Educating Students With Autism English Language Essay

Educating Students With Autism English Language Essay Many people with ASC (autism spectrum conditions) have intricacy in identifying emotions in themselves and other people. For young children learning to speak, suffering from autism present a special problem to their teachers as well as parents as they are faced with the challenge of teaching these unfortunate children how to express themselves through speech. The importance of effective communication cannot be underestimated. Yet teaching students with autism is not an easy task, it requires patience and use of special assistive technology tools to help these children learn how to form words and use them effectively. There are various technologies that can be used, while other are simple some of these technology are so advanced and needs extra training to use them. One of the basic technologies that has been used for a number of years is Picture Exchange Communication Systems (PECS ) studies have indicated that this technology improves communication of children with autism This paper intends to discuss on the use of this assistive technology to educate students with Autism. Introduction People with autism spectrum conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Regularly, people with autism spectrum conditions have difficulties identifying emotions particularly complex emotions that call for metalizing (jealous, embarrassed, sarcastic) in both themselves and other people. All of these complications can add to challenges in keeping and making friendships and other encouraging peer relationships. WHAT IS ASSISTIVE TECHNOLOGY? Assistive technology tool means any piece of equipment, item, or product system, whether acquired commercially, modified, off-the-shelf, or customized, that is used to maintain, increase, or improve functional abilities of people with disabilities. Assistive technology service directly assists people with a disability in the acquisition, selection, or use of an assistive technology. The Use of Assistive Technology to Educate Students with Autism The theory of mind is one conceptualization used to explain the social impairment in autism spectrum conditions (Golan and Bauminger, 2006). The theory states that people with autism spectrum conditions have an intrinsic disability in terms of recognizing the psychological perspective of others. That is, they have problem imputing emotion, meaning, and intent to other people. Deficits in this part are serious to effective social interaction, to a great extent it is anticipated on knowing what other people are feeling or thinking. Getting to know emotions is one aspect of the capability to take another persons perspective. A number of studies have researched on the interventions to educate individuals with autism spectrum conditions to identify emotions. These comprise social skill instruction (Golan and Bauminger, 2006) and assistive technology interventions. For instance, Bauminger (2006) examined the use of a behavior based intervention to assist in the emotion recognition skills of 15 high responding kids with autism, ages 8 to 17. The intervention involved lessons from a social skill syllabus used in the school setting for 2 to 4 hours per week for 7 months. The lessons comprised of activities such as role play and just plays with a normally developing peer and working on the skills acquired from each weekly lesson with parents at home. The end results showed advancement in the kids emotional ability and knowledge to give examples of difficult emotions. Specially, at post intervention, the partakers with autism were likely to start social communication with their peers and spent a lot of time displaying encouraging social behaviors. In another study, Hadwin, Baron-Cohen, Howlin, and Hill (1996) taught children with autism spectrum conditions to foresee and identify emotions in others using a computer based intervention called the Emotions Trainer. Partakers between the ages of 12 and 20, incorporated in either a control group or an experimental, were diagnosed with either Asperger syndrome or autism. The program comprised of five sections that incorporated asking the user to select the correct emotion out of four options explaining photographed facial expressions, events or situations, and descriptive captions and objects. Contrasted to the control group, the experimental group showed improvement in their ability to recognize emotions in tale and cartooned circumstances that triggered an emotional response, but not in their recognition of emotion in pictures (facial expressions), on which both intervention and control groups demonstrated improvement. The following section will examine Picture Exchange Communicat ion Systems (PECS) as one of the key assistive technology used to assist students with autism. Picture Exchange Communication Systems (PECS) This is a low technology assistive system created as an augmentative and alternative communication (AAC), where pictures are used in place of words to assist children with autism to communicate because of their problems in speech development. At the initial stage of using PECS, a child is provided with a number of pictures of favorite toys or foods. If the child requires any of these things, he simply gives the picture of the specific item to a therapist, teacher or even caregiver (Charlop-Christy, et al. 2002). The person receiving this picture in return hands the toy or food to the child. Through this exchange, communication is then strengthened. Similarly PECS can as well be applied to make suggestions regarding things viewed or heard within the surrounding. For instance, a student might view a car passing by and give a picture of a car to his teacher. The objective of this method is that, when a child starts to acknowledge the importance of communication, the child will start using