AUTISM How Can the Right Classroom AWARENESS DAY About His Life with Autism Environment Aid Development? TODAY No

Total Page:16

File Type:pdf, Size:1020Kb

AUTISM How Can the Right Classroom AWARENESS DAY About His Life with Autism Environment Aid Development? TODAY No A SUPPLEMENT BY MEDIAPLANET DISTRIBUTED WITHIN THE INDEPENDENT Managing the condition Educational needs Artist David Downes talks WORLD AUTISM How can the right classroom AWARENESS DAY about his life with autism environment aid development? TODAY No. 3 / April ’12 SHOW YOUR SUPPORT AUTISM WORK TOGETHER, MAKE A DIFFERENCE Community spirit: Why it is so important for those aff ected PHOTOS: PROVIDED BY BRAINWAVE, RUSKIN MILL TRUST, ANNA KENNEDY, PRIVATE Registered Charity No. 800797 and SCO38972 Charity No. 800797 Registered Autism Spectrum Partners; providing a range of person centred support services to adults and children with autism. www.thedtgroup.org Email: [email protected] Tel. 01444 239123 2 · APRIL 2012 A SUPPLEMENT BY MEDIAPLANET DISTRIBUTED WITHIN THE INDEPENDENT CHALLENGES Autism is common, affecting around one in every 100 people. Yet despite increased awareness of the condition there are still misconceptions to combat, says Mark Lever, CEO of the National Autistic Society WE RECOMMEND Kate Williams Head of policy and public affairs, Ambitious about Autism PAGE 8 ‘The evidence is that Understanding autism the earlier the child starts getting support, ifty years ago, a small out there about the condition and debate in the autism community group of friends met what living with it is really like. and beyond. the more progress in north London, frus- This is why supplements like this they are able to make’ trated at the lack of have a vital role to play in spreading Looking to the future understanding and the autism word and why the com- It’s very easy to think of autism Understand the spectrum p. 4 help available for munity is delighted to be working 3 as a condition just affecting chil- Know the signs and get a diagnosis them and their chil- with Mediaplanet on this edition. dren. But children with autism grow Childhood to adulthood p. 9 The challenges facing adults with autism dren with autism. Deciding to act for Autism is a spectrum condition, up to be adults with autism. As a com- Fthemselves, they started a process of meaning that it affects people differ- munity, and as a society, we should all transforming people’s understand- ently. However, most people with au- be thinking about what we can do to ing of autism and changing the lives tism will share a difficulty in making help young adults with autism make of everyone affected by the condition. sense of the world and experience the transition from school to college I’m very proud to lead the organisa- issues with social interaction and or from school to work and indeed We make our readers succeed! tion that has this inspirational group sensory integration. This can make childhood to adulthood as a whole. AUTISM, 2ND EDITION, as its founders — and to be part of an everyday life confusing and disori- We hope that you find this sup- APRIL 2012 active and engaged autism commu- entating and can lead to people feel- plement helpful, enlightening and Managing Director: Chris Emberson nity that comes together on days like ing alone and ignored. But with the above all inspiring. Autism doesn’t Editorial and Production Manager: Faye Godfrey today, World Autism Awareness Day, right support at the right time, peo- Mark Lever discriminate — it affects people no Business Development Manager: CEO, National Autistic Society to highlight this serious, lifelong and ple with autism can lead fulfilling, matter what their social background, Dominic Webber disabling condition. purposeful and active lives and con- useful help and advice. sexual orientation or gender. Responsible for this issue: Project Manager: Talia Levine tribute a great deal. We’ve come a long way since the As my organisation celebrates its Phone: 020 7665 4417 Misconceptions days when children with autism 50th birthday, the autism communi- E-mail: [email protected] There are currently over half a The debate continues were labelled as ‘psychotic’ or ‘un- ty is reflecting on the many changes Distributed with: The Independent, 1 million people in the UK with Understanding autism, As- educable’ but the debates around that have taken place over the years April 2012 2 Print: The Independent autism — about one in every 100 peo- perger syndrome and dealing autism and education contin- and the progress that we’ve made. Mediaplanet contact information: ple. The laws of probability mean that with a diagnosis can be daunting, ue. At the time of writing, we are But we’re never complacent and Phone: 0207 665 4400 Fax: 0207 665 4419 this is likely to include someone that whether you are a parent, a carer still waiting to see the govern- know that there is much more work E-mail: [email protected] you know, or love or care for. But for or the person with autism yourself, ment’s plans for special education to be done. We hope that