Inclusive Education of Children with Autism Essay

Inclusive Education of Children with Autism - Essay Example But to what extent is this possible; and what else needs to be done Truthfully, a lot more needs to be done for these methods of inclusive education to be successful. Some areas have excellent access to schooling systems equipped to teach children with autistic spectrum disorders while others have no provisions to handle these disabilities. This paper will look at some of the methods that have been researched worldwide, which of these methods are currently available, and how accessible these methods are to the children today in the United Kingdom. Strategies and ideas of what else needs to be done will also be discussed, as will be the results these methods have had to those children who have been lucky enough to gain access to inclusive education. Autism is used to refer to a group of neurological disorders. These disorders interfere with the development of a child's behavioural and social communications skills (McLelland, 1999); often leaving the child to be seen as withdrawn-as though he or she is living enclosed in a world all alone. Autistic children frequently show impressive abilities, such as playing music with no mistakes after only hearing a piece once; however, these abilities are sometimes shadowed by a difficulty with speaking and perfecting some motor skills. These difficulties are commonly coupled with a seeming inability to effectively relate to others (McLelland, 1999). Autistic spectrum disorders, including Rett's Disorder and Asperger's Syndrome, have had a large effect on the classroom due to the lack of understanding and knowledge about the disorder. Because of some apparent disabilities, many autistic children find that they need some supervision throughout their lives. This constant need for supervision can make teaching in formal institutions difficult as autistic children need much more attention than healthy children without disabilities (McLelland, 1999). The question stands, though, as to what extent the need to become inclusive has been met. Forty-five teachers in the United States were surveyed regarding their students with Asperger's Syndrome and the behaviours of those students in relation to the interaction received by their respective teachers (Hartman, 2001). The study was implemented to compare the behavioural interruptions or problems between autistic children in a special education environment versus those in a general education. Many of the problems found were abrupt interruptions, agitation, victimization, and difficulty following oral instructions. Other problems frequently included distractibility, strong, adverse reactions to change, and difficulty communicating wants and needs on the part of the student (Hartman, 2001). This study brought to both the medical community and the education teams the need for world-wide adjustment within the education systems to better include children with autistic spectrum disorders. Concerns of this need have since spread through the United Kingdom (Irish Times, 2005). While an Applied Behaviour Analysis (ABA) approach to teaching has been

Student Resources Worksheet Essay Example for Free

Student Resources Worksheet Essay Student resources include a variety of helpful sites and tools that can be of assistance when completing assignments, connecting to other students, and searching for careers. Complete this table regarding student resources provided by the university. In the first column, identify where the resource can be found. In the second column, summarize each resource in at least one sentence. When you are finished with the matrix, answer the follow-up question in part B. Part A: Resources Scavenger Hunt Student resource Where found Summary of the resource Syllabus Home section Lets you know all of your tasks and assignments and what is required of you to do throughout your whole course Class Policies Class Home Tells you the academic and instructor policies University Library Library Has a variety of resources and links to help us as students. We can also search for a variety of things. University Academic Catalog Program Contains academis program and policies effective to your program University Learning Goals

How to Write an Essay :: essays research papers fc

1. What is an essay? An organised collection of YOUR IDEAS about literary texts nicely written and professionally presented . In other words, the essay must be well structured (ie organised) and presented in a way that the reader finds easy to follow and clear: it must look tidy and not present any obstacles to the reader. It must have a clear readable interesting style. But, above all, it must consist of your ideas about literary texts. This is the centre of it: this, and this only, gets the marks. Not quotes from critics, not generalisations at second hand about literary history, not filling and padding; your thoughts, that you have had while in the act of reading specific bits of literary texts, which can be adduced in the form of quotations to back up your arguments. 2. Why write in this way? 2.1 Learning how to write professionally In the English Department you learn how to respond to literary texts. This is an interesting and worthwhile thing to do, but unless you become a teacher of English remarkably few people in later life will be interested in your thoughts about Jane Austen. What they will be interested in (I'm talking about potential employers now, but not only them) is your ability to talk, to think, and to write. This part of the course is where you learn to write: professionally. The guidelines that follow tell you how to do it, or rather how to learn to do it. They set a higher standard than is usually asked of a first year undergraduate essay in this Department. This is for the following reasons. (1) I think it's my job to offer you the best advice I can, not to tell you how to get by. (2) If you learn what these guidelines teach, you will get better marks in all the essays you do from now on until finals. You will surprise the markers with the quality of your presentations, by producing a better quality than they expect. (3) You will learn a skill, a not-very-hard-to-learn skill, that will last you for the rest of your life. 3. Collecting the material The first task is to get the material together. The material comes in two kinds: primary and secondary sources. Primary sources in this case are literary texts: the actual material that you work on. Secondary sources are works of criticism. Here is your Second Important Message:

