Prompts That Support Instruction and Independence

Prompts That Support Instruction and Independence Independence, completing a task or exhibiting a behavior without prompts or cues, is the gold standard of special education. The kind of support we give students to help them succeed in special education is called prompting. The level of support falls on a continuum, with the most invasive and furthest from independence, to the least invasive, or the closest to independence. The prompts at the least invasive end is also the easiest to fade, or slowly withdraw, until the child is accomplishing the task independently. The most severely cognitively, multiply or developmentally disabled students may need very high levels of what is called â€Å"hand over hand† support. Still, kids with specific learning disabilities who may have attention deficit disorder with some reading and math difficulties may need prompting to stay on task and complete tasks. They are just as prone to become â€Å"prompt dependent,† which may leave them incapable of achieving the gold standard: independence. Because of â€Å"prompt dependence† it’s important that a special educator understands how to work across the continuum, from hand over hand, the most invasive, to gestural prompts, the least invasive. As the teacher moves across the continuum, the teacher is â€Å"fading† prompts toward independence. We review the continuum here: Hand over Hand This is the most invasive of the prompts, and is often only required for the most physically disabled students. The teacher or coach may actually place his or her hand over the students hand. It isn’t necessarily just for the most physically disabled student: it works well with young students on the autism spectrum, older autistic students with unfamiliar tasks like sweeping, and even younger students with immature and undeveloped fine motor skills. Hand over hand can be faded by lightening your touch to a simple touch on the back of a hand or arm to guide the student though the task. Physical Prompts Hand over hand is a physical prompt, but physical prompts can include tapping the back of a hand, holding an elbow, or even pointing. Physical prompts may be accompanied by verbal prompts. As the verbal prompts stay in place, the teacher fades the physical prompt. Verbal Prompts These are most familiar. We tell the student what to do: sometimes step by step, sometimes with more detail. Of course, if we talk all the time, our prompts get ignored. You can also design verbal prompts to fade from most complete to least complete. Example: â€Å"Bradley, pick up the pencil. Bradley, put the point on the paper. Circle the correct answer. Good job, Bradley: Now, let’s do number 2. Find the correct answer, etc. . . .† Faded to: â€Å"Bradley, you have your pencil, your paper and we have done these before. Please circle each answer and put your pencil down when you are done.† Gestural These prompts should begin with a verbal prompt: they are easy to fade and are the least invasive. Be sure you don’t become so used to your verbal prompts that all you’re doing is running your mouth. Shorten those prompts and trust the gesture, whether it’s pointing, tapping or even winking. Be sure the student knows what you are requesting with the prompt. Gestural prompts are especially successful with kids with developmental or behavioral problems. Alex, who is featured in the article on making your own social narrative, sometimes forgot and would drool. I taught my wife, his teacher, to touch her chin with her forefinger to remind him: Soon all she had to do was move her hand a certain way, and he remembered. Visual Prompts These prompts can be paired with other prompts initially, and as they are faded, the simple visual prompt can remain.   Typical (children without disabilities in general education programs) also benefit from visual prompts.   Teachers have noted that children will reference the place on the wall where a graphic organizer for a specific skill used to be, noting that the mere act of remembering where the visual prompt was on the wall helps them remember the CONTENT of the prompt! Independence: The goal. The continuum: Hand over Hand Physical- Verbal- Gestural- Independence.

The copernican revolution Essay Example | Topics and Well Written Essays - 500 words

The copernican revolution - Essay Example They made arguments against Copernicus’ writings, whether they were Protestant or Catholic, and overall agreed to condemn them in a religious manner. In addition, these leaders found that Copernicus’ writings disagreed with the ancient theories of Aristotle and Ptolemy, giving their objections not only a religious aspect but an alternative scientific explanation that was more consistent with their beliefs. They showed quotations from the Bible such as Psalm 93 that indicated that the earth was station, also claimed that the science behind Copernicus’ arguments was impossible regardless of the scriptural conflict. Cardinal Bellarmine’s letter comes after Galileo supported Copernicus’ writings. The Cardinal writes to the leader of the Carmelites, who attempted to reconcile the Copernican theories with Catholic scripture. The Cardinal pointed out that making this claim was bound to cause more controversy, and could be dangerous. He also insisted that e ven if some conflicts could be resolved, it would be most difficult to reconcile all scriptural passages with the science, and thus the science would have to be wrong. He warns against the heresy of misinterpreting scripture, and says that there still is no real scientific evidence behind Copernican theory.

The New Deal by Paul Keith Conkin Essay Example | Topics and Well Written Essays - 500 words

The New Deal by Paul Keith Conkin - Essay Example The author stresses that it was of the effort of Roosevelt, that the American people were able to realize the reasons for Great Depression and began to accept it as an inevitable one. The opening chapter introduces us to Franklin Roosevelt and all about his political actions. The book also explores the New Deal's measures in the third chapter by stressing that all the attempts which were taken to put an end to the problem of unemployment in real sense met with failure. The author tells that though the intension and the notion of such actions were acceptable, the implementation was not proper. This is the real cause of the failure according to the author. Not much is indicated or explained about the suffering of the impoverished, unemployed workers in particular. Later, the author expresses his conception about the Welfare State and this part is very interesting. Conkin does not view the New Deal as a class conflict; rather his treatment is analytical and more sophisticated. We could see throughout the book, Conkin tries to give importance to the implications of the social welfare and places the labour relations in the second place as opposed to the leftists. Later, we are provided with some account of the welfare legislation, which according to the author has promised much and delivered little.

