An Empty Curriculum
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Curriculum Guide for Deaf-Blind and Severely Multi-Handicapped Students
Author: School District of Philadelphia 1984
language: en
Publisher: Stoelting
Release Date: 1985
Provides informal assessment, extensive developmental activities and supplemental resources in four areas.Designed for children whose handicapping conditions are so multiple and severe they cannot usually benefit from existing approaches that assume the presence of one or more alternate learning channels.Curriculum Guide for Deaf-Blind and Severely Multi- Handicapped Students meets the need of those individuals with multiple sensory, mental, orthopedic, neurological and behavior handicapping conditions.The four components of the complete program cover:Communication Skills -- 23 levels of Communication Development (from the Unresponsive Child through the Beginning of Pivot-Open Syntax)Techniques of Daily Living -- Personal Hygiene, Eating and DrinkingOrientation and Mobility -- Perceptual Development, Gross and Fine Motor Development, Body Image Development, Cognitive Development, Interaction with Adults, Peers and Environment Assessment and Travel SkillsSensory Stimulation -- Tactile Stimulation, Gustatory Stimulation, Olfactory Stimulation, Verbal Stimulation and Auditory Stimulation
Information and Software Technologies
This book constitutes the refereed proceedings of the 24th International Conference on Information and Software Technologies, ICIST 2018, held in Vilnius, Lithuania, in October 2018. The 48 papers presented were carefully reviewed and selected from 124 submissions. The papers are organized in topical sections on information systems; business intelligence for information and software systems; software engineering; and information technology applications.
Changing the Course of Failure
Author: Sandra Stotsky
language: en
Publisher: Bloomsbury Publishing PLC
Release Date: 2018-05-18
The basic purpose of this book is to help policy makers at all levels of government understand that (1) widespread adolescent underachievement is not susceptible to solution by educational interventions no matter how much money is allocated to public education; and (2) there are unidentified educational and civic costs to focusing on low achievement and to expecting public institutions of education (for K–12 and college) to solve a growing social problem. Many policy makers seem to think that teachers/schools are the primary cause of low achievement. Educational institutions still cannot solve a non-education-caused problem and haven’t done so for over fifty years despite all the public and private money that has been allocated. The book concludes with suggested policies for addressing the damage to public education from “gap-closing” standards and with suggested areas for policy making in order to change the current course of failure for many low-achieving students.