Frankenstein’s obsession Essay

In chapter 5 Frankenstein abandons the creature he created and his actions have a big impact on the rest of the story. The monster is left on his own to deal with fear and loneliness. He also has to deal with the humanity, who judge him on his appearance and as a result do not welcome him.  Shelley’s message to her readers could be that, we should all take responsibility for everything that we do. And that we should not judge things of they’re appearance. When Frankenstein sees his friend Henry Clerval, he asks about his family and we can see that he is worried. The lines †It gives me the greatest delight to see you; but tell me how you left my father, brothers, and Elizabeth† shows that Frankenstein cares about his family and that he is worried about them. The fact that he is worried is significant because later on in the novel his family is going to be in danger, which worries Frankenstein even more. In chapter 5 we might feel sympathy for Frankenstein, when he shows confusion by saying:† How can I describe my emotions at this catastrophe, or how delineate the wretch whom with such infinite pains and care I had endeavoured to form?†. Shelley could have used this rhetorical question to make us feel sympathy for Frankenstein. The readers understand that Frankenstein is finding it hard to deal with emotions as he is experiencing the rhetorical question emphasizes his confusion. Frankenstein has waited nearly two years for this moment, we know this because he says: †I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body.† Evidently he was very passionate about what he was doing and we partly feel sorry for him because he was unhappy with what he had done. However Shelley draws use also to feel sympathy for the monster, when he tells his story, further in the novel. We feel more sympathy towards the monster because, he was left all alone and it was actually Frankenstein’s fault. The monster didn’t do anything wrong, but Frankenstein judged him for the way he looked and left him. One of the most important moments is when Frankenstein says:† I stepped fearfully in: the apartment was empty and my bedroom was also freed from its hideous guest. I could hardly believe that so great a good fortune could have befallen me, but when I became assured that my enemy had indeed fled, I clapped my hands for joy and ran down to Clerval.† Frankenstein announces the monster has left which he is overjoyed with; this is ironic because the monster has not gone for good! He will return and look for revenge. The monster is just like a child because if Frankenstein had brought him up and showed him love the monster might not have become a killer. In chapter 5 Frankenstein’s obsession is shown very well. He does not think about anything but his work. We can see this when he says:† For this I had deprived myself of rest and health. I had desired it with an ardour that for exceeded moderation; but now that I had finished the beauty of the dream vanished, and breathless horror and disgust filled my heart.† Shelley uses strong words, to emphasize Frankenstein’s obsession. Shelley suggests that if you desire something so badly and it doesn’t work about to be the way you had expected it; this will be very hard for you to accept. When Frankenstein says:† He might have spoken, but I did not hear; one hand was stretched out, seemingly to detain me, but I escaped and rushed downstairs.† we see his cowardice. Frankenstein is scared that the monster will kill him and he tries to get away, after he has ‘escaped’ the monster, we can guess that he is proud of escaping the creature. In the lines:† I then paused, and a cold shivering came over me. I threw the door forcibly open as children are accustomed to do when they expect a spectre to stand in waiting for them on the other side; but nothing appeared.† We see that Frankenstein compares himself with children; Shelley could have used this simile to emphasise the fact that Frankenstein is trying to get rid of his responsibilities. In chapter 5 we also see that Frankenstein is a very selfish man and that he only thinks about himself. We can see this selfishness in the relieve he shows when he finds out that the monster has left. Without thinking about where the monster might have gone, he says:† I could hardly believe that so great a good fortune could have befallen me†. Shelley uses pathetic fallacy in her novel as the weather reflects the mood of Frankenstein. She starts the chapter with:† It was on a dreary night of November†, the weather emphasises Frankenstein’s disgust, fear and depression. He is also talking about a †comfortless sky†, this could emphasise the fact that Frankenstein has no one to comfort him. At the end of chapter 5 Shelley uses pathetic fallacy again. We can see that when Frankenstein says:† It was a divine spring, and the season contributed greatly to my convalescence†. Frankenstein feels like he started a new life, because it’s spring. We can guess that Shelley has used the season cycle to emphasise that, even though Frankenstein thinks he is being given another chance and he can start a new life in spring, the winter will come back and so will the monster. Chapter 5 shows us the obsession that a lot of people could have to create life. Even thought we try so hard we would never be able to make something as beautiful as god can. Frankenstein says:† it became a thing such as even Dante could not have conceived.† This is ironic because god is the one who gives life. We can assume that Shelley used irony here to emphasise the hate and disgust Frankenstein has. The contrast between God and Dante, winter and spring emphasize the fact good and evil will be a contrast throughout the novel. There is a lot of loneliness shown in Chapter 5, until Clerval comes. Frankenstein is very pleased with finally having someone around. We can see this when he says:† But I was in reality very ill, and surely nothing but the unbounded and unremitting attentions of my friend could have restored me to life.†Ã‚  In this chapter we have learned that in the nineteenth century people were very religious and even though they believed that you couldn’t play god, they were very interested in science, creating of life and things like that. We also know that this novel was very popular in the nineteenth century, because there was no entertainment such as televisions and theatres. This novel was also popular because people those days were interested in horrific images and unnatural ideas.

