Autism in schools, crisis or challenge

Autism in schools, crisis or challenge The following report was prepared by the National Autistic Society (England) in 2002 surveying teachers and school administrators from seven local education authorities across England, Wales and Scotland about present state of autistic children in schools. This report is a follow up to a 2000 report titled Inclusion and Autism: is it working? which was taken from the perspective of parents. The surveys completed totaled 373, which makes up 30% a response rate. This represents a total pupil population of 132,646. Teachers surveyed said that 1 in every 86 children they teach have special educational needs that are related to an autism spectrum disorder. The schools also reported that 1 in every 152 children in their schools had a formal diagnosis of an autism disorder. From the survey, it was discovered that there are three times more autistic children in primary school than in secondary school. Statement School-based Total #/10,000 Ratio stages Primary 250 712 962 125 1 in 80 Secondary 75 124 199 37 1 in 268 Whether or not the underlying rate is increasing, there are more children with autism spectrum disorders in English and Welsh schools than ever previously reported. Continuing to place children with Autism in mainstream classrooms without adequate support places unfair pressure on teachers. For the child in question, it will lead to integration with social inclusion or educational progress at best, and destructive behavior and exclusion from school in the worst cases. Educating children with autism spectrum disorder is a huge challenge requiring high levels of skills, expertise and support. While all pupils with autism have individual needs and requirements, certain key issues must be addressed for successful education provision across the spectrum. The key areas include: gaining attention and motivating pupils; promoting social communication and social interaction; structured teaching and behavior management. This places a burden of responsibility on all teachers of pupils with autism, whether in a mainstream or special school setting. Current teaching methods employed for the majority of pupils may be entirely inappropriate for children with autism. Similarly, successful education of autistic children all almost invariably require input from a variety of specialist professionals, including educational psychologists, speech and language therapists and occupational therapists. For the vast majority of children with autism, exclusion represents a failure on the part of the educational setting to provide appropriate support and training to manage their behavior effectively. Frustration can easily be engaged in children with autism by a lack of awareness and understanding on the part of teaching and support staff. In addition, the challenge is magnified many times over in a mainstream environment, where teachers and pupils who may have no experience or understanding of autism need training and support to make inclusion work. So, the question is: Is inclusion working? 65% of the teachers surveyed felt that inclusion is working. There is strong support for the policy of inclusion but the need for training is a major concern in making it work in practice. Inclusion describes an entitlement to education and support for children and adults with disabilities within the mainstream of provision. However, for children with autism, it is vital that inclusion is not viewed as an issue solely for mainstream schools. Despite the governments welcome policy direction towards facilitating mainstream inclusion where this meets the needs of a child, there will undoubtedly always be some children with autism whose individual circumstances require special provision. All children with autism need to be included within the curriculum and the life of the classroom, regardless of their type of educational provision. It remains the case that whatever type of educational provision is deemed to be appropriate for a child, this provision will need to adapt itself to the childs needs to ensure genuine inclusion occurs. This distinguishes inclusion from integration, which best describes the situation when a child with autism or asperger syndrome is placed in a school with no support and is expected to adapt to the curriculum and classroom environment. The teachers were also asked to rank seven measures for meeting the needs of children with autism by relative importance. 1. Promoting social interactions 70% rate high 2. Building strengths/self-esteem 62% 3. Dealing with behavioral problems 57% 4. Speech and language help 49% 5. Structuring the day 47% 6. Preventing bullying and teasing 39% 7. Helping child find the right classroom 20% Children with autism and aspergers have particular problems in communication and social interaction such that, if they are to be successfully included in all aspects of classroom life, they need additional support. Learning support assistants can play a vital role in facilitating peer relationships for children with autism, as well as helping with learning-based functions such as differentiating the curriculum. The following is a quote from a teacher Much faster diagnosis and then adequate, trained support, plus training for the teaching staff. None of this happens in any systematic way. Were all working in the dark! The findings show a majority of teachers who have received training in autism have only received between one and hour hours training. In such a short time, they are unlikely to have received sufficient training to understand crucial areas such as how children with autism learn and how to manage challenging behavior associated with autism. The results of our survey suggest that training teachers and support staff in autism awareness and educational approaches is the most urgent policy priority in the education of children with autism spectrum disorder.

