculum or teaching modifications, assistive technology, transition services and other specialized services such as physical, occupational, and speech therapy. These services are provided in accordance with an Individualized Education Program (IEP), which is specifically tailored to the unique needs of each student (IDEA, n.d.)

IDEA also grants increased parental participation and protection for students.

Research Based Strategies for Special Needs Students - Graphic Organizers

January2008

            Are you looking for a way to help students improve their learning potential? You may want to consider using graphic organizers. Graphic organizers are a visual representation of knowledge that structures information by arranging important aspects of a concept or topic into a pattern using labels (Bromley, et al., 1998). They can be used in a variety of ways to help students organize information, stay focused on the content material, reinforce previously learned material and help relate new concepts to ones previously learned. More specifically, the visual representations help students by:

• Representing abstract ideas in more concrete forms,

• Depicting the relationships among facts and concepts,

• Organizing ideas, and

• Storing and recalling information (Billmeyer & Barton, 1998).

Many variables can impact on the determination of which type of graphic organizer will work best for a specific population. Grade level, learning styles, level of disability, curriculum and principle to be learned can make one type of graphic organizer more feasible than another. Typical graphic organizer styles include:

• Hierarchical organizers - present main ideas and supporting details in rank order,

• Comparative organizers - depict similarities among key concepts,

• Sequential organizers - illustrate a series of steps of place events in a chronological order,

• Diagrams - depict actual objects and systems in the real world of science and social studies (Marchand-Matella, et al., 1998),

• Cyclical organizers - depict a series of events that have no beginning or end,

• Conceptual organizers, include a main concept with supporting facts, evidence, or characteristics (Bromley, et al., 1998)

For example, if you want to show a series of items, you would probably choose a sequential framework or cycle diagram. If you want to show a comparison, you’d probably choose parallel lists or a Venn diagram, etc. Regardless of the style you decide to use, research (Baxendell, 2003) has identified three factors (the 3 C’s) for successful implementation of graphic organizers in the classroom. The factors you should always incorporate are being:

• Consistent

o Create a standard set of graphic organizers

o Establish a routine for implementing them in a classroom

• Coherent

o Provide clear labels for the relationship between concepts in graphic organizers

o Limit the number of ideas covered

o Minimize distractions

• Creative

o Use during all stages of lesson design

o Incorporate during homework and test review

o Add illustrations

o Implement with cooperative groups and pairs

For additional information, there are many online resources available for those interested in incorporating graphic organizers into their “tool kit.” Below is a list of some of those resources.

• Education Place - http://www.eduplace.com

• The Graphic Organizer - http://www.graphic.org

• Teach-nology - http://teachers.teach-nology.co

• Education World - http://www.educationworld.com/a_lesson/03/lp322-04.shtml

• NCREL - North Central Regional Educational Laboratory - http://www.ncrel.org, search for “graphic organizers”

 

This series is based on a presentation by Charles A. Hughes, Ph.D. and Marisa A. Macy, Ph.D. of Penn State University, who find these to be research-based best practices. The findings of this study are under review and have not been released by the Institute of Education Sciences (IES). The information provided here is not endorsed by IES.

©PSEA,

References

Research Based Strategies for Special Needs Students ... - PSEA

 

www.psea.org/.../Special%20Ed%20Graphic%20Organizers.p..

 

IDEA (The Individuals with Disabilities Education Act)

www.help4adhd.org/education/rights/idea

Other supporting web sites

IDEA & U.S. Dept of Education
Federal site for information about the Individuals with Disabilities Education Act (IDEA).

User's Guide to the 2004 IDEA Reauthorization
The Consortium for Citizens with Disabilities (CCD) has prepared an analysis of recent IDEA changes. This is a long (63 pg) and technical document designed for use by public policy professionals. Parents and educators should scan the table of contents for sections of greatest interest. (in PDF)

Families and Advocates Partnership for Education
The Families and Advocates Partnership for Education project is part of the IDEA Partnership and strives to improve the educational outcomes of children with disabilities. It facilitates communication between families and advocates and focuses on IDEA.

IDEA Partnership
IDEA Partnership funded by the US Department of Education Office of Special Education Programs (OSEP), informs families and educators about IDEA and strategies to improve educational outcomes for students with disabilities.

A Guide to the Individualized Education Plan (IEP)
Department of Education guidance assisting educators, parents, and state and local educational agencies in implementing the requirements of Part B of the IDEA regarding IEPs for children with disabilities, including preschool-aged children.

 

Personal Research Journey

My Personal Research Journey

 

I have chosen the topic of Early Childhood Professional Training; this is what I love to do, so I believe I should start at the beginning. The professionals for Early Childhood need to be ready to support all children, and families in their programs. We hire people right out of High school, and with degree’s, but we always train them before they enter into the classrooms to interact with children. My desire is to stay on top of my game, as I enter into the next faze of a position with the Air Force Child Development programs in Oklahoma. I am excited about my personal research on this topic, as I function as the Family Day Care Coordinator for the installation. I also desire to provide the staff with upcoming training around the world to support their skills.

Often when you have a passion for something you generally pursue it, and I too desire to develop more in training in my profession for many reasons. Colleagues feel free to share any insights you may have on this subject.

My personal experience with his simulation has open my eyes to receive new and improve ideas about Early Childhood Professional Training. It’s like a guide because something’s need to be taught, and some will be regular training skills. CPR, keeping children safe, regular fire drills, and family style dinning are just a few of the training which will be done before you enter the classroom.

