LD Awareness Month - October 2015
“Don’t Dis my Ability” Making the invisible Visible!
Throughout October the Learning Disabilities Associations of Ontario will be marking LD Awareness month. This month is about raising awareness and reducing stigma to allow people to get the supports they need to reach their potential.
“People too often define the life of someone living with Learning Disabilities by the areas where their LDs impact directly, such as math, reading, writing or organizational skills,” said Lawrence Barns President and CEO of LDAO. “The goal of this campaign is for people to see beyond that to their multiple areas of strength. LDs didn’t stop Richard Branson, Jamie Oliver or John Lennon. A person with LDs just needs the right supports to achieve success.”
• 1 In 10 people in Ontario are impacted
• 35% ff students with LDs drop out of school
• 62% of students with LDs will be unemployed a year after graduation
• 36% of youth in correctional facilities have specific learning disabilities
• Almost 50% of adolescent suicides have a diagnosis of an LD
(Source - LDAC Pacfold survey)
Together we can change this!
However if society helps them to succeed, all of the above statistics can be radically altered, leading to successful lives that can impact our communities for the better andpeople with learning disabilities can become among the most creative and productive members of our communities.
About the Campaign:
The greatest hurdle a person with an LD often has to overcome is the stigma and public perception, labelled lazy, stupid or incompetent. They begin to hide their disability and instead struggle in silence. Yet with their strengths and above average intelligence some simple support can see them excel in their chosen field. Our hope is to see Ontario as the leader in destroying the barriers stigma creates.
More about Learning Disabilities:
• By definition someone with LDs has average to above average intelligence
• LDs impact certain skills, most of which can be improved with the right supports
• Because LDs usually exhibit in the school system, those with LDs can be identified early in life, and early intervention improves confidence
• When they don’t receive appropriate support, individuals with LDs have higher than the average rates of school dropout, unemployment and poverty
• LDs can be inherited and many parents are now finding they have been impacted in their lives as their children are diagnosed
Dyslexia: Difficulties with oral and/or written language, i.e., listening, speaking, reading, and writing
Dysgraphia: Difficulties with writing legibly with age-appropriate speed, and with written expression
Dyscalculia: Difficulties with basic math skills, calculating, and math problem-solving
Executive Function: A set of mental processes that helps connect past experience with present action. People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.


Cultivating a meaningful experience : art education for adults with disabilities at a community-based art center
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The purpose of this study was to investigate instructional components that foster meaningful learning for adults with disabilities in a community-based art center. Through narrative analysis and case study methodology, the researcher examined the programmatic content of a single community-based art center--the Arc of the Arts Studio and Gallery (AOA) in Austin, Texas--from 2009 to 2011. Utilizing authentic instruction and constructivism as educational frameworks (Anderson & Milbrandt, 2005; Newmann & Wehlage, 1993), the investigator proposed instructional changes to the AOA program that encouraged student-centered learning through discipline-based inquiry, maintaining real-world connections, and the active construction of knowledge. The researcher instituted a structured, arts-based curriculum based upon these educational concepts that infused lessons with illustrative materials, sequential learning, and public promotion of participants' finished art products in order to stimulate creativity and meaningful learning within the art center. This study scrutinized historical literature documenting art and general education for the disability community in order to examine the influence each historical orientation to disability had on art instruction for this population. Coupled with analysis of the programmatic structure of similar art centers around the country, this information facilitated a more full and rich understanding of how and why art education for people with disabilities is currently organized. The process of creating and implementing a structured art curriculum into the AOA studio addressed the ways in which meaningful learning may take place for adults with disabilities at community-based locations, and emphasized the need for further research into the quality, experience, and location of art education for the wide spectrum of people with disabilities.


Written by Maryanne Bruni, BSc OT(C)If you are a parent reading this website, you likely have a child with Down syndrome, as do I. My intent with this article is to provide you with some information about how an occupational therapist (OT) may be able to help you and your child. Occupational therapists who work with children have education and training in child development, neurology, medical conditions, psychosocial development, and therapeutic techniques. Occupational therapists focus on the child's ability to master skills for independence. This can include:
- self care skills (eg: feeding, dressing, grooming etc.)
- fine and gross motor skills
- skills related to school performance (eg: printing, cutting etc.)
- play and leisure skills
- Assist with oral-motor feeding problems (this can also be addressed by Speech Pathologists). Due to hypotonia and weakness of the muscles of the cheeks, tongue and lips, feeding is difficult for some infants with Down syndrome. OTs suggest positioning and feeding techniques, and can be involved in doing feeding studies, if necessary.
- Help facilitate motor milestones, particularly for fine motor skills. Occupational therapists and Physical therapists work closely together to help the young child develop gross motor milestones (eg: sitting, crawling, standing, walking). OTs work with the child at this stage to promote arm and hand movements that lay the foundation for later developing fine motor skills. The low muscle tone and loose ligaments at the joints associated with Down syndrome are real challenges to early motor development, and occupational therapy can help your child meet those challenges.
- Facilitate the development of fine motor skills. This is an important stage in the development of fine motor skills for children with Down syndrome. Now they will be developing the movements in their hands that will allow them to do many things as they get older, but many children need some therapy input to ensure that these movements do develop. Children do this through play. They open and close things, pick up and release toys of varying sizes and shapes, stack and build, manipulate knobs and buttons, experiment with crayons etc. Your child may face more challenges learning fine motor skills because of low muscle tone, decreased strength and joint ligament laxity.
- Help you promote the beginning steps of self-help skills. An OT can help parents break down the skills so expectations are appropriate, and can suggest positioning or adaptations that might help the child become more independent. For example, a child may have more success feeding herself with a particular type of spoon and dish.
- Facilitate fine motor skill development in the classroom. Many OTs work in the school system and provide programs to help children with Down syndrome learn printing, handwriting, keyboarding, cutting etc. They will also look at physical positioning for optimal performance (eg: desk size) and assist with program adaptations based on the child's physical abilities.
- Facilitate self-help skills at home and at school. As with all children, our kids with Down syndrome vary in personality, temperament, and motivation to be independent. Some children with Down syndrome have a desire to do things themselves, such as dress and feed themselves. These children may learn these skills by watching others and participating from a young age. Other children may be happy to let others do things for them, and may resist attempts to help them learn these skills. In these cases an OT may be able to help a parent work out these challenges, while helping the child develop better motor skills to be successful in self-help skills.
- Address any sensory needs your child may have. Sometimes a parent has a concern about things their child does that may relate to the child's sensory development. For example, a child may excessively put toys in her mouth, she may have poor awareness of her body in space, she may squeeze everything too hard or drop things a lot, or she may not tolerate some routines like washing and brushing her hair very well. An OT can offer suggestions to help the child and parents deal with these issues.
As parents we must be concerned with the well-being of our child in all respects. We have so many things to think about and keep track of: medical and dental needs, motor and communication needs, educational needs, advocacy, social and behavioral needs. The list seems to go on and on! We need the help of trained professionals to guide us and to work with our children to help them achieve their potential in life. An occupational therapist is one member of the team that we can rely on to provide professional assistance throughout the growth and development of our children.
The information featured in this section is reproduced via an exclusive arrangement with National Down Syndrome Society [ONLINE] Available at http://www.ndss.org


(StatePoint) – From playing basketball to painting a picture to cutting with scissors, motor skills are at the basis of all of our movements. And while these abilities may be innate, fine motor skills must be developed and refined through practice. Experts say it’s crucial for parents to offer children opportunities to reinforce these vital skills.
“From school work to play time, a mastery of motor skills will make a child’s experiences more productive and enjoyable,” says Dr. Helen Boehm, psychologist and consultant for VTech, a maker of age-appropriate and developmental stage-based electronic learning products for children. “Parents can play a role in helping their children learn these skills.”
And while it may sound like work, motor skill development can be fun, says Boehm. Here are some helpful hints for parents on how play and motor skill development can go hand in hand:
• Play Music: Whether it’s the piano, flute or violin, playing a musical instrument requires the use of fine motor skills. Remind children how much work it takes to become proficient, and encourage them to practice every day.
Aside from being a fun, potentially lifelong hobby and improving self-discipline, playing music can improve coordination as well.
• Play Sports: Throwing a baseball, catching a football, doing a cartwheel — all these athletic feats require great motor skills. Even if children are too shy or are unwilling to join an official team sport, encourage them to spend time outdoors and play a game of catch or tag.
The exercise and fresh air is important for good health and the movements made during free play outside will support large-motor skill development.
• Play with Toys: Educational toys can prove very useful toward improvements in motor skills. Look for toys that encourage problem-solving and visual awareness, but are also fun. For example, VTech’s Switch & Go Dinos provide good opportunities to enhance motor learning while combining two of children’s favorite playthings – dinosaurs and vehicles. From a helicopter that turns into a velociraptor to a construction crane that turns into a tyrannosaurus rex, the transformation feature encourages the development of perceptual and motor skills. Jagger the T-Rex also emits dinosaur sounds, moves forward and backward on his own and even responds to 20 voice commands.
More information can be found at www.vtechkids.com/switchandgodinos.
• Play with Paint: Don a smock and get messy! Make sure the house is well-stocked with crayons, paper, markers and paint so children can express themselves creatively while honing fine motor skills.
“Play is the ‘job description’ of childhood, helping to build the fundamentals for a lifetime of learning,” says Boehm. “Make the most of playtime with your children.”
From indoor fun to outside adventure, offer children opportunities to build valuable motor skills.