natural speech instead of pictures. How this assistive technology works A student with autism can be taught how to use this technology by his teacher, caregiver or a therapist, who understands the way this technology works. Normally, an applied behavior analysis (ABA) method is applied. Through this method, prompts are offered to control the picture exchange. More so, in the initial stages of PECS training, the student selects a picture he wants and gets what is on the picture, for instance food. Receiving food is meant to give a positive reinforcement to the student for his use of the picture in communicating. Normally PECS training entails six stages: Stage I: the teacher lists down a list of the students favorite items normally starting with foods. A single item from the list is chosen for the opening training lesson, and items picture is drawn. The item can be put in a place visible to the student, to allow the student to view the item but not to pick it. When the child seems interested in the item, the teacher gives such a student a picture card of the item. The teacher guides the students hand to pick the picture and give it to the teacher. The moment the teacher receives the card from the student, he communicates loudly the want the student wants, for instance, he say so you want the cake and give the cake to the child. Stage II: the teacher moves a little distance in order for the student to move towards him to give the picture card to the teacher. Stage III: the student is provided with several picture cards so that he can choose the one representing what he wants. The selected picture card is given to the teacher, at this moment; the student may use a binder or a communication board where the cards will be held. Stage IV: at this point, the student is provided with a card written on I want____. The student has to use this card together with the picture card illustrating what is wanted. The concept is that the student will learn the way to communicate through complete sentences. Those students who can not read the words can be in a position to recognize the words written as symbols on the card. Stage V: prior to this stage, the student has never been directly what he wants, at this stage, the teacher asks the student directly what he wants, and then waits for the student to select a picture representing what the students wants. This lesson builds the basis for future communication between the student and the teacher when the teacher wants to find out what the student wants. Stage VI: the moment the student is able to fluently use PECS, and has managed to generalize the system to use it to communicate with other people apart from the teacher; the student is taught the way make suggestions on something that he has observed. The teacher picks up something interesting and asks the student to say what the item is. At that stage the teacher also picks a card with I see _____. The student is to match the card with what he is seeing. In this manner, the child is able to learn how to communicate what he observes together with his experiences to other people (Charlop-Christy, et al. 2002). Theory behind this technology The express reinforcement coming from immediately receiving what a student with autism is the main principle of PECS. A student is able to show his inner wishes without speaking any words, and be rewarded. Such tangible rewards greatly reinforce such a child compared to social rewards, particularly during the initial stage of communication. PECS could as well improve the social relations of an autism child. This is because the child is able to learn to initiate communication; more so, at this point the child is not expected to speak, so the child is less intimidated. How effective is the technology A number of studies carried out have indicated that PECS is useful tool in helping children with autism. For example, a study carried out by Schwartz, et al. (1998) on eighteen preschool students suffering from autism and with speech difficulties established that those children were able to communicate through PECS in their school days. However, after a training of one year, nearly 50 percent of these children stopped to use PECS and instead began to natural communicate (Schwartz, et al. 1998). More studies supporting this observation were found by (Charlop-Christy, et al. 2002). generally, evidence from a number of studies have established that PECS assistive tool is an effective technique in developing natural speech in children suffering from autism, particularly if they are taught how to use this tool when is below six years of age (Bondy, 2001). Side issues This technology has no known side effectives to children with autism. Though a number of parents showed concerns that their children could end up depending on PECS as their communication tool, and fail to develop their natural speech, this concern lacks any credible support from studies. On the contra, there is credible evidence showing that children suffering from autism are able to learn through PECS to develop their speech quicker compared to those who have not used PECS (Bondy, 2001). Conclusion Children suffering from autism conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Such children need special assistance when at school to improve on their communication special speech. Teachers and caregivers have a number of assistive technologies that they can use to assist these children. As discussed above one of the very effective and easy to use assistive technology is Picture Exchange Communication Systems (PECS), though it involves only six stages, they offer the child with the required speech mechanism and enable a student with autism to al least be able to form words and communicate his feelings. Nevertheless, as noted by Charlop-Christy, et al. (2002) this technology can be used together with other technologies for better results.