you will Mediaplanet takes full responsibility for all the lives that autism touches there and we hope that this supplement needs (SEN); and the free school join us in helping more people with the contents of this supplement is still a great deal of misconception will bust some myths and provide programme has generated much autism lead the life they choose. Creating positive futures for special people Hillcrest is dedicated to helping children and young adults develop the Anna Kennedy - believing in a better future for those with ASC skills and confidence necessary to help them fulfil their potential. Our staff When her two sons were diagnosed with autism back in 1997 have great skill and commitment in delivering individualised and child Anna Kennedy responded in a remarkable way by simply not accepting that centred approaches to care and education, with the emphasis on long her children should be placed at the back of the class and effectively term goals and planning for the future. forgotten because they were too difficult to teach. She battled so hard that Hillcrest Autism Services offers specialist education for children with an she eventually had to create her own special school, Hillingdon Manor, autistic spectrum condition (ASC) and for individuals with learning which was to be the start of a great educational initiative for autistic children disabilities. We also provide residential care and day places at a specialist by Hillcrest. Anna has continued to fight for a better future for everyone with college for adults with ASC. Our specialist schools are: autism and three years ago set up Anna Kennedy Online, where parents, families and carers can get help and practical support to improve their lives. Hillingdon Manor - an independent special school catering for up to Anna’s enthusiasm and drive is seen in the number and variety of events 150 children aged between 3 and a half and 19 years of and initiatives she creates to raise funds for the charity. age. The school is based in the London Borough of Hillingdon and Autism’s Got Talent supports surrounding Local Authority On Saturday 12th May at the Mermaid Theatre, London, Anna Kennedy areas. All pupils at the school have a Online presents, with Pineapple Performing Arts, ‘Autism’s Got Talent’. diagnosis of an ASC. A wide range of The event will bring together a diverse group of people who are all on the ability levels may be expected along Autistic Spectrum to come and show everyone just how talented they are. with a diversity of challenging attributes. Step in the Right Direction www.hillingdonmanorschool.org.uk A ground breaking dance and exercise DVD for children and young people with Baston House - situated in a beautiful 5 acre autism. Produced in association with the world famous Pineapple Performing Arts location in Hayes, near Bromley. The School in London and the students of Hillingdon Manor School, “STEP IN THE school provides specialist education RIGHT DIRECTION” demonstrates that making progress for those affected by for children aged between 5 and 16 autism through dance is achievable. years of age who have been Dance the day away on April 27th diagnosed with an ASC. On April 27th Anna Kennedy wants everyone to join in the event and hold a dance www.bastonhouseschool.org.uk literally anywhere! It could be a lot of fun and if you raise money for autism in the process it will be very worthwhile as well. Established in 1994 Hillcrest continues to grow and develop, and remains one of the UK's leading For details of all of these events and products visit: www.annakennedyonline.com residential care providers for looked after children. Meet Anna Kennedy at The Autism Show 15-16 June 2012, Excel, London For tickets visit www.autismshow.co.uk www.autismshow.co.uk http://www.hillcrestcare.co.uk/ www.intensiveinteraction.co.uk Intensive Interaction helps people who have autism to learn some very basic but very important things: Intensive Interaction Institute eye contacts learning to connect facial expressions non-verbal communication vocalisations turn-taking enjoying being with others interacting concentrating & attending Find out more today Courses, information and publications at: www.intensiveinteraction.co.uk 4 · APRIL 2012 A SUPPLEMENT BY MEDIAPLANET DISTRIBUTED IN THE INDEPENDENT NEWS BE ALERT TO OLLY MURS WITH JACK MASKERY AND HIS FAMILY THE SIGNS Phil Edge OF AUTISM CEO, Brainwave ■ Question: What is autism is that diagnosis is on the increase. Early diagnosis and how can it affect people? Now, that doesn’t necessarily mean The government’s 2009 Autism Act ■ Answer: It’s a lifelong that there is rise in the incidents of — the fi rst ever disability-specifi c PHOTO: TONY SALE PHOTOGRAPHY developmental condition that autism because, previously, chil- law in England — put a duty on the can affect people in a variety dren who may have had the condi- government to produce a strategy “It was great to meet some of I came down to visit the centre in of different ways — so it’s tion simply weren’t diagnosed.” for adults with the condition.