Animals for Kids
Look for animals in your neighborhood or in rural areas nearby. Think about how many different types of animals there are. Howe do scientists group them? Some are grouped by general categories, like with a backbone and without a backbone. Scientists also group animals with very tiny details, like separating one type of plant spider from another. How is a dog like a bird? How are they different from each other? Which is more like an insect – a spider or an elephant? Why? Look at a dog show and notice that even one species (canine) can have a lot of variety within it. You can also incorporate animal coloring pages to make the learning even more fun.
Earth Science for Kids
What is the weather like today? Watch the evening news or the Weather Channel for descriptions of active weather in your area. Most meteorologists explain why things happen when they broadcast. Take a look at the dirt and geographical features near your hometown. What are they like? How did they get that way? How is it different or similar to other places you have visited as a family?
Human Biology for Kids
Has anyone in the house been sick lately? Talk about how germs work and the white blood cells attack. Ask them why washing hands and covering noses helps. Look at the back of someone’s hands and notice the veins and other blood vessels. Do they look like different colors? Tell them about oxygen from the lungs, blood moving everywhere taking care of each part of your body when you aren’t even thinking about it.
Physical Science for Kids
Show your kids how magnets work, how one side pulls and the other pushes. Describe electricity as a flowing river full of tiny charged invisible things. What makes a good electricity conductor? Wood? Glass? A metal pole? Everything in the universe is on the move, even molecules in so-called “solid” objects. How does a lever work (like a teeter-totter)? Heat can be created by causing friction. Rubbing your hands together will demonstrate this easily. Heat is energy moving around faster – ever wonder why you feel warmed up after you run fast?
Chemistry for Kids
Chemistry describes the “stuff” our world is made of and what it can do. That’s called matter. Anything and everything is made of matter. Randomly pick up 10 things in your house. What are each of them made of? Metals have different types of molecules than organic-based items like paper or food. What is water like when it is a solid, a liquid, and a gas? What else does that?


“Reading proficiency by third grade is the most important predictor of high school
graduation and career success. Yet every year, more
than 80% of low-income children miss this crucial milestone.„
Building a strong base early is critical to future academic success. During the formative kindergarten through 3rd grade years, children develop significant foundational skills and an essential interest in learning. Within our K-3 Achievement focus area, we seek partners that enable students to perform on or above grade level in core subjects by third grade, beginning with the kindergarten year.
We support organizations that are measuring their results and incorporate evidence-based strategies. In the focus area of K-3 achievement, we are particularly focused on the growth of students, along with improved test scores. Our Outcomes Sought document summarizes our priorities and is a basis for discussion with grantees. We hope to engage in a dialogue with grantseekers about their approach and use of data.


- Provide an atmosphere that will give access to learning in a manner equal to that of sighted peers.
- Provide classroom instruction by a certified teacher of children with visual impairment designed to maximize the use of visual and/or compensatory skills across all academic areas.
- Provide skill instruction at each individual child’s demonstrated potential in pre-‐academic and academic areas.
- Provide instruction from specialists in occupational therapy, physical therapy, communication, augmentative communication, orientation and mobility, and technology experienced in the unique aspects of and impact of visual impairment compounded by other disabilities on the learning process.
- Provide an intensive sensory curriculum to integrate remaining senses to better receive, process and use information.
Our mission for the Elementary Education program is to provide specialized instruction that allows children with visual disabilities, including those with additional disabilities, to develop pre-academic and academic skills that will facilitate a transition to a more competitive environment with participation to the fullest extent possible.
The program is also for those students who are not quite ready for public school. The option to place a child in Elementary Ed is determined by the needs of the child and the appropriate available programs within the child’s district. Some Elementary Ed students come for only a year. Others may spend two or more years getting ready to join their public school peers.
*Orientation & Mobility Services, as well as therapy are provided to our students.


Curriculum and Assessment
The Illinois Early Learning and Development Standards (IELDS) provide the framework for instruction within the program. The IELDS align to the Illinois Kindergarten Standards and the Common Core Standards for Kindergarten. The Early Childhood program has developed a rigorous scope and sequence for teaching instructional units in the following: language arts, math, science, social studies, physical development and health and social/emotional milestones.
Teaching Strategies Gold
Progress through the curriculum is monitored order to ensure that all children are learning and acquiring skills/concepts being taught. A checklist from the Teaching Strategies Gold is used to gauge each child’s progress. Information from the checklists is reviewed by staff and used to guide instructional planning within the classroom. A report for each child is compiled in the Fall and shared with parents.
Individual Growth and Developmental Indicators
Early literacy and early numeracy skills are monitored through the Individual Growth and Developmental Indicators (IGDIs). This general outcome measure for preschoolers is utilized to design and deliver instructional activities within the classroom.
Positive Behavior Intervention Strategies
In collaboration with the Illinois State Board of Education (ISBE) the Early Childhood program has initiated the Positive Behavior Intervention Strategies (PBIS) model. The purpose is to identify, adapt, and sustain effective school-wide disciplinary practices. The Early Childhood staff has developed three behavior expectations that are actively taught to children throughout the school year and across the school environment. The three, expectations for students are:
- Be Ready – Children learn to be ready for active learning
- Be a Friend – Children learn how to interact appropriately with people in the building
- Be Safe – Children learn how to engage safely with the environment
Throughout the school year, your child’s teacher will communicate information about PBIS skills that are being taught at school. If your child has difficulty with behavior at school, you child’s teacher will inform you of any behavior concerns. Sometimes children have difficulty maintain expected behavior. In these situations, additional support can be provided through individualized plans. Should you have any questions or concerns about your child’s behavior please contact your child’s teacher.
Wellness is taught by a school social worker in grades early childhood through 5th grade in Batavia Public School District 101. Wellness is one avenue in which Batavia Public School District has chosen to address the Illinois Social Emotional Learning Standards. The social workers in the district use the Second Step curriculum (secondstep.org) to teach skills in the following four areas:
- Skills for Learning: Children gain skills to help them be better learners, including how to focus their attention, listen carefully, and ask for help.
- Empathy: Children learn to identify and understand their own and others’ feelings. Children also learn how to show care for others.
- Emotion Management: Children learn how to calm down when they have strong feelings, such as worry or anger
- Friendship Skills and Problem Solving: children learn how to make and keep friends and to solve problems in a positive way.
How can parents support? Parent are encouraged to use the common vocabulary of “Be Ready”, “Be a Friend” or “Be Safe” when talking to your child at home. Parent links from weekly lessons from the Second Step curriculum are also sent home for parents to review and use the common language and strategies. This helps students to learn the skills and generalize them across all settings.
Each teacher develops a class schedule that best meets the needs of her students. Students will participate in story/language group, table work, social time, music/movement, arts, snack and play. Twice a week a mental health provider will push in and provide direct social-emotional instruction. Field trips are determined on an annual basis.


Welcome to the Elementary Schools at the Florida School for the Deaf and the Blind (FSDB)! The elementary school years are a time of wonderment and adventure. Our teachers make your child feel welcome, cared for, and respected as an important member of the FSDB community. Our goal is to continuously engage each child’s imagination and curiosity, provide opportunities for intellectual, social and personal learning, and to set the course for student growth and independence in the years ahead.
Elementary students at FSDB benefit from high academic expectations, individualized instructional opportunities afforded by small class sizes, opportunities for direct accessibility and communication provided by teaching staff members specifically trained to work with deaf/hard of hearing or blind/visually impaired students.
Teachers and support staff work collaboratively to meet the needs of Elementary School students and their families. Students are actively engaged in asking questions, age-appropriate social and problem solving skills, and reading for literacy development. Students can also take advantage of opportunities for further development through Campus Life programs, e.g., Eyes Alive! Deaf Elementary Theater and the Blind Elementary Theater programs, Braille Challenge, Clay Club, Garden Club, Science Club, and more.
The Blind Elementary/Middle and Deaf Elementary Schools each have their own newsletter:
The rich academic programs offered in our Elementary Schools, our diverse and welcoming community, and opportunities for extracurricular participation, provide students with an exciting starting point for an outstanding K-12 education.
For more information, contact:
Principal, Blind/Physical Education Departments
Principal, Deaf Department
James Della Penna
Assistant Principal, Blind Elementary & Middle Schools
Assistant Principal, Deaf Elementary School


Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education and Teaching | Reading and Language | Secondary Education and Teaching | Teacher Education and Professional Development
This study reports the results of a survey of a representative sample of 1,206 K-6 classroom and 7-12 English Language Arts teachers in Oregon to learn 1) what reading instructional materials are currently being used, 2) what reading instructional materials teachers would prefer, 3) what reading instructional materials teachers wanted to have included on the state approved materials list, and 4) what instructional practices teachers use. Results indicated that in grades K-6 basal/core reading programs were the predominant material in use, but that these teachers preferred to use trade books. The majority of grades 7-12 English Language Arts teachers reported mainly using trade books for reading instruction. Teachers wanted to use their professional judgment to make decisions about materials. When asked about revisions to the Oregon Statute 337 and the Oregon Administrative Rule 581 Division 11, only 4.5% of Oregon K-12 teachers wanted their choice limited to basal/core reading programs. All others wanted flexibility in selecting instructional materials. Overall teacher preferences for the approved instructional materials were not associated with teacher type, grade level, school context, or school Title I status.
Lenski, Sue; McElhone, Dot; Larson, Mindy Legard; Yeigh, Maika; Lauritzen, Carol; Villagómez, Amanda; Davis, Dennis; LeJeune, Marie; and Landon-Hays, Melanie, "Oregon Reading Instructional Materials and Practices Statewide Survey Executive Summary" (2015). Faculty Publications. Published Version. Submission 11.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Reading and Language Commons, Secondary Education and Teaching Commons


The Get Ready To Learn Program is intended for use and implementation by trained members’ only. This content is only accessible to certified members’.
Before beginning new sequences:
Early Childhood Sequences are appropriate for our youngest students participating in Get Ready to Learn, preschool, kindergarten and first grade. The early childhood sequences help students to build stamina for staying calm and quiet, while addressing very basic foundational skills. If you are working with students who are developmentally very young, and struggling to complete Phase 1 in the Floor sequence, consult your facilitator about implementation the Early Childhood sequence.
Floor Sequences are appropriate for most students participating in Get Ready to Learn. The Floor Sequences help students to build foundational skills and brain-body connections much more deeply than in the seated sequences. Many of our students (even those who are typically developing) come to school lacking these essential connections.
Seated Sequences are appropriate for students with mobility issues, and students in community schools where space precludes participation in the Floor Sequences. We do not recommend using the Seated Sequences with students on the autism spectrum, as the research demonstrates the benefits of the Floor Sequences for these students.
Classroom Breaks Series
Classroom Breaks Sequences are intended to be used as a supplemental resource to the Get Ready to Learn program. Classroom Breaks can be consistently scheduled into the school day (after a large transition or lunch, before dismissal etc.) or can be utilized on an as needed basis. Classroom Breaks DO NOT serve as a replacement for daily Get Ready to Learn practice.
Music Resources are available to further enhance your Get Ready to Learn experience. We suggest you limit your use of the Circle of Song example to less than two weeks, fading that support as soon as the adults in the room are familiar with the melody. The Circle of Song is more effective when it is personalized to student names and/or experiences.
The GRTL Soundtrack is a powerful auditory cue for transitions in and out of the program. It can also be used to facilitate other short, silent breaks in the classroom. We do not recommend that you play the Get Ready to Learn soundtrack all day, as it will quickly become something students and adults tune out, and may lose it’s significance.


Glowing Oil & Water Experiment - FUN SCIENCE FOR KIDS - Make your own GLOW in the DARK lava lamp. Kids will marvel at the amazing effects of this lamp, all while exploring the Science behind liquid densities. TOO FUN! (No electricity or batteries required; just a few common household items)
Fun Science Experiment: Pour whole milk and add red bull - let sit 5 minutes and the acid in the red bull will cause the protein in the milk to separate - liquid changing to solid! New Science Experiment to try!
Love kitchen science experiments with materials you already have in the pantry. These science activities all use salt plus one or two other ingredients. Simple yet fun. Kids not only learn about salt attributes, but also scientific thinking, process, and methodology. Cool STEM project ideas to do at home or school or homeschool.


AUSTIN (KXAN) — With the start of the school year, many parents are already preparing their children to start kindergarten next year.
Tonda Brown, the Early Childhood Director at Manor ISD, and Laura Koenig, the Director of Early Childhood at E3 Alliance, joined us in the studio to discuss the importance of childhood development at an early age.
“Every young learner needs to have strong foundational skills that become the basis for his or her future learning,” said Brown. “This includes: Social and emotional skills being able to pay attention, and getting along well with others. Language and communication skills being able to express ideas, and emerging literacy and math skills.”
According to Koenig, if young learners are not ready for school, they may struggle. E3 Alliance data shows that kindergarten readiness is the strongest predictor of a student passing STAAR in the third grade in Central Texas.
Last year, there were about 3,000 more students not ready for school than ever before. Looking at regional data, Koenig said “there was a tremendous growth in child poverty, while services for children did not keep pace. These young learners were living with stress and trauma and could not get the help they needed.”
To combat this Manor ISD is offering training for teachers so they are prepared to teach children who come from poverty, stress, and trauma.


While fast food can be tasty, convenient, and inexpensive, it can also present a number of serious health risks, including increased risk for heart disease and diabetes. Understanding the impact that regularly consuming fast food can have on your health is crucial to making better-informed choices.
Nutritional Contents of Fast Food
Just how bad is fast food for your health? The true detriment of this type of food is often easy to overlook. Not only is most fast food fried and dripping in grease, it also frequently contains high levels of cholesterol and sodium. To make matters worse, these meals are often lacking in the vitamins, fiber, and other nutrients the body requires for optimal health. On top of that, many of the most popular fast foods have a high caloric intake, sometimes as much as 50 percent of the daily recommended intake. Nutritional information is also often difficult to access at many restaurants, making it even more important for consumers to become educated regarding the health risks associated with fast food.
Health Risks of Fast Food
The risks brought by eating fast food include the following:
- Type 2 Diabetes. The National Institutes of Health now reports that consuming fast food is linked to insulin resistance, thus significantly increasing one's risk of developing Type 2 diabetes.
- Obesity. Eating fast food has also been associated with obesity. Even eating fast food as little as a couple of times per week could cause you to pack on several pounds of additional weight.
- Cancer. An increased risk of cancer, particularly cancer of the esophagus, kidney, and colon, is also associated with fast food.
- Cardiovascular Disease. Eating fast food has also been linked to an increased buildup of plaque within the arteries, thus increasing your risk for cardiovascular disease and heart failure.
- Stroke. Due to the large amounts of sodium often included in fast food, it can also lead to high blood pressure and ultimately an increased risk of stroke.
- Effects on Children. Fast food can also have a significant health impact on children. In fact, the effects are often even more pronounced in children. Children who consume fast food on a regular basis may be at risk for type 2 diabetes and obesity. Other risks associated with the consumption of fast food by children include hypertension, high cholesterol, and asthma. Furthermore, the lack of nutritional content of most fast foods may also lead to impaired growth and development, resulting in stunted physical growth, brain development, and motor skill development.
Reducing the Risks Associated with Fast Food
While fast food is certainly convenient and ever-present in our modern society, there are steps you can take to mitigate the health risks associated with it. Eating fast food occasionally should not present any serious health risks; however, it is important to avoid making fast food a regular part of your diet. Learning how to make healthier food choices when you do dine out can also assist you in reducing the health risks of fast food. The following tips can help:
- Keep portion sizes small. Many fast food chains today encourage customers to upgrade their meals by pricing them competitively. Avoid the temptation to order a larger size simply because it is only slightly higher in price than a regular size.
- Educate yourself about nutritional information before ordering. Even if that information is not available at the restaurant, you can typically find it online. Seeing this information in black and white may be enough to help you in making healthier decisions when the time comes to order.
- Avoid fried foods when possible. Fortunately, many fast food restaurants today are now offering grilled options along with apple slices or other healthy alternatives to fries. Even a few small but healthy steps can make a big difference over time.
- Be aware of what you are ordering. Although many fast food restaurants do now offer salads and other seemingly healthy choices, the ingredients can often be just as detrimental to your health as a fatty burger. When possible, ask for low-fat dressing, order grilled chicken over fried chicken for salads and skip the bacon.


|Título||A Virtual Repository of Learning Objects to Support Literacy of SEN Children|
|Tipo de publicación||Journal Article|
|Year of Publication||2015|
|Autores||Jadán-Guerrero, J, Guerrero, LA|
|Journal||IEEE Revista Iberoamericana de Tecnologias del Aprendizaje|
|Palabras clave||children with intellectual disabilities, IEEE LOM standard, learning objects, literacy acquisition, SEN, virtual repository|
Literacy development is an essential process for special education needs children. Otherwise, they will have additional difficulties in their daily life activities and hence their social inclusion. It is a big challenge for parents and teachers, but it is easier if the process begins since childhood. In this paper, we present Tic@ula, a virtual repository for creating, centralizing, and sharing learning objects based on the IEEE learning object metadata standard. The framework aims to enhance the adaptation of the resources for literacy to the Costa Rican reality and extend its application to children with moderate intellectual disability. The educational resources are based on the literacy method proposed by Spanish authors in their book Down Syndrome: Reading and Writing. The method and the resources were evaluated in a case study. The preliminary results showed that the method cannot only be applied in local context but also assists teachers and parents in the design and use of literacy resources for special education.


