Some children with autism have a special affinity for music. It seems to calm them down and give them an easier way to express themselves. So music therapy has become popular for many autistic kids. But one music program at the Boston Conservatory is specifically for kids with autism — and it has nothing to do with therapy.
BOSTON — Gianna Hitsos is an eighth grader from Groton with an ambitious project: she’s making a CD of herself singing her favorite Broadway songs.
That’s a big deal for Gianna. Because when she was about one year old — just as she started saying words like “daddy” and “puppy” — she suddenly stopped talking. She didn’t talk again until she was almost three. The diagnosis was autism.
Now she gets private voice lessons at the Boston Conservatory on Saturdays during the school year. Other autistic kids in the same program study piano or guitar or violin. But they’re not here to learn to make eye contact or understand social cues or any of the other communication skills many kids with autism lack.
They attend to become better musicians. Period.
The program’s goal is to give autistic kids musical opportunities that could change their futures: Maybe playing in an orchestra, maybe performing in a band.
Studying The Same Music Skills They’d Learn In College
With a grad student from the conservatory as her teacher, Gianna learns technique, form, repertoire, theory, composition — the same skills she’d study as a music student in college. In fact, she now hopes she’ll go to college and study music, maybe right here at the conservatory. And that’s not her only goal.
“I feel like if I actually performed, and being able to take voice lessons, I can improve my singing skills and hopefully make it big,” Hitsos says.
If making it big is what these students want to do, that’s what their instructors try to help them do.
Now, kids with autism sometimes need a different teaching approach. Rhoda Bernard, who chairs the conservatory’s music education program, says autistic students often struggle with abstract concepts, including the idea that the musical alphabet only goes from A to G.
“One of students in the program last year had trouble,” Bernard recalls. “He wanted to go to H and keep going through the alphabet.”
So a teacher took a strip of construction paper, folded it into a circle, like a bracelet, and wrote the letters A through G. Then the student wore the bracelet on his wrist.
“So this child would then turn to the next letter, and after G it goes to A, so that this loop was very concrete,” Bernard explains, “and this was what unlocked the door to understanding the musical alphabet.”
With Autistic Kids, Talents Can Take Time To Shine Through
“For a lot of kids with autism, it takes a while for you to see their gifts,” adds Vanda Khadem, who runs the Autism Higher Education Foundation in Chestnut Hill. She suggested this program to the Boston Conservatory after hearing lots of stories about autistic kids showing a knack for music after years of developmental problems.
“There are so many other challenges they have in terms of communication and the sensory issues and the anxiety,” she says, “and so by the time they’re able to get it all together, you may not see an interest or a talent in a child with autism until they’re older.”
Lindsey Melo is a 12-year-old from Dartmouth who comes to her weekly lesson with her mother, Kelly. Students have to be at least nine years old to get into the program and have to have basic music proficiency already. Lindsey had been studying violin for more than a year when she signed up, but now she plays several styles of music, from classical to fiddle tunes to rock.
This is a child who didn’t speak until she was almost five and still has a lot of social issues. But when she plays the violin, Lindsey is poised and confident and expressive. That’s why her mother says the $1,000-a-semester price tag is worth it.
“Basic things, such as getting dressed, she couldn’t do,” Kelly Melo says. Yet “she picked up a violin and was able, as you see her fingers moving — it’s just amazing to think that this child, who had so many obstacles, has been able to pick up this instrument and play it.”


Description of Field Experiences
Field experiences are planned and implemented by the elementary faculty who work closely with school personnel to provide candidates with meaningful, appropriate experiences. These experiences are chosen and assigned to allow candidates to work with diverse populations. Numerous experiences allow them to work with a variety of students in varied settings at multiple grade levels. This allows them to gain a breadth of experience that represents the scope of their license. Most candidates work in small and large schools and in rural and suburban schools. All complete at least one field experience in a cross-cultural setting.
Early Field Experiences
The early field experiences begin with the prerequisite course Introduction to Education and give University students interested in education the opportunity to explore a career in teaching. They are expected to make connections between what they see in PK-12 classrooms and the issues and ideas that are discussed in the course. Reflection and analysis are major goals of the course as University students look at classrooms from a teacher’s—rather than a student’s—perspective.
Elementary candidates complete four field experiences (totaling approximately 250 hours in classrooms) prior to student teaching. In each experience, they apply the topics, knowledge, and strategies studied in the concurrent courses. The expectations are developmental and increase with each experience. For example, in the first practicum once they are enrolled in the program, the students plan, implement, and evaluate a mini-unit. In the second practicum, they plan and teach an extensive unit (preprimary) or complete an in-depth curriculum analysis (middle level). Their performance is judged at a higher level. Though performance expectations and depth of assignments increase as the candidates develop, certain aspects of the experience are consistent. Students are expected to keep a reflective/analytical journal, observe students, interview and collaborate with teachers and other professionals, teach lessons or in some way work with students. Following the Teacher Education integrative model, candidates also are expected to explore instructional technology and student diversity present in every clinical experience. In addition, the candidates observe students, build relationships with cooperating teachers, plan and teach lessons, explore and analyze instructional technology and student diversity.
In Ed 2111, University students complete 30 hours of in the classroom while they complete Ed 2121-Introduction to Education.
In Ed 2131, University students complete six hours in elementary classrooms (three in early and three in upper) working on specific literacy instructional activities.
In ElEd 3111, teacher candidates extend and apply information and skills learned in other elementary education courses. Candidates spend a minimum of 40 hours in a rural elementary school, where they develop skills of observation and reflective analysis in a classroom setting; perform a wide range of teaching duties and responsibilities including instruction and assessment; and assist their cooperating teachers. The class meets weekly on the Morris campus to connect theory and practice.
All candidates must complete a practicum in ElEd 3211 or ElEd 3212. ElEd 3211 is required for those candidates who have chosen to add a preprimary endorsement. ElEd 3211 is a 40-hour field experience in a Head Start or other setting with children from ages 3â€“5. Candidates plan, implement, and assess activities in their preprimary setting in consultation with cooperating teachers and university instructor.
All candidates must complete a practicum in ElEd 3211 or ElEd 3212. ElEd 3212 is required for those candidates who have chosen to add a middle level endorsement in social studies, science, mathematics, or communication. ElEd 3212 is a 40-hour field experience in grade 7 or 8, where candidates observe, teach, and assist cooperating teachers.
Beginning Student Teaching is designed to provide candidates with opportunities during the first weeks of school to increase their understanding of the duties and responsibilities of teachers and to introduce students to the classes in which they may complete their student teaching assignments. Candidates observe, reflect and apply what they have learned in the program. They explore the many dimensions of teaching at the elementary school level.
Students have the opportunity to apply content area methods in a cross-cultural setting. This full-week, full-time experience is completed in the Chicago Public Schools, Chicago, Illinois; Willmar Public Schools, Willmar; or Tiospa Zina Tribal School, New Agency, South Dakota.