Recommended publications
  • An Exploration from a Life Course Perspective of the Transition from School for Autistic Young People
    An Exploration from a Life Course Perspective of the Transition from School for Autistic Young People Caitlin Marie Taggart Bachelor of Arts (Psychology) Master of Occupational Therapy Studies A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2018 School of Health and Rehabilitation Sciences Abstract The transition from school is a feature of typical adolescence, but can be challenging for autistic young people. While their experiences at school can be difficult, schools also afford structure and routine and can provide external support for young autistic people and their families. They provide reasonably predictable social networks as well as opportunities to encounter others outside of the family. Upon leaving school, autistic young people lose ready access to expected routines and established social groups and often disengage from the community. For many, the transition from school is confusing and stressful. In this thesis, I explore, from a life course perspective, the transition from school for autistic young people without intellectual impairment. Life transitions involve relinquishing some roles and adopting others. Adopting new roles such as worker, homemaker, parent and spouse, which are more complex and less predictable than the role of school child, can be problematic for autistic young people. For example, the unpredictability of interview processes and environments (e.g., the questions to be asked, bright lights, distracting noises) can make getting a job difficult. Difficulties identifying and responding to unspoken social rules and workplace routines can result in loss of employment. The transition from school is one of many turning points within a person’s whole life.
    [Show full text]
  • Proceedings of the Workshop on Automatic Text Simplification
    COLING 2014 Automatic Text Simplification Methods and Applications in the Multilingual Society Proceedings of the Workshop August 24th, 2014 Dublin, Ireland c 2014 The Authors The papers in this volume are licensed by the authors under a Creative Commons Attribution 4.0 International License. ISBN 978-1-873769-42-3 Proceedings of the Workshop on Automatic Text Simplification - Methods and Applications in the Multilingual Society (ATS-MA 2014) Constantin Orasan, Petya Osenova and Cristina Vertan (eds.) ii Introduction The remarkable development of language technology tools in recent years in terms of robustness, computational speed and volume of processed data, together with the increasing number of languages covered, made possible their usage not only for specific research applications, but also for real world applications which prove useful in everyday life. Automatic correction of text, machine translation, extraction of important information and interaction with devices using speech are just some of these applications. Language technology now has the maturity to be used for addressing societal challenges such as helping people with disabilities, the elderly and migrants. However, due to the ambiguity and complexity of natural language, its automatic processing is still very challenging and benefits from processing shorter and less ambiguous information. The same is true for people who have difficulties understanding text due to disabilities, or who have to read texts in a language they do not have a good command of. In all these cases, automatic text simplification can prove to be very useful. In contrast to controlled languages, which practically create a sublanguage by imposing constraints on the grammar rules, discourse style, number of words in a sentence etc., text simplification eliminates or replaces parts of sentences or paragraphs, or even reformulates them according to specific requirements of the target user groups.
