in a fixed order through a series of stages. This is an outstanding feature in maturational development. (Gale Group‚ 2001). By observing how an embryo adhered to a specific order in its own development‚ Gesell proposed that a child post natal neuromotor development also followed a strict specific order (Crain‚ 2005). His concept of maturation allowed him to see that just like a baby learns to run by first sitting‚ then standing‚ then walking‚ the principles of maturation also have a rate of development
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Abstract Our child profile consists of a seven year old‚ first grade girl named Sophia Johnson. She was diagnosed with Emotional/Behavioral Disorder (EBD). Currently‚ she is reading at her grade level and is not received Title I services for reading. She is performing below her grade level in math‚ writing and spelling. Presently‚ she is receiving Title I services for Math. Sophia has been acting out in the classroom‚ on recess and during lunch. She has been acting out‚ crying inappropriately
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The term “IEP” is used in many ways: the IEP team‚ the IEP team meeting‚ the IEP process‚ and the IE document. The IEP meeting serves as a communication vehicle between parents and school personnel‚ and enables them‚ as equal participants‚ to jointly decide what the child’s needs are based on evaluations‚ what services
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compliance with any of the indicators chosen by the state‚ then we are required to prepare a corrective action plan or‚ in some cases‚ a student level corrective action plan. The first indicator chosen by the state was Timely IEPs. The IEP team must ensure that a child’s IEP is reviewed periodically‚ but not less than annually‚ to determine whether the annual goals for the child are being achieved. The second indicator is Child Find‚ which means all children residing in the State who are in need
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Living with Cerebral Palsy and The Effects on Childhood and Family Living with Cerebral Palsy: In the Childhood Years Brain Damage Cerebral palsy usually is caused by factors that interfere with normal development of the brain before birth. In some cases‚ genetic defects can be a contributor to the disruption of normal brain development; other cases are caused by injuries to the developing brain. According to Levete (2010)‚ “Approximately 70% of cerebral palsy
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Emotional‚ Behavioral‚ and Physical Disabilities Cheryl Chamblin SPE-226 Educating the Exceptional Learner May 27‚ 2012 Michael L. Zinn‚ Ph.D. Emotional‚ Behavioral‚ and Physical Disabilities Exceptional children are those who experience difficulties in learning and whose performance requires modification in curriculum and instruction. These children experience difficulty in learning‚ socialization‚ vocational‚ and other life skills. The children will exhibit differences in learning abilities
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such as reading‚ writing‚ and mathematics as well as difficulties in communication‚ understanding‚ organization‚ feelings‚ and behavior. The videos focus on illuminating breakdowns in such key areas of brain function as attention‚ memory‚ language‚ neuromotor‚ social cognition‚ temporal-sequential ordering‚ spatial ordering‚ and higher order cognition. Dr. Levine guides viewers through the videos as he and other experts‚ teachers‚ parents‚ and children provide commentary and strategies. The last video
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There are several things that I needed to research the past couple of days. I decided to teach everyone what I learned the past week. A submucuos cleft palate is pretty serious and needs to be treated as soon as possible. What is a submucous cleft palate? A submucous cleft palate is one type of cleft palate. The word palate refers to the roof of the mouth and the term “cleft” indicates a split in the palate. The palate consists of both a bony portion (hard palate) and a muscular portion (soft palate)
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Educators must be aware of the IEPs for each student to make appropriate decisions on how to teach the students so that they can best understand content. Sharon Dominica‚ an occupational specialist‚ created a list of strategies that were found to be beneficial to students with intellectual
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given all the tools they need to succeed in life. I feel that when a student refuses to use an accommodation that as the teacher it is my job to see why he/she does not want to use the modification/accommodation. In my past experiences‚ I have had IEPs that stated a student needed to have fifteen to twenty minutes of physical activity after lunch to help him
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