Inquiring Minds Want to Know--Now Case Study Example | Topics and Well Written Essays - 1000 words

Inquiring Minds Want to Know--Now - Case Study Example The Penton Media seeks to answer the question that is brainstorming within the business magazines in the industry Week, Restaurant Hospitality and Machine Design in respect to the decline of the use of publication reader service cards. The dilemma to unravel here is the fact that the industries want to assess the long-term viability of an advertiser and a reader service, that is, the reader service card, which is a post-card size device that the readers use while requesting for further information from a specific advertiser. There is decreased tracking of the sources of the lead onto the use of the post-card device in the period 1998. The other critical aspect of this dilemma is the changing state of technology globally. This renders some trends in business field to be obsolete. This is evident through the Penton research results showing that there was no use of website access information by the various organizations within their ads in the 1992. Conversely, today the â€Å"contact us† icon entails e-mail addresses and other contact means that hasten the communication link between the organization and the general public. The step on the management questions requires that the management fully capitalize on the opportunity that arises. This best outlines the strategic positioning of the organization to tap and grasp the accessible opportunity within the market or the industry. The question that Penton’s research wants to resolve is how best the organization disseminates timely and adequate information to the customers. The essence of this is that there is a new paradigm shift in the industrial purchasing and thus changing approaches that would best fit the divergent consumer environment is most sufficient. This step finds the most reasonable actions that are at disposal towards tapping the advantageous edge of the opportunity presented. The respondents of the

A Sociological Perspective on the Drug War

A Sociological Perspective on the Drug War Kelli Piperata Introduction The War on Drugs has been going on for many years. Drugs were never the target of this war, but racism was. Today, in the modern era of the drug war, it is not just a war on race, but also a war on the lower-social class societies. This essay will briefly give examples of the history in which some of the first laws against drugs were enacted and show the conflicting racial and social class issues that are raised as well as a sociological functional perspective. Class Conflict and Racial Conflict The modern era of the War on Drugs seems to target not only minorities, but also white lower-class citizens as well. The gap between the rich and poor is not getting smaller, but rather becoming larger. Many lower-class individuals want to gain upward mobility within society, but have limited resources to accomplish these means. These individuals may suffer from what sociologists call relative deprivation, the social or economic inequality for individuals that cannot achieve legitimate ways of success. These individuals seek out a means to achieve this social mobility by selling drugs, or cultivating drugs to make financial gain. Others may be a product of their environment and may be shaped in a certain fashion that leads them to crime. These lower-class societies are oppressed by capitalism. Most individuals seek out a better life and have the American Dream, but that dream is only a reality for very few within poorer communities. From a historical view, looking at the War on Drugs, it has always been a racial divide. The War on Drugs has almost always been a war on race, not drugs. From the beginning of written drug laws that have been enforced, they have always targeted a race. For example, first the target was towards the Chinese immigrants in California with the opium ban in San Francisco in 1875. Moreover, after that the Hispanics from Mexico were targeted and blamed, hence came the Marijuana Tax Act in 1937. When the opium ban was enacted, white middle-class and upper-class men felt that white women belonging in these classes were being seduced by the opium dens. However, these opium dens were used by a small percentage of Oriental immigrants and white women of the upper-class did not frequent these establishments. White men created an outrage in the public eye and the first anti-opium legislation was passed. The opium legislation that was passed in 1937 can be directly attributed to racism, white conser vative men were scared and felt threatened by the Chinese cultures and ways so they moved to alienate them as well as have them moved out of the United States territories. Racism is still a key contributor to the War on Drugs, individuals such as Donald Trump made racism the backbone of his campaign. Trump focused on Mexico, claiming that they are rapists and drug dealers, calling them bad hombres. Additionally, the political platform was used to divide the United States and create a myth that minority immigrants, mostly consist of drug dealers and law breaking offenders. Statistical data shows differently, according to Philip Bump from the Washington Post: [D]ata from the census and a wide range of other empirical studies show that for every ethnic group without exception, incarceration rates among young men are lowest for immigrants, even those who are the least educated. This holds true especially for the Mexicans, Salvadorans and Guatemalans, who make up the bulk of the undocumented population. (Ruben Rumbaut, University of California, 2008. Published by the Police Foundation.) Donald Trumps campaign directly targeted, discriminated, alienated, and generalized a whole group of individuals. A Functional Perspective The question needs to be asked, why does the United States continue the War on Drugs? Drugs contribute to the economy in numerous ways. Prisoners within the correction departments help the private institutions with financial gain by producing products for around twenty-five cents an hour. These prisoners are capitalist slaves; they do rigorous work at minimum costs for companies that make immense profits off of these products. In addition, another contributing factor of the drug war is the jobs it creates: police officers, judges, correctional officers, drug testing companies, etc. Robert Mertons theory of structural function is seen within these institutions, the institutions serve a purpose of keeping offenders out of the public and in return the offenders do labor for business and are paid a subsistent wage. The institutional workers (the quasi group) all fulfill their roles in society by performing the tasks and maintenance required within these institutions. The main purpose for the continuance of the drug war is the economic gain within society. Conclusion The War on Drugs has been going on for years, it may have started out racially directed but in the modern era it has shifted to target both racial minorities and the lower-class in society. This war has created social class conflict as well as racial conflict and these conflicts will continue well into the future, unless institutions are stopped from making a financial gain. References Bump, Philip. Surprise! Donald Trump is Wrong about Immigrants and Crime. 2 July 2015. The Washington Post. Print. 2 February 2017. George Ritzer, Jeffery Stepnisky. Classical Theories, Emile Durkheim: From Mechanical to Organic Solidarity. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theory and Its Classical Roots. New York, Ny: McGraw-Hill, 2013. 15-19. Print. George Ritzer, Jeffery Stepnisky. Classical Theories: Karl Marx, From Capitalsim to Communism. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theories and Its Classical Roots. New York, NY: McGraw-Hill, 2013. 21-30. Print. George Ritzer, Jeffery Stepnisky. Contemporary Grand Theories, Structural Functionalism. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theories and Its Classical Roots. New York, NY: McGraw-Hill, 2013. 72-88. Print. Goode, Erich. A History of Drug Control. Goode, Erich. Drugs In American Society. New York, Ny: McGraw-Hill, 2015. 40-47. Print.

