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A few weeks ago I changed my 20Time project from washing cars to helping an autistic kid achieve his goals of being "muscular". I was going to start by testing strength, speed, and power to establish a base to work off of. We would test his vertical and broad jumps, how many push ups and pull ups he could do, and how fast he can run a "suicide" and a 40 yard dash. I went over to his house this weekend and he apparently was "too tired" to set up a baseline max so he wanted to play basketball instead. This was very funny to me and made me smile because he was too tired to do a couple of things but wasn't too tired to play basketball. Understanding that he is in special education I didn't argue with him and I took him to play basketball at our
Information Communication Technology (ICT) is essential in classrooms for producing significant improvements in children’s reading ability (identification of letters, words, and sentences) in children with Autism Spectrum Disorder (ASD). Research conducted by Hagiwara & Smith Myles (1999) their conclusion was that visual cues used to explain social stories help children to understand the meaning behind the text. Howley and Arnold (2005) reflect the way in which a Social Story presented may be key to the success of the intervention used in improving literacy in children with Autism. For younger children, having the freedom to explore and reflect on the effectiveness of their actions through a combination of sensory and cognitive processing, gives rise to developmentally appropriate uses of ICT. The use of technology to support the Social Story approach may have several benefits including the use of visual information to improve meaning as many children with autism are visual learners Grandin, Dawe (2006). This essay will discuss the use of modern multimedia programs to teach language, emotion recognition, or social skills to individuals with ASD. Draws on (Williams, Wright, Callaghan, & Coughlan, 2002) Study that suggests that computerized instructional programs may be highly motivating and effective for enhancing receptive vocabulary acquisition for children with ASD. Furthermore, consider the use of ICT can cause stress and isolation with ASD children, and when used as an integrating component based on individual requirements social stories and ICT can improve literacy in children with ASD. Language may be delayed or impaired in individuals with ASD (APA, 2000). Many interventions for this population focus on the development of v...
He didn’t take his sport seriously because he knew he was going to get a trophy anyway, whether he won or lost. Giving a trophy to a kid who maybe didn’t participate in a game but tried his absolute hardest in practice to get better is understandable. However, giving a kid who did nothing in practice to make himself better just shows that child that you don’t need to work for anything in life because either way you will get rewarded. “There are two kinds of people, those who do the work and those who take the credit. Try to be in the first group; there is less competition there.” And what about those kids who aren’t that great at activities, or they don’t show up to practices? Should they still get a trophy? Are they qualified to sit in the same category as a kid who works their butts off in practice, shows up everyday, and is a good sport? I understand showing that everyone is equal, but there comes a point when you have to show a child that they need to work for what they
Everyone wants to get better at something, but some want it more than others. In “How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium”, the narrator wants to get better at basketball, so he wakes up everyday at 4:30 to go with his dad to his work. Everyday, the narrator would wait 3 hours in his dad’s car until the gym opened, only to sit on the bench and watch the other men play basketball. Finally, one of the best players, Dante, tells the narrator he can play but he’ll get “smoked”. However, the narrator proved him wrong. The narrator learns that if you persevere, work hard, and have confidence, your dreams may come true. In How to Transform an Everyday, Ordinary Hoop Court into a Place
Jason is fit, but he has not been working out on a consistent basis. The neat thing about my wall is it is based on the growth mindset for both physical and mental development (i.e., it can build mental skills along with physical strength, power, and endurance), plus it has the seasons of the year (periodization) along with mountain tops (success) and valleys (setbacks, obstacles, and failure) intertwined in the design to teach experientially. Breathing, imagery, and self-talk can be indirectly learned along with other mental skills during each climbing session. Jason will experientially learn sport and performance psychology by actually living it out on the wall as practice runs for real life situations. I provided him with an overview of the draft design of my recommended program which starts with a routine, called RAIN (an acronym), and he was fine with it. Jason’s homework prior to our next session is to complete a set of my goal setting planning sheets printed on cardstock
My kids have had no childhood illnesses other than chickenpox, which they both contracted while still breastfeeding. They too grew up on a healthy diet, homegrown organics etc. Not to the same extent as I did, though, as I was not quite as strict as my mother, but they are both healthier than I have ever
Then I was old enough to play on my school’s junior high boys’ team. During this year and the following year as an eighth grader, I lost the passion and drive I previously had for the game of basketball. As of the 2007-2008 school year, our total enrollment barley reached 130. Because of this, we did not have a JV team like other schools, just a Varsity.