    [Show full text]
  • Section 41: Secretary of State Approved List
    Section 41: Secretary of State Approved List Section 41 of the Children and Families Act 2014 allows the Secretary of State by order to publish a list of approved independent educational institutions, independent special schools and post-16 institutions for the purposes of satisfying Section 38 (Preparation of an Education, Health and Care (EHC) plan by local authorities) of the Act. Institutions can only be included on the list with their consent. The list has been refreshed to include approved autumn term applicants and remove institutions who have not continued to meet the Section 41 eligibility criteria. The Children and Families Act places specific duties upon institutions on the approved list: institutions on the approved list must “have regard” to the SEN Code of Practice; institutions on the approved list have a reciprocal duty to co-operate with the local authority on arrangements for children and young people with SEN; local authorities’ published local offer must refer to the institutions on the approved list; specific duties and rights relating to admissions, in line with maintained schools, Academies, FE colleges and non-maintained special schools: o a child or young person has a right to request that an institution on the approved list is named in their EHC Plan; o if the institution is named in an EHC Plan, the local authority is under a qualified duty to secure a place; o if the institution is named in an EHC Plan, the institution must admit the pupil or young person. Local authorities should satisfy themselves with the latest education and social care inspection information when preparing the EHC plan.
    [Show full text]
  • College Prospectus Raising Aspirations and Improving Lives
    college prospectus raising aspirations and improving lives www.espa.org.uk Our approach As we support learners across the autism Our College teams are supported by a highly spectrum, each College site has tailored its skilled and experienced Multi-Disciplinary approach to meet the needs of learners with Team whose input significantly improves similar abilities and need. learner outcomes. Learners also have access to our Counselling Service, providing College learners are supported to achieve individualised support and guidance that can academic and vocational qualifications enable individuals to overcome some of their ranging from Entry Level to ‘A’ Level. personal challenges. Our residential sites provide a youthful, The learners’ time at ESPA College ends homely environment that ensures learners with a magnificent celebration at their gain more independent living skills and enjoy graduation ceremony. This annual end of Welcome from an extended curriculum with the support year, high profile event showcases the skills of experienced and qualified Residential and confidence gained by learners and allows Learning Support Workers. our Principal family and friends to celebrate together. We can offer a range of residential accommodation to meet the varied needs and requirements of the learners, including a CQC-registered Halls of Residence in Newcastle. Some learners, who require very specific and specialised living accommodation can be offered placements within our transition house or other CQC- registered provision. The College offers each learner a bespoke, innovative and creative curriculum. All of our planned activities and learning sessions are designed to be engaging, enjoyable, individualised and challenging. We aim to develop the whole person and blend our autism specific core curriculum with a broad range of academic subjects.
    [Show full text]
  • Proceedings of the 14Th Conference of the European Chapter of The
    EACL 2014 14th Conference of the European Chapter of the Association for Computational Linguistics Proceedings of the 3rd Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR) April 27, 2014 Gothenburg, Sweden c 2014 The Association for Computational Linguistics Order copies of this and other ACL proceedings from: Association for Computational Linguistics (ACL) 209 N. Eighth Street Stroudsburg, PA 18360 USA Tel: +1-570-476-8006 Fax: +1-570-476-0860 [email protected] ISBN 978-1-937284-91-6 ii Introduction Welcome to the Third International Workshop on Predicting and Improving Text Readability for Target Reader Populations (PITR). The last few years have seen a resurgence of work on text simplification and readability. Examples include learning lexical and syntactic simplification operations