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Children with Disabilities and Delayed Entry to Kindergarten: To Send or Not to Send/Language Development: Communication Strategies in Early Childhood
Get PDFChildren with Disabilities and Delayed Entry to Kindergarten: To Send or Not to Send
This starred paper addresses the transition to kindergarten for students with disabilities. The inspiration for this paper came from the frequent conversations that are had between families and educators when it comes time to decide if a child is ready for the transition to kindergarten. This paper addresses the areas to consider in the transition from preschool. First addressing the five main areas of development; academic achievement, social/emotional development, communication, functional skills, and motor development. Although it is not a developmental area it is also important to review socioeconomic status and how this impacts a child\u27s transition to kindergarten. This paper also addresses transition stressors for children, parents, and educators as this too does impact the transition process for many students. This topic is important as many early childhood special education teachers will have these conversations each spring with their families about the transition to kindergarten. It is important to remember that each child has an individualized transition plan. The ever changing expectations of kindergarten is what must be considered in the transition for early childhood students. In the conclusion of this paper it is discussed if kindergarten is ready for the needs of the child versus the child being ready for the demands of kindergarten.
Language Development: Communication Strategies in Early Childhood
This starred paper discusses communication strategies in early childhood that support language development both in the home and school settings. First identifying what we know about language development, the stages of language development, and factors that may hinder language development in young children. In reviewing the literature this paper addresses strategies to enhance language development in early childhood. These strategies include; play, routines, adult facilitated interactions, connection between home and school, as well as child directed interactions. Finally, as early childhood special education teachers it is important that we are aware of the different strategies to enhance language development so we can share our knowledge with families of students with disabilities or delayed speech/language skills
Cancel Culture and Cancel Discourse: Cultural Attacks on Academic Ideals
Get PDFCalls for social justice have been around since the Civil Rights movements of the 1950s and 1960s, but it wasn’t until recently that America has seen a resurgence of these calls. Social media has made it easier for average people who wouldn’t normally consider themselves social justice warriors to fight for the social justice of others. With the help of social media, speaking up about social injustices has become easy and convenient. Out of this recent resurgence, we have seen a new culture form: cancel culture. Cancel discourse – the language that perpetuates cancel culture – is threatening the very fabric of our academic institutions. Colleges and universities across America are overwhelmingly trading their long-held ideals – particularly those related to academic freedom – for new ideals created under cancel discourse – specifically, silencing any discourse that may be interpreted as transgressive in nature. By allowing cancel discourse to continue, colleges and universities give up ideals that form a liberal society, particularly those related to open-mindedness. Ultimately, the goals cancel discourse attempt to achieve work to reinforce the very social injustices they attempt to tear down. Cancel discourse is the newest way of attempting to use the master’s tools to dismantle the master’s house (Lorde, 1984)
Working from home in the age of COVID-19 and beyond: The Risks, and Benefits to Corporate Information Technology Infrastructure
Get PDFIn 2020 the COVID-19 viral pandemic circled the globe and impacted the population of the world. Workers who typically commuted to an office were forced to work from home. Faced with concerns such as where they would physically do their work, to who would watch their children during the workday (as schools shut down) societal challenges we have never seen before became a new reality. In a matter of months, infrastructure needs shifted as millions of people no longer commuted to work. Information technology infrastructure, as well as power, internet, and roadway infrastructures all needed to adjust to changes in demand. With many of these changes looking to become permanent, the global information technology security landscape is scrambling to keep up. This paper will discuss the impacts of COVID-19 on many aspects of life, and the impacts they have on information technology security
Evidence-based behavior interventions for students with Autism Spectrum Disorders in inclusive secondary settings
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SOCIAL INCLUSION AND SPECIAL OLYMPIC UNIFIED PROGRAMMING AND THE EFFECTS ON SCHOOL CLIMATE
Get PDFThe purpose of this literature review is to examine how programming related to social inclusion impacts school climate. This chapter is organized into two major sections: studies that talk about inclusion interventions through programs like Special Olympics and Unified Champion Schools and the effects on students and staff within the school climate. Research in each of the two areas is chronologically ordered from older studies to more recent ones
Self-paced eLearning for Multinational Organizations
Get PDFThis portfolio seeks to explore how multinational organizations can create self-paced online learning for adults that localizes the information to provide meaningful learning no matter the adult learner’s cultural background—utilizing academic journals and online resources specifically centered around andragogy, constructivism, globalization, localization, and best practices for computer-based training. This portfolio seeks to provides instructional designers with definitive examples of how to create meaningful and effective self-paced online learning for adult learners that may have English as a second language, as well as provides training materials that can be used to develop a better understanding of using localization, andragogy and globalization skills to create online learning
Climate Vocabulary, a Minnesota Experience
Get PDFThis unit explores the four seasons in the state of Minnesota, United States of America. The goal of this unit is to introduce various climate-related vocabulary to ELL’s, while providing them with an opportunity to describe climate in their own words and usage in real or authentic conversations. The preferred audience for this unit is young adult English Language Learners ages 18-21, in either the ESL or EFL context. This unit is best suited for students with an ELL proficiency level of A2 based on the CEFR scale
Vowel Intelligibility Analysis of Female Saudi Spoken English
Get PDFThis article describes the acoustic characteristics of female Saudi-accented English vowels and uses acoustic phonetic measurements to assess the intelligibility of their vowels. Peterson & Barney’s (1952) and Hillenbrand et al.’s (1995) methodology is slightly modified. Whereas their studies extracted various measurements, including F1 and F2 of vowels in General American English (GAE), the current study examines measurements extracted from 11 monophthong phonemic English vowels in running speech produced by 23 female Saudi EFL teachers. Intelligibility assessments of their vowels are based on Koffi’s (2019) Acoustic Masking and Intelligibility (AMI) theory. He contends that intelligibility of vowels can be measured instrumentally by comparing the F1 of vowels because this formant carries 80% of the acoustic energy found in vowels. The AMI theory also combines Just Noticeable Differences (JND) thresholds and Relative Functional Load (RFL) calculations to gauge severity of masking and intelligibility. The findings in this article are based on 1,518 measured tokens. The study reveals that the fleece vowel [i], the kiss vowel [ɪ] and the face vowel [e] are the most problematic for Saudi speakers of English