Contact: Science Press Package
American Association for the Advancement of Science
Burn extra calories without 'exercising'
This person is modeling the special clothing the participants wore beneath their normal clothes. This Physical Activity Monitoring System (PAMS) includes six sets of posture and movement sensors. You can see sensors attached to the sides of the thighs, to the low back and below the arm pits. Every 24 hours, study staff removed the sensors while the subject showered for 15 minutes.
Image © Science.
Click here for the big picture.
It's no secret that physical activity and eating a balanced diet are important for maintaining your weight at a healthy level. So what counts as physical activity? Swimming, running and playing most sports are obvious examples. But what about activities that don't seem like exercise? Is walking to school physical activity? What about washing the dishes? Mowing the lawn? Going grocery shopping? Standing at the bus stop? Training your dog? Cleaning your room?
A new study shows that the amount of time you spend moving around (but not officially exercising) may be important for maintaining your weight. To keep your weight steady, the amount of calories you consume roughly equals the number of calories you burn. This is knows as "energy balance."
James Levine and his colleagues at the Mayo Clinic in Rochester, Minnesota report that "non-exercise" activities that involve standing and walking are an important way to burn calories and maintain your energy balance. They also say that your tendency to walk more and sit less might be related to your biological make up.
The researchers continuously measured the amount of time 20 "couch potatoes" spent walking, sitting, standing and lying down for 10 days. Half the people were lean and the other half were mildly obese. Everyone had jobs that kept them sitting for much of the working day.
The scientists found that the lean people stood and moved around about two hours longer each day than the obese people.
Next, the scientists helped the lean people gain weight be overfeeding them. They also helped the obese people lose weight. They repeated the experiment to see if the lean people would move around less after gaining weight or if the obese people would move around more after losing weight.
The study participants maintained their original movement habits after they gained or lost weight.
Even if you're one of those people who naturally tend to sit more and move less, you can consciously add more movement to your, Levine said. He thinks modern societies as a whole should dance more and watch less television. He also suggests walking instead of driving whenever it's safe to do so. This research, and a related "Perspective" article, appears in the 28 January, 2005 issue of the journal Science.
Back to Science for kids
Science is published by AAAS, the non-profit science society.


Wednesday, August 01, 2012
Preventing the “summer slump” in reading: silent reading time AND support for libraries
Posted at http://www.nytimes.com/schoolbook/2012/07/31/using-summer-to-narrow-achievement-gap/
As the NY Times notes, children from lower-income families tend to fall behind in reading over the summer, and a major reason is that they don’t read very much (“Using summer to narrow achievement gaps,” NY Times, July 31, School Book). The Summer Quest program, described in the Times, is one of the few summer programs I have read about that deals with this situation directly, including 30 minutes a day of silent reading.
Silent reading of self-selected books has been repeatedly shown to be very effective in increasing literacy, as long as there is access to a wide range of reading material, and students are not tested on what they read.
Those who live in poverty read little primarily because they have little access to books: Studies show that children of poverty have few books at home, live in neighborhoods with few book stores and poorly supported public libraries, and attend schools that have poorly supported classroom and school libraries. Studies also confirm that those with more access to reading material do indeed read more.
Providing more support for libraries will help ensure that Summer Quest participants will continue to improve long after the program ends.
Sources and notes
The origin of interest in the summer slump is Barbara Heyns’ book, Summer Learning and the Effects of School, published in 1975. She not only documented the difference between children from high and low-income families, but also reported that the number of books children said they read over the summer was a significant predictor of their gains and losses over the summer in literacy. Her results were replicated 30 years later by Jimmy Kim (Kim, J. 2003. “Summer reading and the ethnic achievement gap,” Journal of Education for Students Placed at Risk 9, no. 2:169-188). Both studies controlled for other factors that could affect changes in reading ability over the summer. These results are consistent with the massive evidence relating free voluntary reading to literacy development.
Effectiveness of silent reading: Krashen, S. 2004. The Power of Reading. Libraries Unlimited and Heinemann Publishing Company.
Characteristics of effective silent reading programs: Krashen, S. 2012. Non-Engagement in Sustained Silent Reading: How extensive is it? What can it teach us? In Cho, KS, Krashen, S., Lee, SY, Mason, B. and Smith, K. SSR in Asia: Empirical studies of sustained silent reading in English as a foreign language
Poverty and access to books: Krashen, op. cit.


