Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174). There are many techniques that are useful in teaching children with autism communication and social skills. One method is the Responsive Classroom, an instructional approach that integrates the teaching of academic and social skills as an aspect of everyday classroom life (Sapona & Winterman, 2002, p. 30). According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp... ... middle of paper ... ...avioral Skills to Children with Autism.
Academic Counseling in Schools In the confines of the classroom, students are enabled by educators and encouraged to reach their fullest potential. However, schools that are in low income communities do not have all the benefits, such as academic counseling, to help the struggling students that test below the schools standard testing. A solution to this rising issue was implemented through integrated programs for students who are not performing at the school standard (Domitrovich,C.E., Bradshawm C.P., Greenberg, M.T., Embry, D., Poduska, J.M., Ialongo, N.S., 2010). This task can be a difficult process for most children if they struggle with a need that can only be met by individual attention. Past program interventions that have been tailored to reach students that need additional help have demonstrated effectiveness within the classroom through optimistic youth development (Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al., 2003).
Training Teachers to Give Effective Commands: Effects on Student Compliance and Academic Behaviors. School Psychology Review, 34(2), 202-219. Sitler, H. (2009). Teaching with Awareness: The Hidden Effects of Trauma on Learning. Clearing House, 82(3), 119-123.
Psychology in the Schools, 37(2), 149-156. Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: a class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School of Psychology Review, 37(3), 315-332. Wheatley, R., et al.
According to Boutot (2010), interacting with same-aged, typical peers, children with ASD (autism spectrum disorder) has been shown to improve their behaviors, communication and social skills, and play behaviors (p. 156). Many of these interactions will begin at a young age in a grade school classroom, or at home with their own parents. Many of the characteristics of ASD are the cause of peer rejection. Their social deficits stem from a lack of understanding the importance of social norms (Mazurik-Charles, 2010). Therefore, it is important for children with autism to have the opportunities they need to develop properly in order to succeed i... ... middle of paper ... ...(2007).
Collaborative is the use of various professionals working together to achieve the child's education program (Murata and Tan, 2009). As for Gately and Gately (2001), collaboration is one way of teachers work together in which the general education teachers and special education teachers act as a team to help and coach students in the class. According to Ford, Davern & Schnorr (2001), students learn best in classrooms where learning format that reflects the differences in students' learning approaches have been used in teaching and learning process. It can be said that the collaborative is very important and plays an important role in creating understanding in the classroom and help both educators and students to achieve their goals in all learning environments. Excellent collaborative teaching leads educators in making better use of appropriate knowledge and skills, maintain students’ capabilities and facilitate the participation of students in a class.
30 Nov2013: Retrieved from http://www.mentalhealthamerica.net/ Giuliani, G. (2008). Classroom management for students with emotional and behavioral disorders: A step-by-step guide for educators. Thousand Oaks, California: Corwin Press. Kostewicz D (2008). Creating Classroom Rules for Students with Emotional and Behavioral Disorders: A Decision-Making Guide Obsessive Compulsive Disorders.
Social and emotional learning is defined by Zins, Bloodworth, Weissberg and Walberg (2004, p. 4) as ‘the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviours.’ Schools need to reflect and help in the social and emotional development of children to meet the expectations within their community. By integrating thinking, feeling and behaving it is possible to achieve these important life tasks. School is an environment where children are intended to learn many interpersonal skills. Through emotional learning they develop self awareness, more specifically identifying and recognising emotions, strengths, needs and values, self-efficacy and spirituality. Students develop self management by controlling and managing stress, self motivating and developing organisational skills.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
At-risk learners do not learn at the same rate as average or above average learners. The at-risk community needs reflective educators who are responsible in their learning; to be "in the know" how to teach this group of learners. There is no room for lack of literacy knowledge because the at-risk literacy learners deserve success, just as much as the average and above average learners in their age group. Research suggests that children with limited, early reading skills continue to struggle with reading and writing on the later grades and are likely to drop out of school (Alexander, Entwisle, & Horsey, 1997; Juel, 1988; Tabors, Snow, & Dickinson, 2001). I strongly believe all children can learn.