Partnership Care Nursing: A review of two Peer-reviewed Journals on Care Nursing

Introduction The concept of teamwork in health and social care has a vast literature. For instance, a policy developed by the Department of Health in 2007 mainly focused on eradicating inequalities in health service provision through partnership working between primary care providers and other social care agencies. Today’s healthcare service status demands teamwork, which is particularly true for nurses who have to deal with multiple of factors during their professional service provision. On the same breadth is the increased call for more patients’ involvement in their health, including on the right to make decision and seek legal support on the basis of their health. In other words, every patient receiving healthcare services, including nursing service is entitled to be actively involved in their own care. The philosophy behind partnership working in nursing is based on several concepts and principles: empowerment, autonomy & rights, power-sharing, information sharing, respect, mak ing informed choices, and paternalism. The aim of this paper is to analyse ideas from two different articles by different authors on the topic of nursing, particularly on the partnership working in nursing. Discussions Article I: Patient participation in nursing care: towards a concept clarification from a nurse perspective In their study, â€Å"Patient participation in nursing care: towards a concept clarification from a nurse perspective† Sahlsten et al. (2007) explored the evolution of patient participation, a concept that has not only gained significant transformation overtime, but also brought with it more challenges on definitions and dimensions of patient participation. The authors used focus group interviews to collect data, conducting open interviews on the selected seven groups. While the data gathering took five months to accomplish, the researchers were able to uncover the respondent’s perspectives in depth. While the focus group interviews may have mainly focused on the meaning and implementation of patient participation in line with the study’s aim, the results can clearly reveal what nurses value most in terms of patient participation. Respondents rated equal partners’ participation, co-operation, and shared responsibility as the most significant factors in rel ational nursing (Sahlsten et al., 2007, pp. 635-636). While the aim of the study was to explore â€Å"the meaning of patient participation in the nursing care from a nurse perspective† (Sahlsten et al., 2007, p.632), the review of other authors’ works reveals a plethora of issues in the nursing care and partnership working. The nurse-patient relationship is considered successful when both parties view each other as partners, with the nurse required to use professionalism, knowledge and positive ideas in the implementation of nursing care plan. Patient, on the other hand, is expected to have the intellectual ability to understand and make the right choices with regard to their own nursing care. The authors, however, faults the incongruence relationship between studies conducted in relation to patient participation on one side and definitions, elements and processes in literature and practice on the other side. Although there are a lot of empirical literature on nursing theories and patient participation, the authors claim t hat no empirically grounded theory has ever been established, calling for significant insight into more studies related to the concept of patient participation in their own nursing care. The authors claim that the traditional approach where patients were mere recipient of nursing care has changed, and subsequently replaced by the more active patients who are directly involved in their own care. More importantly, patients’ participation simply means the opportunity for them to participate in their own care, with regular adjustment as the situation may demand. Article II: The relational core of nursing practice as partnership Jonsdottir, Litchfield and Pharris (2004), while exploring â€Å"the relational core of nursing practice as partnership†, focused their analysis on the evolving relational core of nursing care in the backdrop of increased technology use and outcome-oriented approaches. The three authors, unlike their previously outlined counterparts, only focused on critical review of the available literature, espousing the role of evolving dialogue between nurse and patient in terms of partnership nursing and care. While technology is considered in the positive side in terms of medical breakthroughs, experts and general observers alike have associated it with distraction in health care services that need personalised attention including nursing (Jonsdottir, Litchfield and Pharris, 2004, p.241). In retrospect, the authors claim that the distracted modern nurse sees patient as a problem rather than partner to be attended to, consequently obscuring the humanness of nursing experience. To emphasise on the need to correct the deteriorating relational nursing concept in the perspective of partnership, Jonsdottir, Litchfield and Pharris (2004) outline and analyse various research studies that backs the need for nurses to be real partners through presence, care, and attentiveness in every stage of care nursing. The authors categorically state that the patients need medical treatment as priority, but emphasis should also be given to proven holistic approaches to care nursing, which studies have revealed to be equally significant in the overall healthcare. The focus on holistic care nursing should thus be based on dialogue between nurses and patients, for example, where the former should be in a position to explain to the latter why a certain procedure or activity is necessary in the process of care nursing. Conclusion While the two set of authors had different approaches to their respective work, both articles exemplifies harmony in terms of the need for partnership care nursing. One may, however, notice that the former article largely referred to partnership in the perspective of increased patient participation in own care nursing. The latter article mainly focused on partnership as a dialogue between nurse and patient. It is prudent to state that the former authors’ focus on patient elevation is largely due to historical background of healthcare service provision that pushed patients to the periphery of their own health. Nonetheless, the difference in semantics and approach notwithstanding, the two sets of authors agree that both patients and nurses need to collaborate, and view each other as partners rather than either one party feeling superior to one another. After all, it is common knowledge in the health care cycle that post-modern health and social care services requires more than t he post-war’s â€Å"one-size-fits-all† approach that dominated the universal health care service provision more than fifty decades ago. References Jonsdottir, H., Litchfield, M. and Pharris, M.D. 2004. The relational core of nursing practice as partnership. Journal of Advanced Nursing, 47(3), 241-250. Sahlsten M.J., Larson I.E., Sjostrom B., Lindencrona, C.S. and Ploskae. 2007. Patients participation in nursing care: towards a concept clarification from a nurse perspective. Journal of Clinical Nursing, 16, 630-637.