Radio Stations and the Public Good :: essays papers

Radio Stations and the Public Good For my final project on public interest I chose to view the public inspection files of the local radio station. I have been working at radio stations all of my life and had never seen or heard of a public inspection file until this class. In order to prepare the station for my arrival I called in advance to make an appointment. The receptionist answered the phone and I told her that I needed to see the files, this created a great deal of suspicion and I was directed to Dave Andrews the Vice President of Regent Broadcasting. Right away I knew that it was not a regular request due to the manor of which he explained the rules, it was as if he was reading them of an F.C.C handout. â€Å" Any member of the public can view the files between Monday and Friday during normal business hours†, he recited. I made an appointment, and I was very interested in viewing something that deserved the attention of the Vice President. I had no idea that this visit would be so rewarding and life changing. I arrived at the local radio station in time for my appointment. The receptionist asked to see identification, I gave my driver’s license which she photo copied. I felt as if I was in a secret area of the Government where I needed clearance to view the top-secret files. After my information was taken I met Mary-Jo Beach the General Manager who would assist me in viewing the public inspection files. I was disappointed when I first saw the standard gray file cabinet, because in my head I pictured a mission impossible type setting with gadgets and locks. Mary-Jo sat with me in her office as I viewed the files. She was very suspicious at first and very interested in my objective. Before I was actually able to review the public inspection file, Mary-Jo asked me what exactly I wanted to see and why I was interested in their station. I explained that I was a student and as our final project we had to visit a station, view the files and then report our experience and determine if they were broadcasting in the public interest. Mary-Jo’s whole manner changed, she seemed to be relieved. After I had explained the main reason she helped me work through the files and was very helpful in answering my questions.

With Independence Comes Greater Responsibility.

â€Å"With independence comes greater responsibility. † Ring! Ring! the alarm clock wakes me up at precisely 7:30 am on the first day of summer. My parents rush into my room yelling at me to get up. I’m oblivious to what’s happening because my eyes are still half closed. As I regain my senses I see that my parents are wearing tank-tops and shorts. Instantly I remember that we’re going to China for the summer. After that commotion my parents left the room leaving me with two empty bags to be filled with my belongings that would last me two months. It’s inevitable that I’ll forget something, I mean I always do.Every summer we go to vacations and I always forget to bring the right amount of underwear or my prescribed cream because usually my mom does it for me. This time it’s different, I’m older and I should be able to do it myself. I arbitrarily put everything in my bag. From every item of clothing, every pair of shoes plus the t hings in between. Next thing you know I’m at the airport with my parents unloading our luggage onto a cart. Inside, at the terminal desk the woman behind the counter was telling us that they were overbooked causing us to get upgraded to first class, but there was a problem.There were only two spots available, and one of us had to wait for the next flight. I told my parents that i wanted to stay behind, i mean, i wanted to prove to them that i was responsible enough plus it was kind of romantic for them to be alone. They actually listened to what i had to say and gave me what i wanted. Fast forward to the plane being boarded i was watching my parents leave without me, i had a little anxiety because it would be the first time that my parents let me go alone.Soon after they left i went to my gate with the help of the airport employees because i didn’t have a clue where anything was. I was on my own and i felt a little heartache watching the families around me having fun a nd bonding. We were being called onto the plane. First they called first class, seniors then it was my turn. I handed over my ticket and showed her my passport she noticed the tenseness in my body language and said â€Å"you look nervous, are you okay? †. I managed to let out a quiet â€Å"yes† even though i was telling a lie.I entered the plane and found my seat and sat down. After everyone settled down the plane started to move. It was doing circles around the driveway to warm up it’s engine. Then it stops and i could hear a huge roar from the engine. Before lift off my dad would always give me gum before liftoff so my ears wouldn’t pop. He would always buy juicy fruit but this time he wasn’t here and i didn’t have any. I forced myself to withstand the pressure. After the successful liftoff my moms lap would be my pillow and my mom would ask for a blanket.I was getting cold and tired so i asked the stewardess for a pillow and a blanket, ju st like how my parents would ask if they were with me. The blanket and pillow were amazingly comfy and i quickly fell asleep. Excuse me sir! Excuse me sir! It was the flight attendant asking me if i want beef or chicken. My parents would usually get my food for me and let me sleep longer. They weren’t here so i just picked what the guy beside me picked, beef. The airplane food was gross, i never liked it.I could see the family across from me and how they were all enjoying their meals and pretending that they were at their dinner table exchanging stories that happened to them. I sat quietly eating my meal. Then the guy beside me started to talk to me about the show i was watching. I usually never talk to anyone on the plane, but this time i thought i would give it a try. So i talked to him and he seem to be an interesting person to talk to. We talked the whole way before the seat belt sign went on. This is when we start landing and at that point my body started to shiver.I was always afraid of landing. My mom would usually hold my hand to keep me calm, but she wasn’t here. The guy who had become my friend saw me shiver and asked me what's wrong with me. I manned up and told him nothing’s wrong. Those last few seconds as the plane started to descend were the scariest time of my life. I kept my composure, and stayed calm. I knew i could do this , i know i can, I can, I can, I can. The heart was beating super fast. Then i heard â€Å"SCREECH† and i was safe. I knew my parents were waiting for me and i couldn’t wait to get off to see them again. I was so proud of myself.