Written for preschool and primary school teachers involved in preparing for, administering, interpreting, and moving forward with the results of informal and standardized testing, Worthamrs"sAssessment in Early Childhood Education, Sixth Edition, is one of the most accessible and practical books available in measurement and evaluation examines both standardized and informal assessment tools from a developmental perspective, focusing entirely on children between birth and age eight. Key changes to this edition include: a new emphasis on building partnerships with families with the inclusion of a diverse array of parents and families as examples; revised and expanded information on children from diverse cultures and languages and children with disabilities; updated and streamlined figures, examples, and models of assessment are found throughout the text; activities at the end of the chapters provide opportunities for students to apply their own performance activities and demonstrate understanding of chapter content; updated content on the effects of No Child Left Behind; and new information on current trends toward accountability and the impact of high-stakes testing.
Sue Clark Wortham is a Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as an administrator, and was a consultant at an education service center.
She has authored numerous texts, including Early Childhood and Curriculum: Developmental Bases for Learning and Teaching (5th ed., 2010), Pearson. She co-authored Play and Child Development (4th ed., 2012) with Joe Frost and Stuart Reifel, also published by Pearson. Organizational publications include Childhood 1892-2002, published by the Association for Childhood Education International, and Playgrounds for Young Children: National Survey and Perspectives, co-authored with Joe Frost and published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).
In 1992, she was a Fullbright Scholar in Chile. She was President of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has become very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Self-Assessment Tool adapted from the original guidelines. To date it has been used in 20 countries and has been translated into Spanish, French, Chinese, and Portuguese.
Dr. Wortham has served as Director of Educational Programs for World Children's Relief and Volunteer Organization, a small non-governmental organization (NGO) for the past four years. She is engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.
Part I - Introduction to Assessment in Early Childhood
Chapter 1 An Overview of Assessment in Early Childhood
Chapter 2 How Infants and Young Children Should be Assessed
Part II — Standardized Tests
Chapter 3 How Standardized Tests are Used, Designed, and Selected
Chapter 4 Using the Reporting Standardized Test Results
Part III — Classroom Assessments
Chapter 5 Observation
Chapter 6 Checklists, Rating Scales, and Rubrics
Chapter 7 Teacher-Designed Strategies
Chapter 8 Performance-Based Strategies
Part IV — Using Assessment Systems
Chapter 9 Portfolio Assessment
Chapter 10 Communicating with Families


Women's History Exhibit at Robeson Library
To celebrate Women's History Month the Paul Robeson Library is hosting an exhibition: "Herstory: Documenting Women's Stories through Altered Books." This exhibit features the work of Doylestown artist, Mary Ann Bowman and will be on display until March 26.
An "altered book" is defined by the International Society of Altered Book Artists as "any book old or new that has been recycled by creative means into a work of art It can be rebound painted, cut, burned, folded, added to, collaged, gold leafed, rubber stamped, drilled or otherwise adorned." (See: http://www.alteredbookartists.com/).
The concept of altered books has its roots in the pages of early scrapbooks. Scrapbooks created in the early 1800's were inspired by published books that advised people how to collect scraps and create albums. These early "scraps" were mementos, quotes, calling cards (decorated cards left behind at a friend's home) poems, engravings, religious cards, paper cutouts and other ephemera. As the scrapbook increased in popularity, chromolithographs, beautifully colored and embossed decorative images that were used to illustrate books, were produced also as "scraps" to embellish albums. The art flourished during the Victorian era but began to fall off as photography came into prominence and albums set up for photographs became common.
In the early part of the 20th century Picasso and Braque, whether or not inspired by earlier scrapbooks, began using the idea of pasting bits and pieces to their painted canvases inventing the new art form collage (French word "colle" meaning to paste.) Picasso later expanded on the idea and began using found materials to make art in the creation of his assemblages. The artist who creates altered books and objects walks in his footsteps.
Any existing book, hence, can become the ground or canvas on which the artist builds new meaning. The process alters perceptions and ideas about the original book and transforms them into new expressions and ideas.
Mary Ann Bowman, a teacher of fine arts, a writer, and visual artist is a retired art educator, who taught drawing, painting, design and art history, and was the art department chairman at Council Rock High School North. She was selected as a Pennsylvania Outstanding Art Educator by the Pennsylvania Art Education Association, recognized teacher of art by the National Foundation for Advancement in the Arts for her support and participation in the Arts Recognition and Talent Search Program, and named a Distinguished Teacher of Honor Students by The Pennsylvania State University. She participated in the Pennsylvania Artist Educator Show and was awarded a purchase prize by Bloomsburg University. Since her retirement, Ms. Bowman has been making altered and hand-made books, and working in photography, drawing, and watercolor painting.
The exhibition is available for viewing on the first floor of the library.
Posted March 12, 2010


Popular education in those days was at the lowest possible ebb. In 1837 there were in all the private and public schools of the provinces only one-fifteenth of the total population. In Lower Canada not one-tenth could write. The children of the habitants repeated the Catechism by rote, and yet could not read as a rule. In Upper Canada things were no better. Dr. Thomas Rolph tells us that, so late as 1833, Americans or other anti-British adventurers carried on the greater proportion of the common schools, where the youth were taught sentiments “hostile to the parent state” from books used in the United States—a practice stopped by statute in 1846.
Adequate provision, however, was made for the higher education of youth in all the provinces. “I know of no people,” wrote Lord Durham of Lower Canada, “among whom a larger provision exists for the higher kinds of elementary education.” The piety and benevolence of the early possessors of the country founded seminaries and colleges, which gave an education resembling the kind given in the English public schools, though more varied. In Upper Canada, so early as 1807, grammar schools were established by the government. By 1837 Upper Canada College—an institution still flourishing—offered special advantages to youths whose parents had some money. In Nova Scotia King’s College—the oldest university in Canada—had its beginning as an academy as early as 1788, and educated many eminent men during its palmy days. Pictou Academy was established by the Reverend Dr. McCulloch as a remonstrance against the sectarianism of King’s; and the political history of the province was long disturbed by the struggle of its promoters against the narrowness of the Anglicans, who dominated the legislative council, and frequently rejected the grant made by the assembly. Dalhousie College was founded in 1820 by Lord Dalhousie, then governor of Nova Scotia, to afford that higher education to all denominations which old King’s denied. Acadia College was founded by the Baptists at Wolfville, on a gently rising ground overlooking the fertile meadows of Grand Pre. The foundations of the University of New Brunswick were laid in 1800. McGill University, founded by one of those generous Montreal merchants who have always been its benefactors, received a charter in 1821, but it was not opened until 1829. The Methodists laid the foundation of Victoria College at Cobourg in 1834, but it did not commence its work until after the Union; and the same was the case with King’s College, the beginning of the University of Toronto.