Free Essays on How To Become A Green Beret

The two crossed arrows, was worn during World War II by the best soldiers, the Special Service Force. All together they operate in about130 countries, speak about 15 different languages and hold higher-level positions than soldiers of the same rank. And unlike most soldiers, their mission is not as warriors but as teachers to soldiers and civilians in Third-World nations around the world. They are the Green Berets, soldiers who make up the Army's elite special forces. Becoming one of them takes fortitude and guts, said Capt. Todd Wilcox, recruiting detachment commander for the U.S. Army Special Operations Command at Fort Bragg, N.C. In order to become a green beret soldiers must be specialists and above, and officers must be First Lieutenants and above, before they can volunteer for the Special Forces. Also, a 23-day exercise in mental and physical endurance and one of several training courses for the Special Forces is required. Before a soldier attends SFAS, (Special Forces Asosiation) he's briefed about what to expect. Recruiters at Fort Bragg, and other select Army installations that recruit Special Forces soldiers explain what they'll do as members of a 12-man Special Forces Operational Detachment, or A-team, if they make it through Special forces association with three grueling phases then they will have a chance to become a Green Beret. The first week includes a variety of psychological and physical evaluations. A psychologist interviews each soldier to see if he's stable and whether he has problems from the past. The soldier must also meet the Army Physical Fitness Test standard for 17- to 21-year-olds, scoring at least 206 points, completing a 50-meter swim in boots and marching about 150 miles carrying a 50-pound backpack and a weapon. Week two includes more walking and marching but adds a 1.5-mile-long obstacle course with vertical obstacles 85 percent of which test upper body strength and a land... Free Essays on How To Become A Green Beret Free Essays on How To Become A Green Beret The two crossed arrows, was worn during World War II by the best soldiers, the Special Service Force. All together they operate in about130 countries, speak about 15 different languages and hold higher-level positions than soldiers of the same rank. And unlike most soldiers, their mission is not as warriors but as teachers to soldiers and civilians in Third-World nations around the world. They are the Green Berets, soldiers who make up the Army's elite special forces. Becoming one of them takes fortitude and guts, said Capt. Todd Wilcox, recruiting detachment commander for the U.S. Army Special Operations Command at Fort Bragg, N.C. In order to become a green beret soldiers must be specialists and above, and officers must be First Lieutenants and above, before they can volunteer for the Special Forces. Also, a 23-day exercise in mental and physical endurance and one of several training courses for the Special Forces is required. Before a soldier attends SFAS, (Special Forces Asosiation) he's briefed about what to expect. Recruiters at Fort Bragg, and other select Army installations that recruit Special Forces soldiers explain what they'll do as members of a 12-man Special Forces Operational Detachment, or A-team, if they make it through Special forces association with three grueling phases then they will have a chance to become a Green Beret. The first week includes a variety of psychological and physical evaluations. A psychologist interviews each soldier to see if he's stable and whether he has problems from the past. The soldier must also meet the Army Physical Fitness Test standard for 17- to 21-year-olds, scoring at least 206 points, completing a 50-meter swim in boots and marching about 150 miles carrying a 50-pound backpack and a weapon. Week two includes more walking and marching but adds a 1.5-mile-long obstacle course with vertical obstacles 85 percent of which test upper body strength and a land...