Marijuana Prohibition Canada

The Controlled Substances Act (Marijuana Prohibition) CLN-4U Unit One Essay Cailey Bazik CLN 4U – Unit One Essay Controlled Substances Act Marijuana Prohibition The Controlled substance act pertaining to Marijuana has been a long on going battle as to whether marijuana should be legal in Canada and taken out of this act. The law behind the drug has a long history and many failed attempts at decriminalization. There are both positive and negative effects to this law, but I believe the positive effects weigh out the negative and that because of this marijuana will be legal in the near future.The Marijuana laws in Canada today are unresolved, as superior courts have ruled all cannabis laws to be of â€Å"no force or effect†. Although the federal level of courts have made this ruling it has not caused any changes to other Canadian jurisdictions, the Criminal Code or the Controlled Substances Act. (â€Å"Legal History of Cannabis in Canada) The Controlled Drugs and Substanc es Act was passed in 1996 by the government under Prime Minister John Cretien. It is Canada’s federal drug control statue. This act outlines penalties for possession, trafficking and production of the substances established as illegal, including Marijuana. â€Å"Controlled Drugs and Substances Act) Canadian laws pertaining to drugs began in 1908 with the opium act, which was replaced by the opium and narcotic drug act in 1920. Marijuana however was not added to the confidential restricted list until 1923. (â€Å"Legal History of Cannabis in Canada†) Marijuana and the laws surrounding the issue only started to receive attention in the 1930’s and even then it was very minimal. It wasn’t until the 1960’s where problems arose with the law. At this time the maximum penalty for possession of small amounts of cannabis was 6 months n prison and a $1000 fine. A government injury was commissioned and public hearings were held to analyze the law over a perio d of three years. A report on the findings of this inquiry was published in 1972. The â€Å"La Dain Commission† suggested that penalties for can ibis possession be abolished, but to not legalize the substance. Of course this proposal was denied, along with other potential law reforms over the years. (â€Å"here to help†) In Recent Years the fight for the decriminalization of Marijuana has been more persistent.Research showed that Marijuana for medical use could help a number of ailments and disieses. Medical Marijuana in Canada was made legal in 2001 for things such as HIV, AIDS, multiple sclerosis, spinal cord disease and injury, anorexia severe pain, seizures and persistent muscle spasms. (â€Å"Legal History of Cannabis in Canada†) Along with the boost in medical use came a boost in personal use. According to a report from the United Nations Canada is the highest in marijuana use in the industrialized world and more than four times the global rate. â€Å"Can adian Pot Use Four Time Global Rate†) In May 2002 Chretien introduced a bill to decriminalize marijuana for personal use. This bill was denied mainly because of pressure from the U. S and a threat to slow down border crossing between the two countries. Paul Martin in 2004 tried to pass an almost identical bill, which was also rejected. (â€Å"Legal History of Cannabis in Canada†) It was in 2007 when Justice Minister Rob Nicholson and the conservative minority government introduced Bill C-26, which presented mandatory minimum sentences for drug offenders (â€Å"Controlled Drugs and Substances Act†).A recent poll released by Toronto’s Forum Research showed that majority of Canadians support relaxing marijuana laws. In fact it showed that 65 % of Canadians support either the decriminalization in small amounts or legalization and taxation of the substance. (Ballingall) Unfortunately with the new mandatory minimum sentences it seems our laws do not reflect soci eties views. (Wood, Antweiler) Although