March 2013 Is Sing With Your Child Month
PRINCETON, N.J., Feb. 25, 2013 /PRNewswire/ -- March is Sing with Your Child Month , a time to commemorate the importance of making music with children. The initiative, created by Music Together LLC a leader in early childhood music education, emphasizes that music-making is integral to development, supporting their growth into healthy adults
According to Kenneth K. Guilmartin, Founder/Director of Music Together LLC, "Five years ago we developed Sing with Your Child Month. We chose March because it is a time that symbolizes rebirth, which reminds us of our most precious resource: our children. As parents and grandparents, we have only a finite amount of time to connect with our children. When we sing and make music as a family, we form everlasting bonds, which ultimately allow children to feel secure as they grow, putting them on the road to success."
Research shows the impact early music education and participation can have not only on musical growth, but also on academic skill development and achievement. Some recent findings include: music instruction can promote key school readiness skills; music education in early childhood can have a profound impact on developing the areas of the brain integral to reading ability; and participation in music activities is associated with child and adolescent achievement outcomes in math and reading.
Guilmartin explains, "All children are born with the ability to learn music from birth. And, music learning supports all learning by promoting creativity, personal expression, and social interaction. Many adults may not realize they can contribute to the enrichment of their child's music development, even if they don't consider themselves 'musical.' A goal of Sing with Your Child Month is to remind parents that it is not important that they sing perfectly; it is important that they model the enjoyment of making music. Singing together doesn't cost a dime, it requires no special skills, and it can have a tremendous impact on development in many areas — not to mention the joy it brings to families. The impact of singing with your child is immeasurable, and the rewards will help make the world a better place."Here are ways Music Together is celebrating Sing with Your Child Month:
- Musical activities: Visit www.musictogether.com/singmonth for family music-making activity suggestions from Music Together teachers, directors, and families. If you have an idea to share submit it to SWYCM@musictogether.com.
- Research and resources: Want to learn more about children's music development? Extensive links to articles, tips, and resources are at www.musictogether.com/deeperlearning.
- Giveaways: Weekly giveaways with music trivia will be hosted on Music Together's Facebook page during March ( www.facebook.com/MusicTogether).
- "One Little Owl" Music Video sweepstakes: Share your family's lyrics to this Music Together song and be part of a new Music Together music video. Entrants have the chance to win a free semester of Music Together. To enter: www.musictogether.com/OneLittleOwl
- Events at worldwide Music Together centers: Visit www.musictogether.com/ClassLocator to find a local center and join the celebration.
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Emergent literacy is the development of early reading and writing concepts that receded actual reading. It begins at birth and continues throughout the preschool years. During this early period of language development, children learn important skills that contribute to the development of reading.
Children begin to develop concepts about print at a very young age, even as early as infancy when babies begin to make connections between words and their meaning. Parents and caretakers can foster a lifelong enjoyment for reading by supporting emergent literacy development by being sensitive to opportunities to teach emergent literacy skills. Some of the following ideas can be overlapped via age group.
- Begin reading to your child at a very young age. Children love books that have brightly colored pictures, rhyming, and that relate to their own experiences.
- Repeat your child’s babbling and add to them.
- Talk to your child during daily routines around the house. Explain what you are doing.
- Reread your child’s favorite books.
- Talk, sing and play with your child. Do finger plays.
- Ask your young toddler to name objects and people.
- Point out words on signs and logos on food boxes and games. Click here for my post about environmental print.
- Introduce new vocabulary words during holidays and family celebrations.
- Give simple definitions to new vocabulary in books, then encourage your child to use that new vocabulary.
- Point out details in illustrations and talk to your child about them, or have your child describe what is happening in the picture.
- Teach your child the letters of the alphabet and encourage your child to point out letter he/she knows while reading.
- Allow your child access to writing and art materials, and give your child daily opportunities to write and draw.
- Encourage your child to tell a story and write down the words. Then, read it back to your child.
- Allow your child to explore nonfiction books of interest.
For Further Reading:How Parents Can Help Enhance Emergent Literacy Among Preschoolers by B. W. Otto What is Emergent Reading by M.R. Jalongo Emergent Literacy: Early Reading and Writing Development by Froma P. Roth, PhD, CCC-SLP|Diane R. Paul, PhD, CCC-SLP Early Literacy Instruction: Research Applications in the Classroom by Chia-Hui Lin Stage 1: Let’s Learn Our ABC’s (roughly 2-5 years old) by This Reading Mama