from Simple English Wikipedia revision histories, exploring more complex lexico-syntactic simplification operations requiring morphological changes as well as constituent reordering, simplifying mathematical form, applications for target users such as dyslexics, deaf students, second language learners and low literacy adults, and fresh attempts at predicting readability. The PITR 2014 workshop has been organised to provide a cross-disciplinary forum for discussing key issues related to predicting and improving text readability for target users. It will be held on April 27, 2014 in conjunction with the 14th Conference of the European Association for Computational Linguistics in Gothenburg, Sweden, and is sponsored by the
    [Show full text]
  • Colleges Directory 2019 / 2020 2 Natspec Colleges Directory 2019/2020
    Colleges Directory 2019 / 2020 2 Natspec Colleges Directory 2019/2020 Our vision is that all young people with learning difficulties or disabilities can access quality education and training which meets their individual needs and supports their aspirations for skills, work and life. For more information about Natspec www.natspec.org.uk 3 Welcome to the Natspec Colleges Directory, the guide to all our member colleges and organisations. This directory contains information about the organisations we represent. They offer day or residential provision for students aged 16 to 25, giving young The 2014 Children and Families Act people the chance to develop and the government’s 2017 Careers skills, become more independent Strategy both state that young and to learn in an exciting real-life people should be able to understand environment. The colleges have the full range of opportunities multidisciplinary specialist teams and available to them and have their expertise, enabling students to make views taken into account. a successful transition to adult life. We hope that you find this a useful This directory is part of a programme guide to the choices available. of information, advice and guidance There is more information available that young people need as they start on our website about Natspec – to make choices that will affect their www.natspec.org.uk. future life chances. Clare Howard Natspec Chief Executive 4 Natspec Colleges Directory 2019/2020 How to use this directory Choosing a college is an important decision. If you’re looking for a certain location, a particular specialism or type of provision, or a specific course or vocational programme, then the key information about every college is available in this directory.
    [Show full text]
  • ICT-Enabled Social Innovation in Support to the Implementation of the Social Investment Package - IESI
    ICT-Enabled Social Innovation in support to the Implementation of the Social Investment Package - IESI D1.2 – Annex - IESI Knowledge Map 2015 - Booklet V.1.0 31st October 2015 Gianluca Misuraca, Csaba Kucsera, Fiorenza Lipparini, Christian Voigt and Raluca Radescu 2015 Report EUR xxxxx EN This Booklet1 presents the most essential information of all the 140 ICT-enabled social innovation initiatives promoting social investment through integrated approaches to social services delivery mapped during 2015, the second phase of the IESI project. Access to the full database through the IESI Web-tool may be granted upon request. Table of contents Name of initiative Page 3D Novations 1 50 Plus Net 4 Activating daily life - programme together with technology solutions 7 AgeingWorks 9 Alavateli 12 Alko-soft 15 Alzheimer Netherlands 17 Andalusian Telecare Service 19 AspIT 22 Avitus 24 Backr 27 Balanced European Conservation Approach - ICT services for resource saving in social housing 30 Bookshare 33 Borger.dk MyPage 36 Bread and Internet 39 Bridge International Academies 42 Buurtzorg 45 Byström Youth Services 48 Care for each other 51 Career information computer 53 Career Moves 55 Caren 58 Central Information for Social Development 61 Circle 63 Citizen's Spots 66 City of Malmo - citizens engagement strategy 68 CoderDojo 71 Comet 74 Coordinating Care for Older People 77 Customer Relationship Management - 79 cyprus.gov.cy 81 1 Annex of the IESI project's deliverable D1.2: Misuraca G., Kucsera, C., Lipparini F., Voigt C., and Radescu R., (2015) 'Mapping and Analysis of ICT-enabled Social Innovation initiatives promoting social investment in integrated approaches to the provision of social services: IESI Knowledge Map 2015', European Commission's Joint Research Centre, Institute for Prospective Technological Studies, JRC Technical Reports Series.