Acts of Faith

Acts of Faith Introduction Religious multiplicity is among the greatest challenges faced by today’s world (Eboo, 2007). â€Å"Acts of Faith† is a compelling story that gives inspirations from Eboo Patel, who lived with a vision of unity.Advertising We will write a custom book review sample on â€Å"Acts of Faith† specifically for you for only $16.05 $11/page Learn More The book takes us through his journey in life from childhood up to adulthood, including his founding mission of a youth interfaith movement, which would cultivate harmony and togetherness among the youth. â€Å"Acts of Faith† is an excellent piece that is written with a beautiful flow that gives chronicles of confidence and self discovery. The author, Dr. Eboo Patel writes about his journey of faking identity, to portray himself as an Indian, an American, and a Muslim. In the process of trying to forge his identity, he came up with a comprehensive conclusion about the similaritie s between all faiths. As a result, he developed an interfaith group that was responsible for helping the youth understand, and embrace the commonness of their humanity through their different faiths. Through this movement, the author proves that educating a young nation to ignore religious differences and work for the bosom of everyone is the only way for the world to escape violence and interpersonal conflicts. Themes of the Book The main theme of this book is religious fundamentalism. Through this book, Dr. Eboo, the author, covers three main religions that he experienced. He gives to his readership an account of the similarities and differences between the three religions. He then comes up with a general comment to summarize his findings from his experience with different religions. He also covers the theme of unity among people of different religions and races. The author effectively brings out the theme of unity by working to promote oneness in the society, so that everyone can eliminate religious and racial differences and work for a common interest. He initiates this by supporting an interfaith movement among the youth, which he hopes will bear abundant fruits in future. Author’s Background Knowledge that equip him to Author this Book The author of the book, â€Å"Acts of faith† has lived a life that has equipped him with relevant experience and skills to write this book. He is an American Muslim from India, possessing three identities but with one body. He lived an adolescent life that offered him a chain of subsequent rejections of various levels of heritage, as he believed that the three religions in him could never co-exist.Advertising Looking for book review on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More He believed that he could not be an Indian, an American, and a Muslim at the same time; he had to serve one master at a time. He grew up outside Chicago, where he had to succumb to a series of constant barrages of racism that exposed him to bullying and mistreatment. He found himself excluded from the rest of the society because of religion and race. During his high school life, he ignored everything concerning his heritage from the Indian and Muslim religions and worked for his educational success. He did this in a bid to be like the White Native Americans who were around him. When he joined college, he learnt about the â€Å"liberatory† force of politics and the hypocrisies that existed in America. He realized that anger is not a person’s identity. When Yitzhak Rabin was assassinated, Patel watched how young people with raw emotions were recruited by religious extremists who manipulated them into murderers full of hatred (Eboo, 2007). On the other hand, he was facing distinct ideas at different levels of understanding: an American fighting for equality and openness; a Muslim striving to go back to his original teachings of mercy and forgiveness; an Indian with diversity added to the original material. The Author’s main Points and Supporting Evidence The author mainly dwells on how to live with oneness and work for a common interest, despite having a multiplicity of religions and races. He points out that we are all human beings with intrinsic dignity and require to be treated with respect. We are hence the same despite the little physical differences that we may have. He emphasizes on eliminating discrimination against each other. He convincingly shows how young men with bitterness and hatred can be transformed successfully through the society’s faith, and their own efforts into profound leaders who will advocate for peace in the society rather than war and bloodshed. He supports his arguments by saying that by faith peace can be achieved even in societies that have had a lot of unrest. This is through instilling the correct values among the youths so that they can grow up learning to l ive together in peace and work in togetherness. By starting a successful interfaith movement among the youth, he proves his findings about his idea of creating unity and oneness in the society.Advertising We will write a custom book review sample on â€Å"Acts of Faith† specifically for you for only $16.05 $11/page Learn More He says that figures like Osama bin Laden were once troubled youths but ended up as terrorists because they did not find a suitable mentor; instead, they met people who taught them hatred and fed them with bitterness. If they had met a good mentor, they would have never been terrorists; instead, they would have been among the world’s most honored leaders. How the Author Argues his Points Dr. Eboo, the author of â€Å"Acts of Faith† is a convincing author. He argues out his points with sufficient evidence. He employs a persuasive language that can potentially transform his entire readership that has been living with hatred and discrimination of any kind. The author argues his point from a societal point of view. He uses common examples that are likely to be familiar to almost all his audiences. He portrays them in a comprehensive manner, covering each detail, to give his readers the real picture of his meaning, and convey the right message to his target audience. He builds persuading stream of ideas that create a mood of self-reflection to the readers, which help to sink his point home. Ideas that Link to Other Readings in the Course The main themes of this book link with several other readings in the course. The ideas of racial and religious discrimination are also brought out in â€Å"Dreams from My Father† by Barrack Obama. The book by Obama also talks about racial discrimination in America. The author shares an experience with Dr. Eboo; he was born of parents from two different cultures, Kenya and Hawaii, he grew up in Hawaii, in a humble family and later in America. Just like Dr. E boo, Obama lived a life of hope and faith as he wished for a society that did not know any racial and religious differences. Implications for Cultural Diversity and School Leadership Learnt from the Book This book teaches about the need to live peacefully in a society of cultural and religious pluralism. Most schools host students from varied ethnic groups and religious backgrounds. Through this book, school leaders learn to live with other students from a diversity of societies keeping in mind that all human beings are the same; that our physical differences cannot be suffice to justify or cover any level of discrimination. It is hence necessary for school leaders to promote peace among students of different backgrounds.Advertising Looking for book review on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Audience to direct this book This book best suits ethnics and racists. It is a marvelous book for people whose souls are filled with hatred and bitterness. Acts of Faith will help such people realize their identities. They will also learn how to find fulfillment in these identities as they work towards the common goal. The book can also be directed to leaders who make their decisions and judgments basing on their personal interests and race or religion. Strengths and Weaknesses of this Book Strengths This book effectively and persuasively covers the idea of pluralism among religions and races. It is a fantastic book that advocates for togetherness and oneness of the human race. The author uses a diversity of styles and diction to create the desired mood and convey his message in a way that is convincing to his audience, as he attempts to achieve his goal of authorship. Weaknesses The author makes a general conclusion about the similarities that different races and religions have. He does this basing on only three identities. He does not consider the cultural differences that people have, which are also a cause of discrimination among different groups. He should have considered such factors in his book and provide a lasting solution to them. The book has many story lines, which are incomplete. It covers some ideas at shallow levels. Reference Eboo, P. (2007). Acts of Faith: The Story of an American Muslim, the Struggle for the Soul of a Generation. Boston: Beacons Press.