This text is designed for Introduction to Elementary Music Education classes, a required course for Music Ed students and Music for Elementary Education classes.
This music method book is written for all possible music educators (not only music teachers, but general elementary specialists as well), and emphasizes a more current approach to teaching music in context to the general school curriculum, music’s place in the world, music’s place as an equal partner with other disciplines, current understanding of human growth and development (both cognitively and physically), and college students’ need to develop the critical thinking, problem-solving, and group work skills that are so essential for success in the education field.
Based on the National Standards, this text is divided into three parts. Part one, Foundations, covers the rationale for a Music Education program in the elementary years; meaning and musical experience; and elements and kinds of music. Part two–Music Elements, Curriculum and Avenues to Music Learning–covers curriculum development; music for special needs students; avenues to music learning and historic and contemporary approaches. Part three–Musical Experiences– is grouped by avenues of music learning and grades. Thanks to years of thorough research, Music in Elementary Education promises to be the standard text in the field.
Table of Contents
Part I: Foundations
Chapter 1: Why music in Preschool and the Elementary School?
Chapter 2: Meaning and Music
Chapter 3: Elements of Music
Chapter 4: Kinds of Music
Part II: Music Elements, Curriculum, andAvenues to Music Learning
Chapter 5: Listening
Chapter 6: Singing
Chapter 7: Moving
Chapter 8: Creating
Chapter 9: Playing instruments
Chapter 10: Reading and Writing
Chapter 11: Approaches to Music Learning
Chapter 12: Designing instruction
Chapter 13: Special Areas
Part III—Musical Experiences
Chapter 14: Listening lessons
Chapter 15: Vocal lessons
Chapter 16: Movement lessons
Chapter 17: Creating lessons
Chapter 18: Playing lessons
Chapter 19: Reading and Writing lessons
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Deaf Education Colleges and Schools: How To Choose
People with a desire to work with deaf children can pursue studies in deaf education. Graduates work in educational settings with students of all ages. Degrees in deaf education are offered at the undergraduate and graduate levels.
How to Select a Deaf Education School
A select number of 4-year colleges throughout the country offer degrees in deaf education. Some programs are open to anyone interested in pursuing a degree in deaf education, while others require knowledge of American Sign Language (ASL) and completion of some deaf education classes.
List of Important Considerations
- Degree level
- Internship opportunities
- Combined programs
Bachelor's degree programs are usually appropriate for individuals interested in learning ASL and entering this profession. Master's degree programs are geared towards those with an undergraduate degree in deaf education, elementary education, speech pathology or a related area.
In addition to student teaching requirements, many deaf education programs either require or encourage students to work with the deaf or hearing impaired in various settings, including at home and in schools and other institutions. Schools offering degrees in deaf education vary in their graduation requirements, and most have more requirements than a standard education degree. For example, students in some programs must complete a thesis, even at the bachelor's degree level.
Laboratories and equipment are another area prospective students might want to research. Prospective students can look for schools that offer multi-media labs, state-of-the-art equipment, archives and extensive libraries.
Students planning to eventually earn master's degrees in deaf education can look into schools that offer dual degrees or 'fast track' programs. Some schools design their bachelor's degree programs with the intention of helping students move directly into the master's program and graduate with required teaching certifications.
Most colleges' deaf education programs are aimed at training future teachers who will work with deaf and hearing-impaired children. However, some take a broader approach geared towards producing graduates capable of working in a number of areas, such as in the homes of deaf children, private and government agencies, hospitals and other institutions.
Deaf Education Program Overviews
Bachelor's Degree in Deaf Education
Bachelor's degree candidates in deaf education gain the knowledge necessary to teach deaf and hearing-impaired children at all grade levels. They usually must complete student teaching requirements, as well as internships and research projects. Students take courses in topics such as:
- Deaf culture and history
- Psychology of the deaf
Master's Degree in Deaf Education
A master's degree program in deaf education is aimed at preparing students to work at a higher level with the deaf and hearing impaired. Extensive time outside of the classroom, research projects and collaboration with professionals are part of most programs. Coursework is varied depending on the student's focus, but likely includes classes such as:
- Intervention, counseling and therapy
- Language development
Related to Deaf Education Colleges and Schools: How To Choose
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|Home > No Child Left Behind > 4 Great Definitions About Reading in NCLB|
4 Great Definitions About Reading
support the No Child Left Behind
Act because it emphasizes reading, math and science, annual testing of reading
and math, highly qualified teachers, and requirements
that schools and school districts report their progress to the
community every year (transparency).
The term 'reading' means a complex system of deriving meaning from print that requires all of the following:
(A) The skills and knowledge to understand how phonemes, or speech sounds, are connected to print.
(B) The ability to decode unfamiliar words.
(C) The ability to read fluently.
(D) Sufficient background information and vocabulary to foster reading comprehension.
(E) The development of appropriate active strategies to construct meaning from print.
(F) The development and maintenance of a motivation to read.
The term 'essential components of reading instruction' means
explicit and systematic instruction in-
(A) phonemic awareness;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
The term 'scientifically based reading research' means research
(A) applies rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties;
(B) includes research that-
(i) employs systematic, empirical methods that draw on observation or experiment;
(ii) involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;
(iii) relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and
(iv) has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
(i) valid, reliable, and based on scientifically based reading research; and
(ii) used for the purpose of-
(I) identifying a child's specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3;
(II) determining any difficulties that a child may have in learning to read and the potential cause of such difficulties; and
(III) helping to determine possible reading intervention strategies and related special needs.
A Special Message to Parents of Kids with Disabilities
Some parents say, "My child receives special ed services so No Child Left Behind doesn't apply to him."
Yes, it does!
No Child Left Behind requires schools to meet the educational needs of children who are often "left behind" --English language learners, low income kids, minority kids, homeless kids - and yes, children with disabilities.
Most children with disabilities have weaknesses in reading. Read the "essential components of reading instruction." Does your child's reading program pass muster? Has the school given your child a diagnostic reading assessment? What did this assessment show?
Schools that receive Title I funds must publicly report their progress educating all children and subgroups groups of children to parents and the community.
More NCLB Resources
Child Left Behind includes many new responsibilities and requirements
for states, school districts, and schools. The law also includes
new rights and responsibilities for children who attend public
schools that receive Title I funds and their parents. Wrightslaw: No Child Left Behind will help you sort through these issues.
articles and resources about NCLB


dwsnews | by jane gardner, labor market information specialist
Training Opportunities for Green Careers
Utah is emphasizing four green career sectors:
1. Alternative fuels
2. Energy management
3. Green construction
4. Renewable energy production and transmission
Green careers are critical to Utah’s continued quality of life and in diversifying Utah’s vibrant economy. Data from Utah’s Green Jobs Survey approximated 1,100 green job openings per year—which accounts for 3.3 percent of all total job openings.
In January 2010, the Utah Department of Workforce Services (DWS) was awarded a $4.6 million State Energy Sector Partnership (SESP) grant by the US Department of Labor, Employment and Training Administration. The grant’s purpose is to support state’s roles in building a national green economy.
The project will provide no-cost training to 1,400 individuals who can obtain skills required to work in emerging energy efficiency and renewable energy industries. Training started in January 2011 and will be provided through July 31, 2012. Currently 202 participants are enrolled in training courses.
Training participants work with Energy Career Development Specialists located at the schools who determine their individual needs and eligibility for the program. The specialists also coordinate with the schools to develop class schedules and materials needed for classes and assist with job placement upon completion.
The average class length is six months and participants initially complete core training that provides the foundational skills needed for any of the specific training areas. Core training includes energy essentials, computer skills, applied math, technical writing, and safety regulations. Upon completion of the core training, every participant will obtain OSHA and First Aid/CPR certifications. In the near future, core training courses will be available online.
Success Story #1: A Box Elder County participant owns a repair shop and wanted to add CNG (Compressed Natural Gas) installation to his existing services. Not only did the training (CNG certification) increase his business revenue but the school asked him to become a CNG instructor--win for the participant and win for the program.
Success Story #2: This summer, Utah State University-Workforce Education Division and SESP partnered to teach Navajo youth building skills. This collaboration made it possible for the DWS Youth Employment Program to reach students in the remote location of Monument Valley and made it feasible for SESP to offer the course outside of the regular school year. The program provided youth with an internship opportunity building octagons, which is a version of the traditional Navajo hogan. Participants gained valuable work experience in addition to high school credit.
Upon completion of the program, training participants will have the potential to improve their earnings and be marketable in an energy sector career, obtain employment in an energy sector occupation or maintain/retain employment in their current position. To find out if you may be eligible for the no-cost training, go to jobs.utah.gov and click on the State Energy Sector Partnership Grant link or contact Melisa Stark, DWS Program Specialist (801) 628-4051, firstname.lastname@example.org or Kelly Thornton, DWS Program Specialist (435) 719-2630 email@example.com.