 

Building Research Competency

Excited about the new researches, and resouces I will be recieving information from this class, and other professional in the field of Early Childhood. Looking forward to recieving, and using the information I gain in the research for Early Childhood professional training, development of all children, child abuse, and anything dealing with new ideas, and programs for Early Childhood program. I will be moving to the Air Force side of my professional in Early Childhood field and I will need all the help I can. Grateful for the opportunity to make a differences in the military families.

International Learning Community

International Learning Community

 

This has been a very interesting 8 weeks, and I would like to take the time to thank my entire International Early Childhood connection groups, and colleagues for all that they do, and share. Three consequences of learning about my international Early Childhood professional have been motivating, challenging, and have made me more aware of things occurring in my profession around the world. We should also take time out and gain knowledge of what going on with other ECE professional across the world to learn about things which are working in their countries. My goal for the upcoming year is to continue to reach out to contact other ECE professional around the world. Again I want to thank all who have shared their love for what they do for children, and families, and staff.

Take the attitude of a student, never be too big to ask questions, never know too much to learn something new.

Og Mandino

References

Teaching and Learning - Favorite Quotations

 

www.randomterrain.com/favorite-quotes-teaching-and-learning.html

 

Getting to Know Your International Contact Part 3

Getting to Know Your International Contact Part 3

UNESCO advocates for Early Childhood Care and Education (ECCE) programmers that attend to health, nutrition, security and learning and which provide for children’s holistic development UNESCO, (n.d.). It is good to know that others in the field of Early Childhood are on the same track dealing with issues, and trends. It organized the first World Conference on ECCE in September 2010, which culminated in the adoption of a global action agenda for ECCE called Moscow Framework for Action and Cooperation: Harnessing the Wealth of Nations. As a follow-up to the World Conference, UNESCO works in partnership with Member States, partners and other stakeholders to encourage timely and effective implementation of the Moscow Framework so that all young children develop their potential to the fullest UNESCO, (n.d.). Other professional are concern about the field of ECE, and have supported conferences so information is passed to others.

The IIEP Office in Buenos Aires recently launched a new website in the framework of the SITEAL* initiative: SIPI (Sistema de Información sobre la Primera Infancia) systematizes information on actions aiming at fulfilling the rights of early childhood in Latin America and evaluates the degree of fulfillment. This system provides updated information on the regulations and policies in 19 countries of the region and offers statistical indicators. All information can be accessed by country or by group of rights. There is training, support to Sector planning, and capacity development strategies. I’m glad to be part of a field which stretches around the world with concern about children development. The also do research on : Challenges and emerging trends, Equity, access and quality, cost and financing, governance, and managenment, and they also highlight: ETICO, HIV, and AIDS. I do believe that’s going a step above.

References

(http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/),

 

INSIGHT OF EQUITY & EXCELLENCE

INSIGHT OF EQUITY & EXCELLENCE

This week I enjoyed Julie Bartkus about the motivation of teachers, and building learning intro

everyday activities. We must seek teachers who are willing to do a great job, and desire to high a

high quality program for children. One idea is the teacher must be motivated to work with

children and families in early childhood. We are dealing with equality and excellence in early

childhood programs. As the families support their children, and connect with their families about

the importance of math, reading, geography, and reasoning. As early childhood professional we

have to prepare all the children for the next level of develop. What else can we do to take

children to their next developmental level?

References

 

Julie@MotivateTeachers.com

GLOBAL CHILDREN’S INITIATIVE

GLOBAL CHILDREN’S INITIATIVE

Resources available across Harvard University’s graduate schools

and affiliated hospitals, the Center generates, translates, and applies knowledge in the service of improving life outcomes for children in the United States and throughout the world. Specifically, the Center is committed to:

 

• Building a unified science of health, learning, and behavior to explain the early roots of lifelong impairments;

• Leading the design, implementation, and evaluation of innovative program and practice models

that reduce preventable disparities in well-being;

• Catalyzing the implementation of effective, science-based public policies through strategic relationships and knowledge transfer; and

• Preparing future and current leaders to build and leverage knowledge that promotes the healthy development of children and families and brings high returns to all of society Harvard University Global, (2010).

Some of these issues have been due to their country insights of where their Early Childhood programs are or need to be.

Three areas guided by these strategic objectives, the Global Children’s Initiative are;

·         Early childhood development;

·         Child mental health; and

·         Children in crisis and conflict situations

SOURCES

Other sources of Center acknowledges the important contributions made to the development of the Global Children's Initiative by the Mother Child Education Foundation (AÇEV) of Turkey, which served as Founding Partner for the initial planning of the Center's global agenda.  There are others around the world who are willing to help this global team.

Zambian Early Childhood Development Project

To address this knowledge gap, the Zambian Ministry of Education, the Examination Council of Zambia, UNICEF, the University of Zambia, and the Center on the Developing Child at Harvard University launched the Zambian Early Childhood Development Project (ZECDP) in 2009, a collaborative effort to measure the effects of an ongoing anti-malaria initiative on children’s development in Zambia

Applying the Science of Early Childhood in Brazil

As part of its Global Children’s Initiative, the Center is launching Núcleo Ciência Pela Infância, its first major programmatic effort outside the United States. In collaboration with local experts, the project aims to use the science of child health and development to guide stronger policies and larger investments to benefit young children and their families in Brazil.

These are all new insights for me, to see other counties putting children first and putting programs in place for their development, and health.

References

Center on the Developing Child at Harvard University. (2010). Global children's initiative. Retrieved from http://developingchild.harvard.edu/index.php/activities/global_initiative/