it seems Canadians and Americans are in favour of decriminalizing Marijuana it is important to understand the reason these laws are there in the first place.Marijuana is harmful to ones health and to youth. The president of the Canadian Police Association believes Canadians are trying to decriminalize marijuana prematurely. He says supporters of change are overlooking the risks. â€Å"We don’t have the tools and the training available to us now to ensure that people aren’t driving cars, for example, or operating machinery, while they’re impaired by Marijuana† he said. â€Å" There are all kinds of implications that I don’t think people are considering carefully enough†¦ Its still a harmful substance ultimately† (Ballingall)That being said there are many negative effects to having the prohibition of Marijuana in place. The Union of B. C municipalities passed a resolution summoning research be done looking into the legalization of marijuana. They came to the conclusion that the prohibition has been ineffective in deterring youth use, and production of the plant. (Wood, Antweiler) It seems that other measures need to be taken in order to ensure the youth of Canada don’t use drugs recreationally, and criminalizing marijuana has little effect. Researchers from the University of British Columbia and Simon Fraser’s university have estimated B.C’s marijuana market would be worth more than $500 million annually. Unfortunately most of the revenue goes to criminal organizations. (Wood, Antweiler) This number is based on one province alone, think of how much this number would go up if the whole country were involved in their research. The profiting of criminal organizations in turn causes more violence, guns and other illegal activity in the country. If Canada were to legalize and tax cannabis the government would then receive all the profits, this money could fund government programs such as health care, social assistance and education.It would also significantly decrease criminal activity, and save money in courts and jails. One of the main reasons in the past for the prohibition on marijuana was the negative response from the U. S, however there are now 12 states that have decriminalized Marijuana (Wood, Antweiler) meaning there is less pressure from our bordering Country. This and the obvious preference of legalization from Canadian citizens means it is only a matter of time before marijuana is officially decriminalized, taken out of the Controlled Drugs Act, the criminal code and consistent laws in all Canadian jurisdictions.This I believe will come first, and potentially government controlled sales and taxation shortly after. It would be insane for the government to not take seize the opportunity to bring in so much revenue for the country. It seems as though the prolonged struggle to legalize marijuana still needs time and The Controlle d Substances Act will remain as it is for a while longer. Although there are potentially many positive effects to decriminalization and controlled sales for taxation It is clear Canada still need the time to prepare to ensure it is done safety, effectively and not detrimental to youth.Canadians may be ready for a change and the government will eventually have to surrender, regardless of minor health issues cannabis causes. Bibliography 1. ) Ballingall, Alex. â€Å"Canada. † Thestar. com. The Toronto Star, 20 Nov. 2012. Web. 21 Feb. 2013. . 2. ) â€Å"Canadian Pot Use Four times Global Rate. † Canadian Pot Use Four times Global Rate. N. p. , 10 July 2007. Web. 21 Feb. 2013. . . ) â€Å"Controlled Drugs and Substances Act. † Wikipedia. Wikimedia Foundation, 02 Oct. 2013. Web. 21 Feb. 2013. . 4. ) Hathaway, Andrew. â€Å"Legal History and Cultural Experience of Cannabis. † Www. heretohelp. ba. ca. N. p. , 2009. Web. 21 Feb. 2013. . 5. ) â€Å"Legal History of Cannabis in Canada. † Wikipedia. Wikimedia Foundation, 02 Apr. 2013. Web. 21 Feb. 2013.