An Education In The ArtsBy Linda Emerson
For some people art is just something you put on your refrigerator doors. It is something you have to do for schoolwork, or to while your time away. In truth, there truly is something beneath the surface of art that will tantalize every student and teacher. And this is the truth behind art education.
Q. What Is An Education In The Arts?
A. Art Education is the means by which a student gains an understanding of form and design. An education in the arts is typically divided into three areas - the fine arts, such as music, drama, sculpture or painting, the general arts, programs such as education, criminology, etc, and design, such as graphic design, web design, or interior design.
Q. Why Arts?
A. Art has a great power to influence people. It also has a significant effect on the history of man. Art may seem like it is just something pretty, but under the hood it boasts of a pretty powerful engine. One that has shaped the world, and indeed your very life. You can't go one day in the span of your life without being exposed to some form of artistic design, from the
A wise man once said that an education in the arts is the absolute best education one can have because it exposes you to the most general field of studies. Over time, you will know a little about everything. If you chose a more specialized field, you would gradually learn more and more about less and less. And I'd rather know a little about everything than everything about something, don't you agree?
1. Express Yourself
Art is by far one of the most rewarding careers because, unlike a career in the sciences or a trade, it allows you to express your creativity. And no two days are the same. The power to captivate and inspire is also very rewarding. Hasn’t the Mona Lisa drawn its share of oohs and aahs? And hasn’t many a tear been shed at the beautiful works of art around the world? Man has always expressed his deepest thoughts and desires in a tangible form. This form is Art.
Industries need artists who have had a good education in Art. Creating labels, stickers, and advertisements for their products isn’t easy. These things require plenty of thought and design. Every detail has been considered to make its effect on the consumer optimal. Have you ever been interested in a product simply because of the packaging? This is art at work.
2. Art Is Everywhere
- Design esthetics
- Television & Movies
3. Who Should Study Art?
Almost everyone has gone to art class in grade school or high school. Even those who are not artists can benefit from an Art Education. They will come to appreciate the rich history and significance of Art.
4. I Want to Learn! How do I Sign Up?
Art education is not confined to undergrad studies. It also extends to tutors, art classes, vocational classes and other learning methods. Many schools exist that teach the history, principles and appreciation of Art. These schools carry the tradition of imparting to the next generation the significance of art.
5. The Rewards Of An Art Education
You may be tempted to think you will be able to wing it through a career without any formal training. That is possible, but not likely. Industries are on the lookout for those with professional education. Even with an education from a post-secondary institution, in this field, you never stop learning and keeping up with technology.
An Art Education is clearly important to artists and laymen alike. It may not be the path everyone takes, but it is the path that richly rewards those who take it. The riches here are not only of the material kind but that of a good education and a heightened appreciation of the world around you.
About the Author: For more great arts education related articles and resources check out http://www.artschooltips.com


The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8.
Buy your copy today at: www.thetuneables.com/the-music-shop/
Voice flexibility is fundamental to developing a young child's singing voice. The young singer who is still learning to control the voice usually can benefit from exercises and song experiences that extend the singing range upward. Imitating small animal sounds, like birds or mice, or singing on a high note, like C or D an octave above middle C, can be helpful in getting the children to use the upper range of their singing voice.
Voice flexibility expands as singing exercises move the voice gradually down from the higher range to the lower range. For most young children, the lowest pitch of the lower voice range is around D just above middle C. To best develop voice flexibility, young children should have many singing experiences starting in their high range and moving down through the lower range before engaging in singing experiences starting in the low range and moving through the high range.
Some young children, with limited singing experience, tend to sing songs using the "talking" range of their voice and sing tones that we would say are "off key." Most of these children have not yet developed the necessary muscular flexibility and control required for "in-tune" singing. Occasionally, some children may not be able to learn to control their voice in singing, but in most cases, with proper experiences and encouragement, most children learn to sing in tune.
active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations, early music learning holiday gifts for young children instruction intelligence learning music skills listening to background music movement music activities musical gifts music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children