black cat essays

black cat essays In His critical essay regarding The Black Cat by Edgar Allen Poe, James W. Gargano makes the following points. The reader is enticed to believe the narrators idea that the events that occur within the story are inexplicable partly because of his repeated declaration that he cannot understand them himself. He puts forth the hypothesis that he is being driven by an impulse of the human heart to act irrationally, which leads to an explanation of the events being attributed to the souls desire to harm itself. Allowing the narrator this view of an uncontrollable desire is to agree with him in explaining away any set of morals man should live by as raw and unfounded and to do away with personal responsibility to live by a certain code of behaviour. The admission of the narrator that some intellect more calm, more logical and far less excitable that my own... will perceive, in the circumstances I detail with awe, nothing more than an ordinary succession of very natural causes and effects shows that his behaviour may be able to be simplified to ordinary psychological and moral laws. This is also sh own through his description of the fire, during which he implores the reader to search for moral and logical relations between the hanging of the cat and the fire by refusing, insincerely, to be able to establish a connection between the two. IN addition to his comments, the development of events in the story imply progress rather than random events and imply a degeneration of his mental state rather than unrelated events. Not simply a formal essay on perverseness, The Black Cat is a study of the narrators discovery of evil and his refusal to accept the moral implications of his immersion in this evil. Identification of these themes relies upon an ability to recognize the symbolic nature of this story since, if taken literally and not read with imagination, the details are so stupefying that the narrato...