Why Therell Never Be a Perfect Time to Write

Why Therell Never Be a Perfect Time to Write Why There’ll Never Be a Perfect Time to Write Why There’ll Never Be a Perfect Time to Write By Ali Hale One day, you’re going to write that novel that’s been tugging at your sleeve. One day, you’re going to start posting regularly on your blog. One day, you’re going to finish that ebook you started. One day Trust me, I know how you feel. For years, I wanted to be a writer, but I didn’t actually write. I had lots of ideas and dreams, but they never made it out of my head and onto the page. Why? Because I was waiting for the perfect time. I thought that I’d suddenly, magically, find myself inspired. Great chunks of free time would materialise from nowhere, without any effort on my part. Guess what? It never happened. If you’re struggling to find the time (and energy) to sit down and write, then take heart. You’re not alone – in fact, â€Å"finding time to write† is the most common issue that I’m asked about when I’m coaching writers. Here’s why there’ll never be a perfect time: #1: Writing is a High-Resistance Activity I’ve been writing for a living for three years (I’ve completed a novel in that time too), and I still find myself reluctant to get going when I sit down to write. Writing isn’t easy. It takes mental energy – and often emotional energy, too. For most of us, the writing process is also a thinking process: for instance, if you’re putting together a â€Å"Hire Me† page for your blog, you’ll have to get completely clear about what exactly you offer, what you charge, and so on. There are an awful lot of activities that feel much easier than writing. Doing the housework. â€Å"Networking† on Twitter. Making a coffee. Sure, you’ll have the occasional day when you’re filled with inspiration and you can’t wait to get to the keyboard. But those days are pretty rare. #2: Writing Requires Concentration and Privacy Finding the perfect time to write isn’t the only issue at hand. You might also need to find a good place. It’s very tough to write if you’re sitting on a sofa with your laptop while the television’s on and housemates or family members are chatting. I personally find it almost impossible to write at all if anyone can see my screen (even if they’re not deliberately watching) – and I know that a lot of writers feel the same way. To feel secure enough to write, you need a certain amount of privacy. The perfect place isn’t going to appear from nowhere. You might hold out hopes for a magical day when your family do the chores, clear off to the park and leave you in peace to write but is that really going to happen? #3: Writing Is Important but (Usually) Not Urgent Your writing is important – even if no-one else seems to think so. If you get that novel finished, it could be the first step on a lucrative new career. If you write regularly on your blog, you’ll establish a strong online platform. And if you finish that ebook, you’ll have something to sell to your blog’s readers. Beyond that, your writing is important because it’s part of who you are. I’d hazard a guess that you’re happy when you manage to write – and dissatisfied when weeks or months go by without any writing. The problem is, â€Å"write novel† probably isn’t the most urgent thing on your to-do list. Less significant but more time-pressing tasks – like doing the chores, or fulfilling commitments that you’ve taken on – are pushing writing down and down the list. So What Can You Do? Stop waiting for the perfect time. Instead, make a commitment to find two hours during the next week when you can write. There are 168 hours in a week – you can take two of those to do something that really matters to you. Perhaps they won’t be the perfect time – but they’ll be far better than nothing. Good luck with your writing! Ali Hale is a writing coach and founder of our Freelance Writing Course. If you’d like some help finding time to write, she has a free mini-ebook How to Find Time For Your Writing, available when you join her newsletter list. (You’ll also get weekly writing tips and encouragement and occasional extra free ebooks – all straight to your inbox, all completely free.) You can find out more about the newsletter, and sign up, here. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:12 Types of LanguageWork of Art Titles8 Great Podcasts for Writers and Book Authors