    [Show full text]
  • Praxisleitlinien Altenpflege
    Praxisleitlinien Altenpflege Planen, Formulieren, Dokumentieren mit ENP-Pflegediagnosen Literatur ENP-Praxis Herausgegeben von Pia Wieteck Hinweise zur Anwendung der Literaturangaben ENP-Praxis Im Buch „Praxisleitlinien Altenpflege“ (2018) fin- Beispiel den Sie am Ende jeder Praxisleitlinie Hinweise auf Der Praxisleitlinie „Der Bewohner hat eine diejenige Literatur, die bei der inhaltlichen Bear- Schluckstörung“ sind rund 80 Literaturan- beitung hinzugezogen wurde und die Neu- oder gaben hinterlegt (vgl. Buch Praxisleitlinien Weiterentwicklung damit absichert. Die Zahlen Altenpflege, S. 270): verweisen auf den jeweiligen Eintrag in diesem Literaturverzeichnis ENP-Praxis. Literatur 607, 1072, 1152, 1156, 1166, 1167, 1170, 1175, 1178, 1184, 1185, 1186, 1199, 1200, 1202, 1204, 1207, 1209, 1210, 1211, 1212, 1213, 1217, 1269, 1280, 1281, 1284, 1287, 1289, 1290, 1291, 1292, 1293, 1295, 1296, 1298, 1300, 1302, 1303, 1304, 1305, 1306, 1307, 1309, 1310, 1311, 1312, 1313, 1314, 1315, 1316, 1317, 1323, 1324, 1325, 1326, 1327, 1328, 1329, 1330, 1331, 1332, 1333, 1334, 1342, 1343, 1344, 1346, 1347, 1349, 1350, 1353, 1355, 1357, 1358, 1360, 1362, 1366, 1367, 1368, 1371, 1372, 1373, 1380 Die letzten beiden Zahlen stehen beispiels- weise ausgeschrieben für die folgenden Literaturangaben auf den Seiten 32 und 33 dieses Literaturverzeichnisses: ● 1373 Straumann, A. et al. (2003). Natural history of primary eosinophilic esophagitis: a follow-up of 30 adult patients for up to 11.5 years. Gastroenterology, 125 (6), pp. 1660-1669. ● 1380 Gross, R. D. et al. (2009). The coor- dination of breathing and swallowing in chronic obstructive pulmonary disease. American Journal of Respiratory and Critical Care Medicine, 179 (7), pp. 559-565. doi: 10.1164/rccm.200807-1139OC 1 Literatur ENP-Praxis Literatur ENP-Praxis 24 Barz, H.
    [Show full text]
  • Section 41: Secretary of State Approved List
    Section 41: Secretary of State Approved List Section 41 of the Children and Families Act 2014 allows the Secretary of State by order to publish a list of approved independent educational institutions, independent special schools and post-16 institutions for the purposes of satisfying Section 38 (Preparation of an Education, Health and Care (EHC) plan by local authorities) of the Act. Institutions can only be included on the list with their consent. The Children and Families Act places specific duties upon institutions on the approved list: institutions on the approved list must “have regard” to the SEN Code of Practice; institutions on the approved list have a reciprocal duty to co-operate with the local authority on arrangements for children and young people with SEN; local authorities’ published local offer must refer to the institutions on the approved list; specific duties and rights relating to admissions, in line with maintained schools, Academies, FE colleges and non-maintained special schools: o a child or young person has a right to request that an institution on the approved list is named in their EHC Plan; o if the institution is named in an EHC Plan, the local authority is under a qualified duty to secure a place; o if the institution is named in an EHC Plan, the institution must admit the pupil or young person. The list will be updated termly and published on GOV.UK. Published: August 2014 Special Post 16 Institutions Edubase Host local reference authority Institution Trading Name1 Legal Name2 302/7905 Barnet Ambitious
    [Show full text]
  • May 10, 2017, Vegetarian Action Newsletter
    VEGETARIAN ACTION NEWSLETTER #37 MAY 10, 2017. http://jamesrichardbennett.blogspot.com/2017/05/omni-vegetarian- action-newsletter-37.html Edited by Dick Bennett for a Culture of Peace, Justice, and Ecology http://omnicenter.org/donate/ OMNI’s MAY VEGETARIAN POTLUCK is Wednesday, MAY 10, at OMNI, Center for Peace, Justice, and Ecology (2ND Wednesdays) at the OMNI Center for Peace, Justice, and Ecology. We usually begin at 6:00, but tonight we’re showing a film, so I will be coming early. All are welcome. You may want to enjoy some old or new vegetarian recipes,and discuss them, to talk about healthier food, or you are concerned about cruelty to animals or warming and climate change. Whatever your interest it’s connected to plant or meat eating; whatever your motive, come share vegetarian and vegan food and your views with us in a friendly setting. As an extra treat, thanks to Bob Walker we will be showing the new film What the Health! created by the makers of Cowspiracy. We would have more films and programs if we had the money, so please give a donation. If you are new, get acquainted with OMNI’s director, Gladys. At OMNI, 3274 Lee Avenue, off N. College east of the Village Inn and south of Liquor World. More information: 935-4422; 442-4600. Contents: Vegetarian Action Newsletter #37, May 10, 2017 Vegan Poetry Dr Ravi P Bhatia. Seeking Peace in Vegetarianism Health, Nutrition VegNews each number packed with articles, recipes, ads for products about veg/vegan food. What the Health! New film about meat eating/carnivorism vs.