Project Management Exam 1 Essay - 2257 Words

Exam #1 Study Guide Chapter 1 1. Identify the five major characteristics of a project. a. An established objective b. A defined life span with a beginning and an end c. Usually, the involvement of several departments and professionals d. Typically, doing something that has never been done before e. Specific time, cost, and performance requirements 2. Identify and briefly describe the six factors that are increasing the demand for project management. f. Compression of the product life cycle i. Speed has become a competitive advantage; more and more organizations are relying on cross-functional project teams to get new products and services to the market as quickly as possible.†¦show more content†¦This technical dimension includes planning, scheduling, and controlling projects. The sociocultural dimension is a much messier, and often contradictory and paradoxical world of implementation. Some suggest that the technical dimension represents the â€Å"science† of project management while th e sociocultural dimension represents the â€Å"art† of managing a project. A manager needs to be a master at both to be successful. 6. Describe what it means that a Project Manager must work with a diverse troupe of characters? r. Project managers are typically the link to the customer and must manage the tension between customer expectations and what is feasible and reasonable. They provide direction, coordination, and integration to the project team, which is often made up of par-time participants loyal to their functional departments. Often times, project managers must work with many different types of people, such as vendors, suppliers and subcontractors. 7. How does a project manager typically spend his or her days? s. A project manager typically spends his or her days working on projects where each day is different from the last. 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The Indian Removal Act Of 1830 - 940 Words

The American’s desire for expansion of their nation and economic growth has always been their main interest and goal. The Indian Removal in the 1830’s was a great example of America’s efforts to expand through North America and their motivation to economically improve through profitable opportunities. When comparing the Indian Removal and the events that followed the Treaty of Paris, a similarity in the expansion of America is discovered. Labor, politics, and economics of America during the two eras of Market Revolution and Jacksonian America were greatly impacted by Eli Whitney’s invention of the Cotton Gin and South Carolina’s use of nullification in politics. Andrew Jackson advocated the Indian Removal of 1830 to expand the United States but this forced the Indians to relocate further west. For many years the Cherokee had endured and adapted to the numerous changes Americans made in their pursuit to expand their land across North America, such as the Indian Removal Act of 1830 which pushed Indians further west. When Georgians discovered the presence of gold on Cherokee territory in west Georgia, they wanted the removal of the Cherokee to mine the gold. The Georgians failed their first attempt at removing the Cherokee by trying to strip away their constitution and rights. In response, the Cherokee decided to take advantage of America’s federal court by suing them in two cases- Cherokee v. Georgia and Worcester v. Georgia. As a result, the Supreme Court declared that theShow MoreRelatedThe Removal Of The Indian Removal Act Of 18301820 Words   |  8 Pagespolicy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. 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The white man throughout the South called for a removal of the Indian peoples. They wanted the Native Indians to be resettled to the west because their presence createdRead MoreThe Indian Removal Act Of 18301299 Words   |  6 Pageswere many diverse, and complex views when approaching this subject matter; however, in 1830 President Andrew Jackson passed the Indian Removal Act, which forced Indians to relocate from their homelands in south east to land west of the Mississippi river. This granted the U.S. a large portion of new rich land, unfortunately it was at the expense of the Native Americans. When passing the Indian Removal Act of 1830, President Jackson relied on teleological utilitarianism ethnic views, in that he focusedRead MoreIndian Removal Act Of 1830923 Words   |  4 Pagesbut the Cherokee removal was the cruelest work I ever knew†, remarked a Georgia soldier who had participated in the removal of Indian Natives during the mid-1800’s. As a result of the Indian Removal Act, Indian natives have been perceived as mistreated and cheated throughout history. The Indian Removal Act was passed during the presidency of Andrew Jackson on May 28, 1830. This act granted authorization to the president to exchange unsettled lands west of Mississippi for Indian lands residing inRead MoreThe Indian Removal Act Of 1830865 Words   |  4 PagesWhen the Indian Removal act of 1830 was enacted, the Cherokee Nation panicked. The Cherokee, specifically the romanticized Tsali, did their best to preserve their culture in the mountains of North Carolina, but what really saved them from their harsh fate that so many other Cherokee faced, was there white chief, William Holland Thomas. The Cherokee were â€Å"disagreeable and dangerous neighbors,† but th ey had a powerful ally in Raleigh, who saved the Eastern Band from a much harsher fate. The Eastern