"Every child has the right to read—and must read—in order to make sense of their world and to thrive in it," says Margery Mayer, President of Scholastic Education. "Books and reading should be a part of every child’s life, in their classrooms and homes with their teachers and families—from the day they are born and for the rest of their lives."
In the classroom, after school, in the community and at home, Scholastic Education reinforces learning 24 hours a day, everywhere a child meets a caring adult. Our mission is to provide young people with access to text that is relevant and engaging, while supporting content area learning and information literacy that insures the highest levels of student achievement. Along with classroom books and instructional materials to meet students’ needs, the Family and Community Engagement (FACE) program provides workshops, extensive teaching resources, and works with communities and long-standing literacy partners to ensure that students receive learning support 24/7 and from birth to adulthood.
For classrooms, that means helping to identify critical resource gaps, and providing options that build classroom libraries to drive meaningful independent reading practice or for guided and leveled reading to differentiate instruction.
Because learning and literacy outside of school must complement the learning that happens in school classrooms, the FACE team partners with schools and community organizations to extend literacy and learning into homes, into the summer and into the community through mentoring programs like Scholastic R.E.A.L. In addition, we work with community-based organizations like Reading Is Fundamental and Reach Out & Read to provide children and their families with best-selling, high-interest books they can cherish and enjoy at home.
Motivate ALL of your students with an enormous range of outstanding leveled books! Every title is supported with effective teaching strategies to help all children become independent readers who love to read.
Scholastic R.E.A.L. is a new program devoted to giving school districts the tools needed to recruit, encourage and equip mentors to inspire students and build literacy skills.
Read and Rise is a national literacy initiative created by Scholastic to bring families, schools and communities together to support children's literacy development.
The Traits Writing program is organized as a spiraled sequence of the traits and their 4 key qualities. Key qualities define the traits in detail and give you concrete concepts for targeting writing instruction.
Scholastic Classroom Books offers individual paperbacks and collections with instructional materials at a variety of different reading and interest levels.
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We are aligned to the Common Core State Standards. See our complete list of books and programs and build students mastery of individual standards.


The saying that small reforms may be the worst enemies of great ones
In what sense true
Illustration in the Elementary Education Act
Wisdom of social patience
The considerations which apply to political practice do not apply to
our own lives
Nor to the publication of social opinions
The amount of conscience in a community
Evil of attenuating this element
New side of the discussion
Is earnestness of conviction fatal to concession of liberty to others?
Two propositions at the base of an affirmative answer
Earnestness of conviction consistent with sense of liability to error
Belief in one’s own infallibility does not necessarily lead to
The contrary notion due to juristic analogies in social discussion
Connection between the doctrine of liberty and social evolution
The timid compromisers superfluous apprehension
Material limits to the effect of moral speculation
Illustration from the history of Slavery
Illustration from French history
Practical influence of a faith in the self-protecting quality of a
Note to page 242.
The Doctrine of Liberty
The design of the following essay is to consider, in a short and direct way, some of the limits that are set by sound reason to the practice of the various arts of accommodation, economy, management, conformity, or compromise. The right of thinking freely and acting independently, of using our minds without excessive awe of authority, and shaping our lives without unquestioning obedience to custom, is now a finally accepted principle in some sense or other with every school of thought that has the smallest chance of commanding the future. Under what circumstances does the exercise and vindication of the right, thus conceded in theory, become a positive duty in practice? If the majority are bound to tolerate dissent from the ruling opinions and beliefs, under what conditions and within what limitations is the dissentient imperatively bound to avail himself of this toleration? How far, and in what way, ought respect either for immediate practical convenience, or for current prejudices, to weigh against respect for truth? For how much is it well that the individual should allow the feelings and convictions of the many to count, when he comes to shape, to express, and to act upon his own feelings and convictions? Are we only to be permitted to defend general principles, on condition that we draw no practical inferences from them? Is every other idea to yield precedence and empire to existing circumstances, and is the immediate and universal workableness of a policy to be the main test of its intrinsic fitness?


The meaning makers : learning to talk and talking to learn
LB1139 .L3 W443 2009
- Unknown LB1139 .L3 W443 2009
- Includes bibliographical references (p. 318-328) and index.
- Acknowledgements Prologue Introduction Notes on Transcription of Dialogue Extracts Chapter One The Children and Their Families Chapter Two Learning to Talk: The Pattern of Development Chapter Three Learning to Talk: The Construction of Language Chapter Four Talking to Learn Chapter Five From Home to School Chapter Six Helping Children to Make Knowledge Their Own Chapter Seven Differences between Children in Language and Learning Chapter Eight The Centrality of Literacy Chapter Nine The Children's Achievement at Age 10 Chapter Ten The Sense of Story Chapter Eleven A Functional Theory of Language Development Chapter Twelve Towards Dialogue in the Classroom Chapter Thirteen The Interdependence of Practice and Theory Epilogue References.
- (source: Nielsen Book Data)
- Publisher's Summary
- "The Meaning Makers" is about children's language and literacy development at home and at school. Based on the "Bristol Study, Language at Home and at School", which the author directed, it follows the development of a representative sample of children from their first words to the end of their primary schooling. It contains many examples of their experience of language in use, both spoken and written, recorded in naturally occurring settings in their homes and classrooms, and shows the active role that children play in their own development as they both make sense of the world around them and master the linguistic means for communicating about it. Additionally, this second edition al sets the findings of the original study in the context of recent research in the sociocultural tradition inspired by Vygotsky's work and includes examples of effective teaching drawn from the author's recent collaborative research with teachers.
(source: Nielsen Book Data)
- Publication date
- Gordon Wells.
- New perspectives on language and education