    [Show full text]
  • Using the Spelit Analysis Technique for Organizational Transitions June Schmieder-Ramirez & Leo Mallette 291
    Education Applications & Developments Advances in Education and Educational Trends Series Edited by: Mafalda Carmo Edited by: Mafalda Carmo, World Institute for Advanced Research and Science, WIARS, Portugal Published and distributed by: Rua Tomas Ribeiro, 45, 1ºD, 1050-225 Lisboa, Portugal www.insciencepress.org Printed by: GIMA - GESTÃO DE IMAGEM EMPRESARIAL, LDA CET - Centro Empresarial Tejo, Rua de Xabregas Nº 6 - Lote B 1900-440 Lisboa, Portugal Printed on acid-free paper ISSN of Collection: 2183-2978 ISBN of this Volume: 978-989-97866-8-4 Legal Deposit: 393052/15 All Rights Reserved © 2015 inScience Press This work is under inScience Press Open Access License. This publication may be read, downloaded, printed, copied, distributed, displayed, reproduced and performed, but only for non-commercial purposes, provided acknowledgement of the original source and its author(s) is made, with a link to inScience Press. This publication will be available online in http://insciencepress.org/ and limited hard copies can be ordered from: InScience Press, Rua Tomas Ribeiro, 45, 1ºD 1050-225 Lisboa, Portugal Contents CONTENTS Foreword v Contributors xvii Section 1: Teachers and Students Chapter 1 Teacher education and professional development: Text production and school management in focus Ana Luzia Videira Parisotto & Renata Portela Rinaldi 3 Chapter 2 Student perception of teachers’ National Council for the Accreditation of Teacher Education and California Commission on Teacher Credentialing dispositions Kimberly R. Hudson 12 Chapter 3 Academic
    [Show full text]
  • Facilitating Greek Young Learners with Asperger's Syndrome
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Bolton Institutional Repository (UBIR) Facilitating Greek young learners with Asperger’s syndrome into the mainstream English as an Additional Language (EAL) classroom through the use of Interactive Whiteboard Technologies Research for the Degree of MPhil in Special Education University of Bolton Sophia Sagia 14.02.2015 Sophia Sagia Facilitating Greek young learners with Asperger’s syndrome into the mainstream EAL (English as an Additional Language) classroom through the use of Interactive Whiteboard Technologies. Acknowledgments The completion of this research would not have been possible without a few individuals who have supported me throughout my education and I would like to express my gratitude to them. Foremost, I would like to express my sincere thanks to the University of Bolton for this opportunity and my gratitude to my supervisor Dr David Kitchener (University of Bolton) for the continuous support of my MPhil study and research, for his patience, motivation and immense knowledge. His guidance helped me in all the time of research and writing of this thesis. I have also benefited greatly from my husband’s guidance, encouragement and invaluably constructive criticism during this project work. He’s been a source of inspiration to me. I would also like to express my gratitude to the research participants and their families for their cooperation in this study. Last but not least I am deeply thankful to my children for their patience, unconditional love and support in everything I do. This dissertation is heartily dedicated to them.
    [Show full text]