The first of the ten articles to be discussed examined a training program that consisted of an individualized, classroom-based social skills intervention. In the study, there were 45 children with learning disabilities 9-12 years old. These children were in self-contained special education classrooms. Thirteen children received intervention for 6 weeks and 7 children received intervention for 12 weeks. The remaining 25 children were in the control group, which received no intervention. The intervention consisted of the SST and AST programs. These programs were designed to facilitate social problem solving, role-playing, and modeling of appropriate social behavior. The children were given the treatment in the form of games much like Monopoly. Moderate gains in social skills and a decrease in problem behavior were found in the group of thirteen children who received the 6-week intervention when compared to the control group. Corresponding changes were not observed for the group of 7 children who received 12 weeks of intervention. The study suggested that this was due to the dynamics of that particular classroom. Additionally, the authors commented that a threat to validity in this study was the lack of random assignment of students to groups. An interesting result of this study was that the intervention prevented deterioration of peer relations while not actually improving peer acceptance. (Weiner & Harris, 1997).
A second research study considered language learning disabilities and social skills. This study employed 100 children 8-12 years old. 50 children had language learning disabilities and 50 control children did not. The 100 children, children with LLD and the control children, were given measures in intelligence, language skill, and social discourse individually in interviews over an hour and a half. Furthermore, their teachers were asked to complete a Social Skills Rating Scale that compared the children to ?typical children? of the same age and in the same grade. Children with LLD had significantly lower performance IQ scores than the children without LLD. Children with LLD demonstrated impaired language skills, for both receptive and expressive language, when compared to the control group. Children with LLD displayed poorer social discourse skills and were rated lower in social competence by their teachers. The children were also examined for di...
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Ritter, D. (1997). Social competence and problem solving behavior of adolescent girls
with learning disabilities. Journal of Learning Disabilities, 22, 455-461.
Prater, M., Serna, L., & Nakamura, K. (1999). Impact of peer teaching on the acquisition
of social skills by adolescents with learning disabilities. Education and
Treatment of Children, 22, 19-36.
Bursuck, W. (1997). A comparison of students with learning disabilities to low
achieving and higher achieving students on three dimensions of social
competence. Journal of Learning Disabilities, 22, 188-194.
Most, T., & Greenbank, A. (2000). Auditory, visual, auditory-visual perception of
emotions by adolescents with and without learning disabilities, and their
relationship to social skills. Learning Disabilities Research and Practice, 15, 171
-178.
Most, T., Al-Yagon, M., Tur-Kaspa, H., & Margalit, M. (2000). Phonological awareness,
peer nominations, and social competence among preschool children at risk for
developing learning disabilities. International Journal of Disability, Development
and Education, 47, 89-105.
Racism and preconception towards individuals iRacism and preconception towards individuals in society has continued to be a major social issue. From personal experience, to nationwide heated debates, people have still continued to look down on others. Not only is racism witnessed in society, but it is also illustrated in older movies such as Roots, Rose Wood, The Mississippi Burning and etc. However, now that the world has become so diversified, racism and stereotyping has more so over effected various social class’s, ethnic groups, gender and race. As seen in the 2004 film Crash, produce and directed by Paul R. Ebert, this learning was able to see the modern day struggle of racism, and various culture bias’s.
Vogel, S. A. and M. Moran. "Written language disorders in learning disabled college students - a preliminary report." In Coming of Age: The Best of ACLD - 1982. Eds. W. Cruickshank and J. Lerner. Syracuse: Syracuse University Press, 1982.
The areas of the brain that deal with speech and verbal communication are on the left side of the brain. Broca’s area in the left front of the brain deals with producing speech, and Vernike’s area in the left side of the brain deals with understanding speech. In some cases, the left side of the brain is much stronger than the right side, and a person is much stronger with verbal communication than non-verbal communication and activities. This is referred to as a non-verbal learning disability (NLD). The main characteristic of people with NLD is that their verbal IQ tends to be much higher than their performance IQ. The purpose of this paper is to explore the characteristics of NLD, and look at ways to help students with this disability .
The Impact of Social Intervention on Individuals When attempting to explain the question of what is crime? Two predominate theories emerge, that of a structural explanation and that of an agency. These theories form one of the fundamental debates in Social Science and each offers its own perspective on how free individuals are to act as they chose with out social intervention. As such in this essay I intend to illustrate the key points of each explanation and in turn highlight key methods of evidence used to support them. Those who would describe crime with the foundation on social structures, focus on the collective influences, which drive individuals to behave or conform in certain manners.