At first, I had a hard time trying to find an older person to interview, because I did not want to interview my family since I’ve lived with them my whole life. While I was getting ready to interview my friend’s parent, I started reading the questions to myself, and I realized that I do not know the answer to them if I ask my parents. I chose to interview my mother because I have never sat down with her and have a serious deep conversation with her. I realized that I am closer to her than my father, but I’m not as close as I thought I was with her, and it broke my heart when I finally realized that. At the age she is, I finally realized that I have been taking advantage of her and I refused to live this way with her. This interview was emotional for both of us, and it also brought us closer to each other. I am so grateful and happy I did this interview with her.
I figured that I had grown about five inches since my freshman year and had gotten stronger it might be time to play basketball competitively once more. When November rolled around I was on the varsity team, but unfortunately my basketball skills was not up to par. It was tough at first, because I was a new face on the team, and the guys on the team had a great chemistry that they had built up throughout the years. After a few weeks had rolled by, I realized that I would not be in the rotation.I told myself that the team’s success is more important than my personal desired statistics.I decided to make the most of my role on the team. It was a tradition for the guys who were not in the rotation to contribute to the game in some way, guys did this by preforming stunts after significant plays and momentum shifts in the game in our favor. This was great because the crowd loved and it and more importantly my teammates fed off of the
I used to be the baby of the family until the day that Child Protective Services turned my world upside down. At the ages of four and five, Karter and Tanner moved into the Gardner house, forever changing the dynamic of our family. Child Protective Services dropped Karter off at our front door with holes in the soles of his shoes and Tanner with shoes so broken down, that the bottoms were falling off. That first day was such an emotional roller coaster that by the time we had finished dinner that night all I could think of was how horrific this experience would be. I learned just how quickly the little things make the bad days worth while.
Jayson loved to play many different sports, but he was told constantly that he was not good enough to play and be part of an organized team because of his impairment. When I would go to the park to play with my friends, I would often see Jayson playing basketball on the park’s basketball court with his brother and some of their friends. He was not able to scrimmage with them as his legs did not move like mine did. When Jayson walks around his knees bow in and he is not able to straighten them all the way out. When I was seven or so, I got my first leg cramp, which hurt and I could not straighten my leg
Photo A is a pitcure of blocks created by one child that enjoys playing by himself most of the school day. He interacts with other people and will talk to his classmates at snack time or when they are all forced to sit together but he is normally on his own. While he was building his building he would look over at what the other students were doing but he never left his area. Over children would come near him and he would kindly say I want to play by myself right now. I asked him if I could take a picture of his blocks and as I was taking a picture of it I asked him what he was making. He told me he was making a house with a garage and he needed to add a door to go in front of his house. His block play promoted cognitive, language and physical
In my life, I have been a leader in many situations. Ranging from school clubs such as the FFA, FCCLA, and to my favorite, The Immune Deficiency Foundation. As many instances there has been in both of those organizations that I am proud to be apart of, being a leader in The Immune Deficiency Foundation is my favorite one to tell about. I could talk about this amazing foundation for hours. With having a Primary Immune Deficiency, it is easy for me to be a leader in that community because I am able to relate my own experiences with others. For about the first fifteen years of my life, I was avoiding my disease and wanted no part of it. Being spiteful and stubborn towards it, I was never willing to take action on it. In mid 2015, we stumbled across The
After a few days, i had given up on the goal. But about a week later, I came home to a basketball goal sitting right on our porch. Already put together and ready to use. My dad had even got us a new ball to use. For months on end my brother and i would shoot. After a while, my brother started getting tired of the same old thing. But i just couldn’t stop. I wanted to be the best I could be so that when i got into sixth grade, I’d be ready to participate in some real basketball games. After a few months it started getting colder, leading me to go inside sooner. Eventually, it got to the point to where i didn’t want to go outside because it was too cold for me to enjoy the game. This led to boredom, as my family did not own anything other kind of entertainment system besides an old PlayStation 2, but my older brother was constantly on it,
Oh, did I forget to mention that I am utterly horrible at basketball. That might explain a few details later. Anyways, as I approached the court a few other guys came and saw that I was the only one there. “Hey were you about to start playing on this goal?”one of the kids asked humorously. I wanted to reply with a smart-off type of answer, but I didn’t even know the kid so I just replied with a simple yes.
Sullivan, Kathleen A., Patricia J Lantz. "Leveling the playing field or leaving the players? Section 504, the Americans with Disabilities Act, and Interscholastic Sports." The Journal of Special Education (Winter 2000): 258