Summer is a wonderful time to help kids learn about the natural world around them, especially small creatures that are easy to observe in our own backyards and parks, like butterflies, worms and bugs!
Here's an idea to stoke your child's interest in nature and art at the same time.
DIY Insect Observation Art Project
Optional preparation: Go to the library together to check out a book about bugs. Here's a list from the Frogs, Snails and Puppy Dog Tails blog to get you started: Children's Books About Bugs. Try to find the answers to these questions together: What makes insects different from other animals? How big is the biggest insect? What about the smallest? Which one is your favorite?
Take a nature walk and do some close observation of bugs, using a magnifying glass if you have one, or just getting close to the ground. Let them be the scientist, and you can be the assistant! Ask your child what they notice about the bugs they find (color, shape, body parts etc.).
Write down notes or make quick sketches of your favorites.
Get out your paints, modeling clay, colored pencils or Wool Felt Bug Kit, and make your own creepy-crawly friends! Your child might be interested in copying the real insects exactly, or maybe they want to invent their own species. Either way, it will be a lot of fun!
Make a habitat for your bugs. In the photos above and below, we decorated our packaging with Artterro paper for grass, and glued on some real sticks. You could also use a jar or a shoebox, or simply draw your own habitat.
Tip: Try to keep this project as open-ended as possible. Your trip to the library may inspire interest about a different subject altogether. Go with it! Or maybe the flowers and trees will interest your child more than the bugs. Great! The important thing is for curiosity to lead the activity.
For more fun bug crafts, check out our newest Pinterest board!
- Family Craft Projects
- Eco Gift Ideas
- Art Education
- Mindful Living
- Artist Profiles
- Behind the Scenes


Master of Arts in Teaching (MAT)
Dr. Elka Todeva
In this thesis, the author makes the case that drama is a powerful tool for language acquisition because it develops and engages embodiment, emotion and identity, important aspect of learning and communication that are often neglected in traditional language classrooms. The thesis establishes a theoretical foundation for the use of drama in the social justice-oriented language classroom, reviews research on drama for language learning and describes common drama techniques. The author connects the theories of embodied cognition and multiliteracies to an intersectional model of identity and argues that drama helps students re-examine the way society positions them based on their embodied identities. The impact of emotions on language learning and the ways students’ emotional experiences are influenced by language and culture are analyzed, with the conclusion that drama can be an effective tool to increase students’ emotional intelligence. The author situates second language identity formation within a narrative identity development framework and proposes identity texts as a form of counter-storytelling. These texts contribute to the creation of a more just society by challenging dominant discourses and encouraging students to envision a wider range of possibilities for their future selves. The thesis concludes with a framework for implementing drama in the language classroom, which contains suggestions for creating a socially responsible drama class as well as a progression of activities that teachers can use with their own students.
Art Education | Bilingual, Multilingual, and Multicultural Education | Critical and Cultural Studies | Curriculum and Social Inquiry | Education | First and Second Language Acquisition | Language and Literacy Education | Theatre and Performance Studies
Werner, Riah, "Drama for Social Justice: Embodying Identity and Emotion in ELT" (2017). MA TESOL Collection. 719.
Art Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, Theatre and Performance Studies Commons


Preschool teaching jobs are projected to increase by 25 percent between 2010 and 2020, according to the U.S. Bureau of Labor Statistics. Unlike primary and secondary educators, preschool teachers don't necessarily need a four-year college education, but the National Association for the Education of Young Children notes that current research shows a connection between specialized training and better child outcomes. If you're considering working in this field, you need to take at least some post-secondary courses.
Depending on the state where you live and the type of preschool you plan on teaching in, you'll need a varying degree of education. Some child care centers don't require preschool teachers to have any college education at all, according to the U.S. BLS. Teachers who work in public preschools, Head Start centers or programs that have specific licensing requirements typically require early childhood educators to have at least some post-secondary classes under their belt, including a Child Development Associate credential, two-year associate degree or an undergraduate degree from a four-year institution, along with a state teacher license certification.
Child Development Associate Basics
If the school that you work for requires preschool teachers to have a CDA credential, you'll need at least 120 hours of formal training in the field. Although earning a CDA includes a combination of educational and professional practice experience with preschool-aged children, taking some college classes is key. This includes post-secondary classes that cover a variety of topics in child growth and development, such as social and emotional needs, observing child behavior, recording behaviors, the principles of early childhood learning, planning a safe setting for learning, physical development and increasing the young child's intellectual skills. The CDA is a basic credential, not an actual degree or teaching license.
Head Start services educate over one million preschool-aged children annually in the U.S., according to the Office of the Administration for Children and Families Early Childhood Learning and Knowledge Center. The ECLKC notes that the Head Start for School Readiness Act of 2007 calls for at least half of all Head Start teachers to have a minimum of a bachelor's degree from a four-year college by the fall of 2013 in early education or a related field.
Certified Child Care Givers
Early childhood educators who work in public, and some private, programs may need a preschool teacher certification. Although state requirements vary, getting a teaching license means attending at least four full years of college. For example, the Northern Kentucky university offers a Bachelor of Arts in early childhood education that includes a certification track. Students can complete this combination of classroom-based courses and hands-on student teaching in four years of full-time study. A program such as this prepares students to sit for their state's early childhood educator certification exam.
- U.S. Bureau of Labor Statistics: Preschool Teachers
- National Association for the Education of Young Children: Where We Stand on Professional Preparation Standards
- U.S. Bureau of Labor Statistics: How to Become a Preschool Teacher
- Council for Professional Recognition: Child Development Associate Credential: Preschool Center-Based Setting Children Aged 3-5
- U.S. Office of the Administration for Children and Families Early Childhood Learning and Knowledge Center: About Head Start
- U.S. Office of the Administration for Children and Families Early Childhood Learning and Knowledge Center: Staff Qualifications and Development
- Northern Kentucky University: Early Childhood Education
- Comstock/Stockbyte/Getty Images


Literacy is a problem across the nation; and with the influx of many poorly educated immigrants, the problem is only getting worse. The city of Boston has done something about it, and partners with the Boston schools for one phase of its implementation.
In 1995, Mayor Thomas M. Menino founded the ReadBoston project to address the low literacy levels of the city’s youth. The project’s goal is to have all children in Boston schools reading on grade level by the completion of third grade.
ReadBoston targets children both before they enter Boston schools kindergarten and throughout elementary school. After school programs and summer activities extend the campaign to ensure Boston’s youth can read.
Before entering the Boston schools, ReadBoston partners with childcare centers, providing materials and training to help the centers establish and encourage home reading programs for the children who attend the centers. They also work with daycare teachers to improve their literacy teaching skills.
ReadBoston has two main programs under the early years literacy campaign — Early Literacy Links and The Reading Trail.
Early Literacy Links reinforces ReadBoston’s focus on the importance of early literacy by promoting more effective reading instruction through teacher training. Three literacy specialists and one resource librarian focus their efforts in a small number of childcare centers to help train teachers and daycare providers. Their focus is how to best prepare young children to become able readers.
The Reading Trail promotes family involvement in the literacy development of their children. Home lending libraries are established and maintained in childcare centers across the city to encourage children to read, to have a family member read to them, to visit the library, and to use individual “trail guides” to record the books they read. As the children reach milestones along the “trail”, they are given books and other reading incentives. Additionally, centers participating in The Reading Trail receive books to establish libraries and training on how to integrate family reading activities into their current curriculum.
Once children reach the elementary level within the Boston schools, ReadBoston is there to welcome them and assist the Boston schools to foster literacy home-school connections.
Within the Boston schools, ReadBoston breaks into four separate yet cohesive programs — the Family Literacy Project, Reading Is Fundamental, the After-School Project, and the Families And Books program.
Family Literacy Project :
• Encourages family involvement in children’s literacy;
• Sets up home lending libraries and provide the books in Boston schools elementary classrooms to take books home to read with their families;
• Promotes twice yearly parent-teacher conferences with an emphasis on literacy; and
• Provides teacher training and support to help each of the Boston schools incorporate the program into their existing curriculum.
There are currently 21 elementary level Boston schools participating in the ReadBoston program. They hope to eventually expand to every elementary school in the city.
Reading Is Fundamental (RIF) :
• Provides three free books each year to participating students to create a home library of their own; and
• Develops fun activities to encourage reading as a worthy pastime for the children.
Each year ReadBoston gives three books to over 15,000 students within the Boston schools through the RIF program.
The After-School Project integrates literacy into the Boston schools’ after-school programs. Literacy specialists promote literacy instruction by providing literacy training, advice and books to increase literacy instruction and reading within the after-school arena.
Families And Books reach children during the off-school summer months, using two Storymobiles that visit 40 neighborhood sites each week during July and August. Each Storymobile provide fun storytellings for children, who also can take books to read at home. The two Storymobiles together carry over 10,000 books that may be checked out by the children.
In addition to the involvement of the Boston schools, a wide array of community members have joined the ReadBoston campaign — foundations, corporations, community groups, and individuals. They provide both funding and volunteerism. The community-sponsored book drives have garnered over 500,000 new books for the ReadBoston program, and over 1,700 tutors volunteer each week to help children learn to read — working in the childcare centers, the Boston schools classrooms, and the after-school programs. Boston and its community are serious about literacy for the city’s children.