Swift has a heart of gold, behind the meaning of cannibalism of the beloved children. Harding would rather turn his back on a beggar than to see on walk the street to feed the kids that night. Swift believes there is way out of poverty. The man who writes the check needs to see to it, that he drops a little change in the pocket of the less fortunate. Meaning the rich nations need to help the poor nations in time of hunger and famine. Harding believes it is not his responsibility to help the helpless, because they will never be able to repay. The poor nations will only use up the riches of the well-off nations, sucking the goods and recourses right out from their
Many Americans have watered down the Depiction of Jewish oppression during Nazi reign to swift easy round up into concentration camps. What Quentin Tarantino and the Jewish film community wanted to illustrate through this film is how this is an incorrect overgeneralization. Inglourious Basterds illustrates more realistic Jewish life during Nazi reign and the constant terror they faced. This oppression was far more personal, intimate, and cordial yet brutal altercations invoked through self-defense and hatred. This film illustrates this internal oppression and revolt through schemes, interrogations, threats, and abrupt violence.
Special education is evolving, evolving in form and substance. Education of the special needs population in the United States lacks uniformity of purpose and deed. In many school districts within the United States, special education creates a financial burden that subjugates the traditional programs (Higbee, Katz, & Shultz, 2010). The lack of consistency to approach and positive results has created academic chaos for methods and strategies in working with the special needs population. The difficulty in educating special needs children to develop their academic and social skills has created many strategies for supposed benefit, and in fairness, some work for some children. Too many instances exist where not all children benefit (p. 8). The problem is developing a strategy and curriculum that provides for the needs of all children whether they are involved in an inclusive, mainstreaming, or self-contained classroom. This is particularly significant with a particular segment of the special needs population, Asperger’s autism. Asperger’s autism is a controversial diagnosis, a diagnosis that creates a schism of psychiatric thought. Some psychiatrists classify this as a pervasive developmental disorder, while other psychiatrists see this as a form of personality disorder that has many traits associated with schizophrenia (Odom, Buysee, & Soukakou, 2011). The Asperger’s child lacks emotional development normally associated with their age group. An example that illustrates the emotional development issue concerns age appropriate demonstrations of concern or awareness in their environment. Many of the Asperger’s children are not able to tell whether someone is making fun of them and will join in making fun of themselves as unsuspecting ...
The. Mannix, Darlene. Life Skills Activities for Secondary Students with Special Needs. San Francisco, CA: Jossey-Bass, 2009. Print.
Today in society we see racism is okay in a lot of ways because we act like is normal for society and we do not do anything to help or make our voice heard,but we expect one day that it might change. Racism means discrimination or antagonism directed against someone of a different race, which in “Crash,” it shows all antagonism to people that are different .In the movie Crash, directed by Paul Haggis, the author develops the central idea that you never know what your actions will produce. “Crash” is a movie that focuses on the narrator’s message that we all have prejudices, and also that we all need to realize that we cannot judge people by those prejudices because the same people that we pre-judge may actually be the people we need in our lives. The narrator experiences the conflicting emotions with
Alissa Fleck (2016) found, “children who develop social skills more slowly or struggle with socialization altogether, wind up exhibiting more negative and even disconcerting behaviors”. With the focus on trying to promote the development of the social-emotional aspect of the child, actual curriculum based learning fails to get across to the young student. The student does not become ready for the next grade because of their low maturity level and failure to obtain the skills needed to be
Sexuality is a fundamental part of our self-discovery, involving much more than just being genetically or anatomically male and female and it is not defined solely by one 's sexual acts (Ministry of Education 1989, p.79 cited in Gourlay, P 1995). The notion that sexuality is fixed and innate disregards the social aspects that impact ones’ sexualities. Gagnon and Simon (1973) further commented that sexuality is a feature of social
specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
With the constant representation and naturalization of the discourse, heterosexuality is an identity assumed unconsciously. Heterosexuality is experienced so frequently is it no longer witnessed. It has become normalized. A simple way of explaining this process is the naturalization of sexuality. There is the continual framing of what sexual practices are natural based upon people’s biological and instinctual need to reproduce. In other words, sexuality isn’t deemed to be an exercise of agency, rather it is implemented as person’s identity from birth similarly to gender. The notion heterosexuality stems primarily from a biological sense of reproducing gives way to the mentality of it being the norm because that’s how the body was designed to work. However, this theory is socially constructed. The discourses of science explaining sexuality are produced by institutions to reinforce and maintain their power. This power conservation is demonstrated by heterosexuality’s dominance in the media, privileges deriving from heterosexuality and the correspondence between heterosexuality and gender. Heterosexuality is the identity that can’t be
Under threats such as “asexual are just people who need to get raped hard and often enough” and “Just kill yourself, please seriously, just die. Please kill yourself. In a very painful way” a community of very brave people come together to create a name and a place for themselves (qtd. in Swankivy). From most every age group, religion, nationality, and sex these people are united by only one common denominator – they fall into category “X” of Alfred Kinsey’s scale of human sexuality.