Property law Case Study Example | Topics and Well Written Essays - 750 words - 5

Property law - Case Study Example The individuals share equal ownership and have the same and undivided right to dispose or keep the property. It also creates the Right of Survivorship that provides that if one tenant passes away, the rest of the property goes to those who survive them (Hinkel, 2012). According to joint tenancy, Andy and Barney owned the same interest in the whole property with an equal share and the estate was vested for the period of their lifetime. In addition, both Andy and Barney enjoyed similar rights until one passed away. Under the right of survivorship, when Andy died, the remainder of the entire property was automatically transferred to Barney. However, there could be a catch since it is not clear whether Barney had recorded an affidavit as to the death of Andy. It is true that, upon the death of Andy, Barney had the right of survivorship that ensured Barney got the title to the entire property. The procedure is that, in Andy’s death, the title was to be transferred to Barney after t he recording of this affidavit, which describes the dead tenant and property, as well as an attached death certificate (Hinkel, 2012). I do agree with the advice, as long as the Barney had recorded the affidavit of death of Andy, who was the joint tenant. Adverse Possession In this case, I concur with the advice given. In adverse possession, a person can gain legal title through open, actual, continuous, and hostile possession of land to the owner’s exclusion (Jourdan & Radley-Gardney, 2010). In the case, such as this, where the possession is open and notorious, Ernst possessed the property openly in the middle of the property where the neighbors could see and act as all true owners of the land would. While occupying Barney’s land, Ernst did not do so secretly such as to have denied him any legal rights to the land. Ernst has actually improved the land by building a cabin and fencing it, which was demonstrative of open and notorious possession. Essentially, building hi s cabin there without any resistance is the most notorious and open possession. While it is true that Barney did not have knowledge of Ernst’s adverse use of his land, Ernst’s possession is so notorious and open that it is impossible the neighbors around the property have no idea of his living there (Jourdan & Radley-Gardney, 2010). It is not also possible to expect Ernst to give the land back even after he had been put on notice that the land will be reclaimed as shown by his behavior when Barney tried to access the property, which indicates that Ernst intends to keep possession. I agree that they should overlook the law of adverse possession. Bailment and Conversion I agree that Barney cannot be found liable for any charges requested for by the seller at the classic car show. Bailment involves the temporary placing by a bailor of control of personal property to the hands of a bailee for a particular purpose on which the two have agreed (Ashcroft & Ashcroft, 2011). In this case, Barney was the bailer while the valet was the bailee. Bailment is a contractual relationship because the two, either impliedly or expressly bind to act to specific terms. In this case, the valet only received control of the car while Barney retains an ownership interest. While the valet’s interest in the car, during the bailment period, was superior to that of Barney, he violated the agreement by exchanging Barney’s car and breaking their agreement. Once Barney was done with

An Examination of American and British Representation of Women Essay

An Examination of American and British Representation of Women Throughout and After the Second World War - Essay Example So the government authorities collaborated with the industry, the media and womens associations in an effort to support them to join the workforce by telling women it was their partisan responsibility to go to work. But devotion was not the just an encouragement for the women that the War Manpower Commission used to draw in women into the labor force. A lot of employment plans used the idea of augmented economic success to draw women into the labor force. In reality, a number of posters went so far away to glamorize war employment, in addition to pressurize the significance of women functioning in non-traditional professions. This paper will look at the innovative part that women unspecified once the war started, the troubles that they face together within the home and on work, even including women after the world war two and the consequences that the war had on them. Trying to grasp the home front mutually as there was a war waging overseas was not a simple duty. Women were not just requested to complete the everyday jobs that were in general waiting for them, but they were told to go to job. Unexpectedly, their very personal lives were curved into a very open and nationalistic reason. The modifications that women experienced in the late 1930’s and early 1940’s would be sensed by the generations to come. Usually the women position was considered to be in the house. She was accountable for food preparation, cleaning, taking care of the kids and looking her best. So when the war busted out, it was obvious that the America would not be capable to succeed the war devoid of the aid of their women, the habitual housewife and mother turned out to be the â€Å"wartime worker.†1 Still a great deal of the misinformation of the time used touching plea corresponding with nationalism. Women were continuously being repeated that their hus bands, sons and brothers were at risk as they were not getting the provisions they required. Mottos for