The Los Angeles Philharmonic Association (LA Phil), the USC Brain and Creativity Institute (BCI) and Heart of Los Angeles (HOLA) announced a research collaboration to investigate the emotional, social and cognitive effects of musical training on childhood brain development.
The five-year project will give USC researchers an opportunity to provide new insights and add rigorous data to an emerging discussion about the role of early music engagement in learning and brain function.
Through a collaboration with the Youth Orchestra Los Angeles at Heart of Los Angeles (YOLA at HOLA) program, a partnership between the LA Phil and HOLA, which provides free instruments and musical training to children from the Rampart District of Los Angeles, researchers with the BCI — led by neuroscientists Hanna Damasio and Antonio Damasio at the USC Dornsife College of Letters, Arts and Sciences — will track how children respond to music from the very onset of their exposure to systematic, high-intensity music education.
Starting when the children are between the ages of 6 and 7, to ages 11 and 12, the researchers will use standard psychological assessments and advanced brain imaging techniques to track brain, emotional and social development. The group of children involved in the YOLA at HOLA program will be compared to a control group of children matched in age, socioeconomic status and cognitive abilities but with no musical training.
All children will be followed for five consecutive years, providing a rare chance for researchers to discover the effects of musical training on emotional, social and cognitive aspects of development as they actually occur, rather than inferring later-life effects. The BCI team began working with YOLA at HOLA students last month.
USC University Professors Hanna and Antonio Damasio, directors of the BCI and the Dornsife Neuroimaging Institute at USC, and professors of psychology and neurology at USC Dornsife, will supervise the study. The BCI’s Assal Habibi, herself a musician and a neuroscientist, and Beatriz Ilari of the USC Thornton School of Music, a musician and music educator, along with graduate students and research assistants, will work with YOLA children and their families, collecting data for the assessments.
Research results and summaries of findings will be reported to the scientific community and will be made available to the public.
More stories about: Music


Author: Minister of Education, Hon. Andrew Holness
Title:HON. MINISTER OF EDUCATION'S PARENT MONTH MESSAGE NOVEMBER 2009
Source Jamaica Information Service
Date: Monday, November 02, 2009
The Jamaican Minister of Education this month calls for libraries and schools to emphasize reading as a family activity. The Minister of Education in his Parent Month's message for November invites libraries and schools to find innovative ways of getting families to read or work on developing literacy skills in their children. The Minister of Education also outlines some of the plans for the month, including the Jamaica Library Service hosting a National Reading Fair. The emphasis or the aim for this Parent month is to encourage parents to assist schools and libraries in the literacy development of their children.
During this Parent Month, being staged under the theme - Parent the Right Way - Read with Your Child Every Day - we are asking all of our schools, libraries, churches and civic organizations to stress the importance of family literacy. We encourage you to stage family literacy events inviting parents to sit with their children and explore a book together.
We are asking you to encourage families to join the Library Service and make visits to the local library a regular family event. We are asking you to find creative ways to increase the amount of print material available at school and in the community - maybe do a project where inspirational words are printed on walkways. Model reading in school, ensure that parents model reading at home. Create word trees by writing vocabulary words from stories on card paper and hanging them from trees in your yard. At school create class books where each child makes up a line of a story and illustrates their words. Have students read their stories to the other classes. Dedicate a specific time each day or each week to have all members of school staff "drop everything and read." Most importantly share creative reading ideas with parents so that they too can make reading fun for their children at home.
During this month, let us seize the opportunity to bring our parents into the fold and encourage them to make reading a priority in their homes. On Saturday November 28th, 2009, the Jamaica Library Service will hold its annual Reading Fair, we are encouraging Jamaican families to help us make that the National Family Reading Day by making a concerted effort to read with their children.


Reading is an essential activity that is linked to children’s cognitive development, academic skills, and future employment opportunities. Children often become interested in reading by watching and mimicking their parents or participating in child-parent reading routines. Although mothers have a big role to play, research shows that fathers are particularly influential for children’s language and literacy development, which means they are a promising point of intervention for efforts to improve children’s language and literacy. Reading together and engaging in other literacy activities, such as telling stories, are things that fatherhood programs can promote to help fathers model positive parenting and improve children’s developmental outcomes.
This brief summarizes what we know about how fathers positively contribute to their children’s language and literacy development, offers tips for how programs can encourage father-child reading, and provides a handout with tips for fathers.


Set the scene:
http://voice.adobe.com/v/3oQBHkipnVP The class used this painting for inspiration for our story, “There’s Something in the Water.” Click on the link to hear our story and soundtrack.
Happy Halloween 2014!
The lesson below would be fun for grades 4 and up. With a change of images lower grades would have a great time with this.
National Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Today in class we are taking inspiration from:
1. lots of percussion “toys,”
2. memories of music for scary movies,
3. and our own desire to make some fun music.
display on a table a wide variety of percussion instruments.
have moody lighting scheme and clear floor for sitting.
“We are going to create a very short scary or funny story, three minutes or less in length.”
“We will find a topic for our story from illustrations I will project (see above). We will discuss our choice for a “Place” for our story.”
After discussion, outline: a plot, characters, action, &, of course, a surprise ending!
practice telling the story and choosing instruments to add sound effects to the action. (Upper grades could also discuss the job description of foley artists in the film industry.)
Using the app Voice from Adobe we will record our story, frame by frame.
For the next lesson, assign pictures to illustrate at home for each scene, plus a title slide, and credits. These should be added before sharing the final product.
the camera from iPad (simple) or app Scanner Pro could be used to add the students’ artwork.
The show should only be about three minutes in length.
It is the process that matters here and the empowerment of students to eventually create story, music, sound, and art on their own.
Some resources for the images:


Thousands of years ago, when people in Europe and America stilled lived a nomadic life of hunting and gathering, people in Iraq had developed an advanced civilization. They settled in villages and used the water from the Tigris and Euphrates Rivers to grow food crops. They had music, books and culture.
Iraq is often called the cradle of civilization because it was one of the first places on Earth where people began living in one place together. Because it is so old, the country has naturally endured many conflicts and wars. In 1979, Saddam Hussein took power of Iraq and become a ruthless dictator. He invaded both Iran and Kuwait. The United States went to war against Iraq in the late 1980s. In 2003, the U.S. invaded Iraq because the U.S. government was worried that Iraq was making chemical and nuclear weapons.
Most of Iraq is rocky desert or craggy mountains. The country in the North gets very cold in the winter, while the southern regions are blazing hot in the summer. Most people live along the plains of the Tigris and Euphrates Rivers, as they have for centuries.
Fun Facts About Iraq for Kids
- About 27,499,638 people live in Iraq.
- Iraq has 168,754 square miles of land.
- Baghdad is the capital city of Iraq.
- People in Iraq speak Arabic, Kurdish, Turkoman, Assyrian and Armenian.
- Most people in Iraq are Muslim.
- People in Iraq can expect to live 69 years.
- 74 percent of adults can read.
- Nomadic: wandering from place to place in search of food
- Advanced: complex
- Civilization: settlement
- Ruthless: violent, harsh, without mercy
- Dictator: a ruler who rules absolutely and does not allow other people to make choices
All About Iraq Video for Kids
This is the best video we found for kids to learn about Iraq:
Question: Is Iraq a wealthy country?
Answer: Iraq has the second largest supply of oil in the world. However, sanctions against the country and the war have left Iraq impoverished. In 2005, the country held its first elections in more than 50 years. People are hopeful that things will get better.
Map of Iraq
Here’s a map of the country of Iraq and all its cities and villages. Zoom in to get into street level or zoom out to see other countries around Iraq! You can see the terrain, but also see the roads, images of the buildings and even take a 3D tour through the streets of the cities of Iraq, as though you are actually there!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Iraq Facts for Kids ." Easy Science for Kids, Jul 2017. Web. 25 Jul 2017. < http://easyscienceforkids.com/all-about-iraq/ >.
APA Style Citation
Tobin, Declan. (2017). Iraq Facts for Kids. Easy Science for Kids. Retrieved from http://easyscienceforkids.com/all-about-iraq/
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Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices
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My aim in undertaking this study was to develop an appropriate and effective literacy program for young children in my country. Specifically, I wanted a case of literacy development and storybook reading that might reveal important patterns in teaching early literacy. I planned four research objectives: (1) to document and analyze a Head Start teacher's verbal explanation of literacy teaching and storybook reading; (2) to observe the teacher's practices with respect to literacy teaching and storybook reading; and (3) to examine the extent and nature of students' participation in classroom literacy activities including storybook reading.
My method of data collection was ethnographic, incorporating participant observation and verbal exchanges. I used the two methods simultaneously. Participant observation (including field notes, jot notes, reflective journal, audio-tapes, video-tapes, pictures, and artifacts) gave me richer access to the internal dynamics of the storybook reading event. Verbal exchanges, including in-depth interviews and informal discussions, enabled me to examine the participants' perceptions of literacy and literacy events. In-depth interviews enabled me to probe for participants' explanation of any unusual observations. Informal discussion enabled me to probe certain situations that I did not anticipate, ask for explanations of things that just cropped up, and give the teacher and the students opportunities to share with me things they felt I should know.
The Head Start teacher explained that literacy spans most other activities and is a part of every day life. According to her, literacy occurs naturally while children are engaged in everyday routines at home, school, or in the community. She added that children learn reading and writing long before formal instruction and that there is a connection between print and the visual symbols that surround it. The use of storybook reading, she said, helps children to develop a positive attitude to books and a global sense of the world. To help children acquire literacy, the teacher provides an appropriate physical environment, including storybook reading, interaction with others, extensive involvement in literacy activities, and a generous display of print. The teacher used a multi-method approach and stimuli before, during, and after reading the story. Storybook reading was used to increase children's access to books, introduce the children to book conventions, integrate literacy and other curricular activities, encourage and empower students to actively participate in their learning, and to encourage cultural appreciation, and intercultural sensitivity. The students played several important roles during storybook reading: listening, conversing, collaborating, making decisions, choosing the books to be read, making seating arrangements, and helping the teacher. The four focal children manifested different reading characteristics including play reading, reading awareness, reading skills, reading development, writing and art, writing play, writing awareness, and writing skills.
The findings of this study indicate that storybook reading is not only a source of enjoyment but an important stepping-stone to other language skills and a great stimulus for creativity in young children. To extend the insights that I have gained from the study to my country, and as instructor in the Kindergarten Curriculum Instruction Department of the Kuwait Basic College of Education, I plan to model some of the most significant findings of the study in my teaching and teacher training activities. Aspects of the findings that I plan to model are: (a) integrated learning; (b) learner-centered education; (c) collaborative learning; (d) variations in method; and (e) student empowerment. In addition, I plan to implement a follow-up action research enabling my students to develop and implement a more child-centered, and more meaningful instructional practices in Kuwaiti kindergarten classrooms. Another way in which I plan to extend the benefits of this research to my country and other Arab-speaking countries is to publish this study in Arabic.
- Doctoral Dissertations


Posted 5 years ago
"Girl Combing Her Hair"
This print has been called by diffrent names
Girl on Bed Braiding her Hair
Untitled/Woman Sitting on A Bed
Framed and Matted
BLACK & WHITE LITHOGRAPH
Russian-born artist Raphael Soyer is best known for his compassionate, naturalistic depictions of urban subjects. His sensitive, penetrating portrayals include a broad range of city dwellers: Bowery bums, dancers, seamstresses, shoppers, office workers and fellow artists. Historically, Soyer is associated with the social realist artists of the 1930s, whose art championed the cause of social justice.
Born in Tombov, Russia in 1899, Soyer emigrated with his family to the United States in 1912. His siblings included a twin brother, Moses, and a brother, Isaac, who became successful artists. After settling with his family in New York City, the young Soyer pursued an art education at Cooper Union from 1914 to 1917, at the National Academy of Design from 1918 to 1922, and intermittently at the Art Students League.
Soyer was referred to as an American scene painter. He is identified as a Social Realist because of his interest in men and women viewed in contemporary settings which included the streets, subways, salons and artists' studios of New York City, although he avoided subjects that were particularly critical of society. He also wrote several books on his life and art.
His brothers Moses Soyer and Issac Soyer were also painters.
Soyer's earliest work was consciously primitive in manner. Until the late 1920s, he typically used frontal presentations, shallow pictorial space and figures rendered in caricature. Later, he developed a brushy, more gestural style that was tonal rather than coloristic. These early works are reminiscent of the paintings of Edgar Degas.
Soyer's interest in depicting his urban environment was expressed early in his career in works such as Sixth Avenue (ca. 1930-1935, Wadsworth Atheneum). As the Depression continued, the artist turned more and more to subjects directly related to the prevailing economic difficulties. One result of the mass unemployment of the 1930s that caught Soyer's imagination was the new role of independent working women. Hemmed in by the crowd, the self-absorbed women in Office Girls (1936, Whitney Museum of American Art) are shown walking to or from work. Soyer's sympathetic study of unemployed men in Transients (1936, University of Texas) is an example of a less propagandistic social realist work. In addition to paintings, he executed a number of lithographs of Depression scenes.
Soyer developed his subjects from New York City's poorer sections. Unlike the painters of the Ashean School 25 years earlier, Soyer and his contemporaries did not view the city as a picturesque spectacle. Instead, they dwelt on the grim realities of poverty and industrialization. Soyer's work, however, is less issue-oriented than that of fellow social realist artists Philip Evergood and Ben Shahn.
After 1940, Soyer began to concentrate on the subject of women at work or posing in his studio. His technique grew more sketchy during the 1950s, but in his ambitious painting Homage To Eakins (1964-1965, National Portrait Gallery), he rendered the figures in a manner typical of his early work.
Between 1953 and 1955, he edited Reality. He later wrote Painter's Pilgrimage (1962), Homage to Thomas Eakins (1966), Self-Revealment: A Memoir (1969) and Diary of an Artist (1977). In 1967, Soyer was given a retrospective at the Whitney Museum of American Art, and his paintings have been displayed at many museums and galleries. He has taught at the Art Students League, the New School and the National Academy of Design in New York City.


Deaf and Hard of Hearing Department
Staff Contact Information
Lead Teacher for the Deaf/Hard of Hearing
Special Services Center
Teacher for the Deaf/Hard of Hearing
Coordinator for Assistive Technology for the Deaf
Special Services Center
To be the support that bridges our students in meeting their lifelong potential. To provide the best services for our students, we cannot stand alone. Our most important role is the collaboration we foster with our families, students, teachers, staff, and the community. We accept this responsibility in bridging together the various individuals, resources, and technology which contribute to each child’s success.
A student who is deaf or hard of hearing is one who exhibits a hearing loss, whether permanent or fluctuating, that interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement. [Refer to 34 CFR 300.7 (3), (5)]
Students from 3-21 years who have a hearing loss and have a documented need for special education services are considered an eligible individual who receives services according to an Individual Educational Plan (IEP).
All children, including children who are deaf or hard of hearing, have the right to an effective and efficient communication system. These communication systems include non-verbal, oral or sign systems. A solid communication base is a precursor to language development. The communication and language needs of students vary depending on factors such as: age of identification, age of amplification, etiology of hearing loss, presence or absence of additional disabilities, family dynamics, etc.
Luckner, Sebald, Cooney, & Muir (2006) found that students with a hearing loss progress through similar language stages as students without a hearing loss, but need more opportunities for direct instruction and time to practice the new skills. Instructional strategies such as rehearsal and intensified instruction have been found to support the students development. In addition, teaching students how to gain knowledge about new vocabulary through contextual cues will provide them with the skills to learn independently (deVilliers & Pomerantz, 1992). Unfortunately, the field of deaf education does not have access to a large body of evidence-based research in which to support literacy development (Luckner, et.al., 2006). Therefore, it is important to monitor the progress of a student through all communication areas for strengths and areas of need. Progress monitoring and skill building is important to the natural use of effective communication (Robbins, Koch, Osberger, Zimmerman-Phillips, & Kishon-Rabin, 2004).
“Effective communication is an important ingredient of healthy psychological functioning” (Marschark, Lang & Albertini, 2002, p. 60). All students must have a rich language base and develop a strong communication mode that allows them to have reciprocal interactions with peers, family members and professionals. The ultimate goal is for the student with a hearing loss to become a successful and contributing member of society.
The area of Communication includes: Auditory Skills Development, ASL Development, Speech Development, Receptive Communication, and Expressive Communication.