Reading and Writing Skills Essay -- Teaching Writing Education Essays

Reading and Writing Skills I remember when I started kindergarten. It was August 27, 1990. I’m still a little angry about that day because it was my fifth birthday and I still remember that I didn’t get to wear a crown on that day like the rest of my classmates did on their birthdays. I guess I didn’t get to wear the crown because it was the first day of school. But besides that, kindergarten was a really great year. In the mornings we’d go around the classroom to different stations and play different games, then we’d go to P.E., then lunch, and finally nap time. That was the year I learned how to count to one thousand. My teacher Mrs. Collins would sit with us and we’d count every morning. And every morning we’d count a little higher. She would also read to us. I don’t remember what we read but it was a great source of entertainment for me and I remember being very interested in what we were reading. I believe that that was what kept me interested i n reading series books when I was younger. Everything I chose to read from then on kept me interested and made me want to read more. That’s how my first year of grade school went. In first grade I learned how to read and write. My inspiration that year was my teacher Mrs. Garza. I remember thinking that she was the prettiest lady I had ever met (besides my mom) and I did everything I could to try to impress her. There were two different reading groups in my class. The better readers were the cardinals and all of the others were the robins. I was a cardinal. Mrs. Garza would sit with us and we’d read different stories and that was how we improved. I was definitely an over-achiever back then when it came to school. Reading was so interesting to me. .. ... greatest moment of achievement so far in life is graduating high school. There were days in high school that I didn’t know what my future held because I found many obstacles and didn’t know how I was going to overcome them. The greatest part about that was that despite how hard my work got and how much I hated reading and writing what was assigned, I still enjoyed reading what I liked in my free time and playing the piano. I also journaled. All of these things were a big part of my growing up in high school. I know that as I go through college I am going to reach many obstacles that arise. Already in my third week, I have had to read things that I’ve hated reading and I’ve had to put my opinions aside and do what is expected of me. I hope to expand my reading and writing skills as I continue to get an education and I hope to do what my teachers expect of me.

Context of Communication Essay

Explain how to adapt communication with children and young people for: Building relationships is important in children and young people. You need to adapt your behaviour and communication accordingly. Assessing the situation and environment you are in. It is important that children in all situations feel secure and have a sense of value from you. Your interaction with them should show this. You need to be able to create a positive relationship with children and young people this in turn will create a positive relationship, which will allow them to feel, accepted as part of the school community. Age of a child or young person. Different ages will require different levels of attention. It is up to you to be able to differentiate the different levels. A younger child may need assurance and more physical contact rather than an older child. As a child matures the physical contact is reduced and instead there is an increase level of confidence needed. They will need more help in expressing their opinions and thought’s across as well as involving themselves in discussion. Adapting your vocab is a good way to help progress in these levels as well as your response. Reacting positively by listening and responding to them accurately will help in their progress of effective communication. The context of communication You need to be aware of different situations such as age, place etc. you will need to adapt the communication to this situation. Being aware of children/young adults’ level of development and understanding of cognitive and language ability. When starting to talk to child/young person it is usually best to try and talk about them about something they like. For example talk to them about football, music or computer games. When talking about something they know it is makes them feel more comfortable when talking to you. As well you can talk to them about hobbies, interests, friends and family which will hopefully let you know some of things they do at home and outside of school. This will make it easier to start a conversation off by asking about a family member or what a certain activity was like. Making the child/young person talk to you in friendly way. But it is important to remember though that you are not the child/young person friend or parent you have to always be clear a bout your role.