Many monolingual teachers view multiliteracy development - the development of literacy in multiple languages simultaneously - as difficult or even unattainable. With Noa's Ark, David Schwarzer proves otherwise. He reveals that, under the right conditions, multiliteracy can be developed easily and provides some of the tools and strategies to enable monolingual teachers to do so. This book is based on an in-depth longitudinal study of Noa, a multilingual (Hebrew, English, Spanish) first grader studying in a traditional English/Spanish bilingual classroom. Schwarzer follows Noa's early literacy development in her community, in her household, and in her school. His research goal is to show the complexity of a young student's multiliteracy development in the context of her daily life in which three languages are presented in different formats, for different purposes and audiences. His practical goal is to show the pivotal role teachers play in multiliteracy development and provide some of the tools they need to promote it. Schwarzer also addresses many of the misconceptions about early multiliteracy development and offers clear, manageable advice on how a monolingual teacher can create a learning community in which multiliteracy will flourish. Providing both theoretical and practical ideas on early literacy development in general, and biliteracy and multiliteracy education in particular, Schwarzer will change the way teachers view bilingual and multilingual instruction. Not only will they be more open to allowing other languages in their classrooms, they'll be able to foster these languages by applying their knowledge of literacy education in general.
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The No Child Left Behind Act mandates The Arts (music, art, foreign language, etc.) as a core academic subject. However, feedback and responses collected through surveys from school administrators cited budget limits as a deterrent to providing consistent arts programming. Further examination and exchange with LTYC’s school partners indicated that without LTYC programming, schools simply would not have a consistent, quality arts program to reinforce curricular goals.
Because of LTYC’s presence, during the 2014-2015 school year over 20,000 students in 12 elementary and middle schools were consistently exposed to high quality arts resource programs.
95% of the students surveyed indicated that they would love to take another arts class next year.
LTYC programs expose students to and engage them in school-based arts programming, which includes participation and interaction with a variety of artists/arts experiences in workshops, master classes, and guest speakers. One hundred percent of the teachers working in LTYC’s programs are Teaching Artists, practitioners of the art forms they teach in performing arts, visual arts or literary arts. In addition, every LTYC instructor completed over 25 hours of professional development in the 2014-2015 school year to further enrich and maintain high quality arts instruction.
LTYC instructors utilized tests, quizzes, exit tickets, written assignments and performance-based assessments to measure the impact that arts related subject matter had on each individual student throughout the year. At the beginning of the school year, instructors used strategies such as “Think-Ink-Pair-Share” and “KWL Charts” for effective pre-assessment and summative evaluation.
LTYC teachers and Teaching Artists developed standards-based daily lesson plans that align student learning objectives, learning activities and assessments, key vocabulary, opening, introduction of new material, guided practice, independent practice, closing, differentiation and engagement. Learning experiences in the arts contribute to the development of academic skills, which include language arts, reading, literacy and math.
The relationship between drama and literacy development is well documented through our curriculum, lesson plans and observations. Through participation in LTYC arts programs, students engaged in our Theatre/Drama program are positioned to reach curricular goals by underscoring reading, comprehension, and writing skills. The same corollary can be made for music and mathematics. LTYC’s Music program teaches students the fundamentals of music, such as rhythm, note recognition, group singing and melody, while sequentially building upon skills each year. Students engaged in our Music program develop and recognize patterns, ratios and proportions, which are fundamental to acquiring mathematical skills.
LTYC provides collective data on student success for each program it offers. A curriculum-based checklist, administered by instructors, serves as the pre- and post-assessment of student academic achievement. Language development, literacy, math, science, and social and cultural learning are augmented through consistent repetition and dosage (time spent in the LTYC program). Students who actively and consistently participate in our arts program are developing transferable skills, which are acquired in one context (the arts) and/or improve learning in another context (academics).
Learning and acquisition of skills is a complex process. Using the arts to support and improve academic success supplements learning, which may increase over time and in multiple ways. LTYC programs provide extended learning experiences for students, who develop those 21st century learning skills. Students participating in weekly LTYC Arts Programs develop: leadership, accountability, communication, creative thinking, cultural awareness, deductive reasoning, social interaction, team building, problem solving/logical thinking and skills in working independently. Equal to, if not more substantial than these proficiencies, are those that students develop subtlety through the ongoing, high quality programming that LTYC provides: motivation to achieve or the determination to work through difficult scenarios toward an informed outcome.
The core principle of our assessment is the alignment of assessment with instruction -- learning that is actually taking place. LTYC currently uses specific content area outcomes, performance evaluations and pre- and post- assessments aligned with each content/grade level to assess students’ learning abilities in their arts resource program. LTYC uses these observation protocols and other such systematic tools in each of its programs over time, projects, units and students to construct rubrics for tracking the range of accomplishment in student arts learning behaviors; checklists for tracking the simple absence or presence of student arts learning behaviors, and for tracking students’ arts skill development, self-assessment, for planning and observation; and surveys for tracking student perceptions and content knowledge.
See LTYC's 2016 Data Report for more information.


The WHOLE SCHOOLING RESEARCH PROJECT was a collaborative, qualitative study of inclusive education and its relationship with exemplary teaching and schooling practices in 16 schools in Michigan and Wisconsin from 1998 - 2002. The project was funded by the Office of Special Education Programs, U.S. Department of Education, Award number: H324D980013.
Researchers included: MICHIGAN TEAM: Wayne State University: Michael Peterson (Special education), Holly Feen (Art therapy and art education), Lynne Tamor (Parent and researcher), Melissa Silagy (teacher and researcher), and Rich Gibson (social studies, San Diego State University).
Cardinal Stritch University: Kim Beloin (Special education).University of Wisconsin-Stevens Point: Paula DeHart (Social studies education).
Table Of Contents
III. Michigan Team Summary Findings
IV. Michigan Team School Stories
V. Inclusive Education in Michigan and the Detroit Metro Area
VI. The Five Principles of Whole Schooling
1. Including All: All children learn together across culture, ethnicity, language, ability, gender, and age.
2. Empowering Citizens In A Democracy
3. Toward Authentic, Multi-level Instruction
4. Building Community: Dealing Proactively with Social and Emotional Needs of Children
5. Supporting Learning In An Inclusive School
A. Advisory Committee Members
B. Whole School Tool Kit: A Resource for School Renewal
C-1 Key Elements of Building a Whole School
C-2 Whole Schooling Renewal Process
C-3 Whole Schooling Assessment Scale
C-4 Whole Schooling Guidelines


"History Repeats Itself - 1939 and 1993"NOTES DA CAPO - By John Puffenbarger
Nineteen thirty nine was an interesting year. After seeing the Wizard of Oz, staring Judy Garland, movie goers were anxiously awaiting the release of Gone With the Wind, and Maurice Taylor was putting the finishing touches on his new method book, Easy Steps to the Band. (Note: Mr. Taylor is now living in Montrose, Pennsylvania).
West Virginia music teachers gathered at Wilson Lodge in Wheeling's 0glebay Park on 3 November 1939 to refine the new constitution of the young West Virginia Music Educators Association. They also were to discuss ways to spread music further throughout West Virginia.
The WVMEA president, Dr. J. Henry Francis, clarified a question concerning membership in the WVMEA by reminding the teachers that the constitution stated, "Active membership in the association will be granted to any individual engaged in or associated with the teaching or supervision of school music in the state upon the payment of current dues." Dr. Francis read a letter from MENC President Curtis which stated that the application for MENC affiliation from the WVMEA had been placed on record for the consideration of the MENC Executive Board.
The constitution committee had studied several amendments to the constitution which were presented and adopted at the luncheon meeting. The constitution committee was re-appointed and asked to continue to study proposed amendments.
Music teachers present at Wilson Lodge were hopeful that music education would grow in West Virginia, and they were beginning to see some signs that it was growing. Forty-one schools were represented in the l939 All-State High School Chorus, which was directed by George Strickly of Cleveland, Ohio. Efforts were being made to expand music into more schools in the state. While several towns had their own music teachers, many rural counties did not. In 1939 twenty-four counties had "visiting" music teachers.
History repeats itself, only now the digits in 1939 are rearranged to become 1993. This coming March, fifty-four years later, WVMEA members will gather in a greatly enlarged Wilson Lodge in Wheeling's Olgebay Park to discuss music education in West Virginia, attend workshops by nationally recognized clinicians, and hear outstanding performances by honor groups as well as the All-State High School groups. Begin making plans now so that you can be a part of this history.


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- The Hazards Of the Accelerated Reader System - February 10, 2017
- The Whos, Whats, Wheres, and Whens of Teaching Grammar to Younger Children - February 9, 2017
- Connecting Motor Skills And Academic Achievement - February 6, 2017
We know how important it is to allow young children time to just play and be kids. We want them to run, be active and engage in group games that will help hone gross motor and social skills. Play is an integral part of learning for children, and believe it or not there is an actual process that develops as play happens. It is our responsibility as teachers to ensure that activities are planned in order to help with motor skill development, just as we plan activities to help with academic development.Play is an integral part of learning for children Click To Tweet
The development of gross motor skills leads to the development of fine motor skills, but you can’t have the prior without the latter. If young children aren’t given the opportunity to participate in activities that help with their pincer grip, hand-eye coordination with tedious tasks along with the tasks that cater to gross motor skills, it hinders a child’s growth academically, not just physically.
Fine motor skills are crucial to development of neurons in the brain. There are some neurons that are involved in not only the processing of motor development, but cognitive tasks as well. This being said, strengthening the connection between these two types of neurons can result in greater academic achievement. The understanding is that the stronger the motor skill development, the stronger the neuron connections which assist children in academic tasks, especially math.
Children who have well developed motor skills, especially fine motor skills, are better able to navigate their environments and gain experiences earlier in life, preparing the child for greater academics. As infants children move involuntarily, while learning to control those movements turning them into voluntary motion. In order to do this, the child, even as an infant, must think about the process, therefore strengthening the motor skills-cognitive skills link. The more experiences a child has access to develop movement, the theory is that the better organizational training the child gains cognitively, ultimately giving the child a headstart academically.Children who have well developed motor skills are better able to navigate their environments Click To Tweet
Finally the better experience a child has in honing gross motor skills, the easier it is for that child to control fine motor skills, and since a lot of what is done in an early learning classroom has to do with fine motor skills such as writing and drawing, the school of thought for this is that the child won’t have to focus as much on learning those fine motor skills and can spend more time focusing on academics. The child also doesn’t have to focus on performing both skills at once. If the fine motor skills are in place, for example, writing letters and numbers becomes easier than having to do both working on fine motor skills and learn the letters and numbers at one time.
Remember, motor skills need to be included in your early learning classroom along with academics. Without proper motor skills, especially fine motor skills, it is difficult for young children to be prepared for the academic learning process.
What motor skills experiences do you introduce in your classroom?


List of favorite music education blogs with brief description of each!
135 FREE Music Worksheets for Note Reading, Clefs, Staffs, Intervals, Flats & Sharps, Music Alphabet, Piano Key Names, Crossword Puzzles, etc.
disney sheet music for clarinet free - Google Search
The Sharp Music Teacher: lessons, book recommendations, and more! - music word wall bulletin board
Sheet Music very first song I ever learned how to play way back in the day
John Williams : The Imperial March ( Darth Vader Theme from Star Wars) - Piano Cover For Intermediate Players
The Sharp Music Teacher: Simon Says: Step, Skip, Leap, Repeat! Really good for beginning piano students
flute and guitar worship music | ... of Tim Hughes "Here I Am to Worship" Sheet Music - Download & Print
Free printable music theory worksheets and games, and two fun music theory arcade games - all for kids. Totally awesome!
This is a great way to review note values, introduce 16th notes, and have fun composing & singing! via The Sharp Music Teacher
Printable musical Truth or Dare Flashcards #musiced @pianimation // Tarjetas imprimibles para reconocimiento de notas #edmusical
The Sharp Music Teacher: Rhythm Egg Hunt!
How to Read Music | A Beginner's Guide - An intro to all the basics plus loads of free printable worksheets on this site.
"Be Our Guest" from 'Beauty and the Beast' Sheet Music for Beginners - Download & Print
The Sharp Music Teacher: January 2013


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- DescriptionThis indispensable book shows how to incorporate independent reading into daily literacy instruction in the primary grades. Provided are class-tested strategies for engaging students in independent reading; creating and organizing the classroom library; developing mini-lessons and different kinds of reading routines; supporting struggling readers; monitoring and assessing independent reading; and promoting reading at home. Helpful reproducibles are included. From a team of highly regarded educators, this is a wise and user-friendly resource that teachers can immediately put to use in the classroom.
- Author BiographyDenise N. Morgan, PhD, is Assistant Professor of Literacy Education at Kent State University in Kent, Ohio. She teaches and writes about reading and writing instruction, professional development, and literacy coaching. Maryann Mraz, PhD, is Associate Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. She is the author of numerous books, articles, chapters, and instructional materials related to literacy education. Dr. Mraz's professional interests include literacy coaching, the professional development of teachers, and content-area literacy. Nancy Padak, EdD, is Distinguished Professor of Education at Kent State University, where she directs the Reading and Writing Center and works with the Ohio Literacy Resource Center. She has written and coauthored numerous books and articles related to literacy education. A former coeditor of The Reading Teacher and the Journal of Literacy Research, Dr. Padak is also a past president of the College Reading Association. Timothy Rasinski, PhD, is Professor of Curriculum and Instruction at Kent State University, where he also helps direct the university's award-winning reading clinic for struggling readers. He has written and edited numerous books and professional articles on reading education. Dr. Rasinski has served as coeditor of The Reading Teacher and the Journal of Literacy Research. A past president of the College Reading Association, he recently served a term on the board of directors of the International Reading Association.
- Author(s)Denise N. Morgan,Maryann E. Mraz,Nancy Padak,Timothy V. Rasinski
- PublisherGuilford Publications
- Date of Publication12/01/2009
- SubjectEducation & Teaching
- Series TitleSolving Problems in the Teaching of Literacy
- Place of PublicationNew York
- Country of PublicationUnited States
- ImprintGuilford Publications
- Content Noteblack & white tables
- Weight248 g
- Width152 mm
- Height229 mm
- Spine12 mm
- Format DetailsB-format paperback
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When I taught reading and writing to sixth grade students at the California School for the Deaf in Fremont, CA, I began to notice a pattern that supported research I had previously read. My students who had parents who were deaf or hearing parents who signed fluently in American Sign Language (ASL) typically read on or above grade level, while those whose families had not signed with them from birth typically lagged behind. This observation made me want to investigate how we might better improve literacy development in young deaf children. Both my research and classroom experience supports an increasing body of research that indicates we can improve outcomes in deaf education through a visual-learning based approach. Read the full article.


Examples of different types of erosion
Carbon dioxide bubbles diffusing from Surface erosion When rain, wind or frost detach soil particles from the surface, Paul Gregg, 'Soil erosion and conservation - Types of erosion ', Te Ara. Earth Science for Kids. Erosion. What causes erosion? There are many different forces in nature that cause erosion. Depending on the type of force. Is your feedback about: One of the most famous examples of a landmark created by erosion is the Grand Canyon.
Gully erosion Gully erosion occurs on unconsolidated subsoils. Tunnel gullying When water enters the soil on a slope, usually down cracks after a dry period, it scours out the subsoil to form a tunnel. Mass-movement erosion When gravity combines with heavy rain or earthquakes, whole slopes can slump, slip or slide. Muddy waters The Tarndale slip is the largest in the southern hemisphere. Print the full story. Surveys and research Next. How to cite this page: Farm fencing Farm mechanisation Farming and the environment Farming in the economy Fire and agriculture Irrigation and drainage.
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Page 3. Types of erosion
Listen Geography Audio Bites Deliver key Geographic sound bites direct to your "example of different types of erosion" Links BBC Local News, issues and opinions from all around the UK.
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It's free, quick and easy. Find out more about upgrading your browser here…. This page is best viewed in an up-to-date web browser with style sheets CSS enabled. Hill slopes are prone to sheet erosion and rill erosion.
What are some examples of erosion?
The amount of hill slope erosion largely depends on how the land is used. Sheet erosion occurs when a thin layer of topsoil is removed over a whole hillside paddock—and may not be readily noticed.
Rill erosion occurs when runoff water forms small channels as it examples of different types of erosion down a slope. These rills can be up to 0.
If they become any deeper than 0.
Raindrop impact alone can result in large amounts of soil being moved. However water or wind moving over the surface will remove more soil, and contribute to sheet, rill and gully erosion. Erosion also tends to remove the lighter, smaller soil particles first such as clay and siltleaving fine and coarse sand behind.
A combination of large amounts of fine sand and small amounts of clay at the surface means the soil tends to seal and set hard, which limits infiltration water entering the soil. Did you know there are 10 Question Quizzes at the bottom of many Ducksters pages? Did you know there are 10 Question Quizzes at the example of different types of erosion of many Ducksters pages?


Literacy is one of the primary learning focuses in WRSD. Our schools use the Fountas and Pinnell (F&P) benchmarks to actively assess our students reading levels. These benchmarks are essential to help teachers and principals find reading levels and align WRSD support. The support of WRSD helps our schools by:
- Using reading levels to guide instruction
- Providing intervention when students are below grade level
- Building a stronger culture of literacy in our schools
The Fountas and Pinnell (F&P) benchmarks results for our schools can be found here. These results allow teachers to see gaps in student learning and address them using targeted strategies.
The three year Literacy Framework for WRSD is composed by teachers and principals in our schools. The framework was developed in the 2015-2016 school year. It is designed to develop a structure to take the learning and growth from to spread to all schools in the division.
The Literacy Framework has four Division Goals for literacy:
- Identify the instructional reading level (comprehension, fluency, accuracy) of all students in WRSD to accurately inform practice to allow for differentiation in instruction and to increase the number of students reading at or above grade level.
- Support targeted students (RTI) with intensive literacy interventions for short term to increase literacy in all areas.
- Build awareness of literacy instructional supports that all educators can use to support literacy development K-12.
- Increase community connections and build a school culture of literacy that permeates throughout the community increasing literacy skills.