This is a simple, effective idea that should have been thought of sooner. Kung Fu Phonics teaches phonics, i.e. the rules of "sounding out" words, through phonetics. Q: How do you say "phone"? A: /fon/ Phonics books out today (chockablock with happy hippos and grinning giraffes) are aimed at kindergartners. 4th-grade kids consider them "baby books". Phonetics texts are all daunting tomes for grad students of comparative linguistics and philology, and buying one will put you out fifty bucks! No book has used the one to teach the other, until Kung Fu Phonics.You can read the introduction at Amazon to get an idea of how it works. (Click on the image to "look inside.") Kung Fu Phonics passes one of my most important tests for home education materials: it's mom-friendly, requiring no lengthy teacher preparation or deciphering of confusing instructions. It will not give you a headache. And it costs less than $15.
Phonetics has only ever been used to describe how words sound. Kung Fu Phonics is the first to employ phonetics PREDICTIVELY, asking students to describe how unfamiliar words SHOULD sound. Kung Fu Phonics is great for teaching K and pre-K kids to read, and with them you can skip the phonetic notations and just have them read and say the words. It's also a fine tool for teaching English to non-native speakers of any age. If your child's reading below grade level, spend twenty minutes a day with him studying phonetics with this book. . . .
It's an 88-page workbook. Twenty-five lessons, five model words and fifty exercise words per lesson. Concise instructions keep almost every lesson to two pages. And the instructions are so clear that anyone who reads English on a high-school level can use Kung Fu Phonics to teach reading. (Alas, you can't just toss it to a kindergartner and tell her to get busy; it requires cooperative effort.) It requires no DVD or audio CD to use; it's ready to teach as is.
Though I'm kind of a phonics nerd, Mr. Pimbley gave me a couple of "ah ha" moments as he revealed the patterns behind some of English's many phonetic exceptions (e.g., the way "ar" and "or" behave when they follow the letter "w", or this one: "Before "ld" or "nd", letter "i" usually says its long sound." As in "mind" and "mild"). But don't worry -- he doesn't get into that stuff until Part Three. By then, the student is well-grounded in the way things usually work and is ready for explanations of unusual patterns and quirks.
Effective phonics instruction combined with exciting books that impel a child to keep turning the pages are the keys to raising readers. Without these, some kids will get stuck at the beginning, when the effort is great but the payoff is small. (I have a theory that many people who don't like to read feel that way because it never became easy for them. Why read for pleasure if reading isn't pleasurable?)
If you've been frustrated with complicated programs, have an older student who could use stronger reading or spelling skills, or would like to help your reluctant reader become an eager one, Kung Fu Phonics is certainly worth a try.
(Full disclosure: Mr. Pimbley, a reader of this blog, sent me a copy of his book and asked me to review it. I told him I'd only do so if I liked it, which I do.)
Most recent posts here. Follow us on Twitter here. Amazon store here.


C&I's Jeremy Johnson presents research at the San Diego Comic-Con
C&I's researchers often travel the country and the world, visiting remote destinations to investigate issues and unique solutions to our most pressing challenges in education. This year, one Ph.D. student in the Art Education track, Jeremy Johnson, participated in a panel discussion at the San Diego Comic-Con, offering up findings on the potential of comics to increase student motivation and learning. We recently talked with Jeremy Johnson about his research and findings.
What fostered your passion for art education?
JJ: I was fortunate to have a fantastic art educator during middle and high school. He always encouraged his students to pursue their interests but also pushed us to reach our fullest potential. He helped me discover a passion for art. I initially went to college for a degree in graphic design and computer animation but after working as a graphic designer for a year, I realized that my calling was in the classroom, working with students.
What are you researching? Are there any preliminary findings you can share with us?
JJ: I spent five months earlier this year at a rural middle school in Western Wisconsin researching how the eighth grade reading and English teachers collaboratively designed an arts-based integrated Holocaust unit. The teachers taught the Holocaust by presenting survivor stories, having the students read non-fiction and realistic fiction novels and participating in a variety of other activities. This unit differed from previous years because instead of researching a Holocaust topic and writing a two page fact based report, the students were required to research a Holocaust topic and create a minimum six-page comic using the conventions of comics correctly. What made this unit unique is that comics were more than just the final project, they were built into the unit throughout so by the time the final project was assigned the students were familiar with terminology, how to design panels, draw figures and write a story.
At the beginning of the unit there was dread from some students while others became completely engaged and energized. One thing that stands out, now that I have begun to analyze all the information, is students who typically excelled or were labeled gifted and talented found themselves in a position that wasn't comfortable to them; they struggled and therefore needed to put more time into their work. On the flip side, a group of students who previously struggled academically found this unit playing to their strengths: drawing and sharing stories.
For the first time all year, every student turned in the assignment on time, and many students admitted they developed a greater emotional connection to their topic because of the comic. Finally, the students presented their research-based comic at a community gathering. We were hoping to initially have about 200 parents, but that number swelled to over 400 attendants! Community members circulated through various classrooms viewing students' projects and asking questions. It was well-received by students, parents and community members alike.
What gets you excited about your work? What really motivates you?
JJ: I am motivated by the prospect of promoting the idea of using comics as a valid instructional technique in classrooms. After seeing how many students in my research study were intrinsically motivated to produce high quality work, I think there is great potential for this in education and I want to share my ideas with other educators so that they can, in turn, share this with their students.
In what ways does the Department of Curriculum support you?
JJ: My department has been extremely supportive of my research. I have applied for the C&I travel grant the past two years, giving me the opportunity to travel to conferences to present my research and connect with a small group of other individuals interested in similar topics. The generosity of C&I has benefited my professional work immensely. I have been able to network with people in my field and have similar interests. The connections I have made have contributed and will continue to further improve my research and classroom instruction.
Tell us a little bit about you. What do you do in your free time?
JJ: My wife Lisa (currently a Ph.D. student in C&I's Culture and Teaching track) and I live in Eau Claire, WI commuting daily to the University of Minnesota. At home we have five children: Nevaeh (8), McKail (6), Nadirah (4), McKellen (2) and Namarah (1). Much of our free time is spent doing activities together as family such as reading, doing art projects, gardening and volunteering at their school when possible.
When I do get some free time to myself I enjoy reading about comic theory aesthetics and my weekly stack of comics from the local comic book shop in Eau Claire.


Investment and Savings Teacher Resources
Find Investment and Savings educational ideas and activities
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Compounding with 100% Interest Rates
Your young economists will be amazed at the effect of compounding interest more frequently in this collaborative task about making sound financial choices. Learners are walked through the calculations of a couple of examples and then...
9th - 12th Math CCSS: Designed
Banks, Credit & the Economy
Take your learners through a virtual tour of the US mint to learn about currency, and then discover the role of the Federal Reserve as the nation's central bank. Readings will also provide an overview of banks and lending,...
6th - 12th Social Studies & History CCSS: Designed
An Historical Stock Jaunt: Post WWII through 2001
Students analyze the stock market from Post WWII through today. Through an interactive simulation, students are given an opportunity to earn "millions". They will analyze the stock market from a historical perspective and explain the ...
7th - 12th Social Studies & History
Introduction to Earning Interest Financial Basics - Teens and Money - SaveAndInvest.org
Middle schoolers need to learn how to make their money work for them. From engaging in the lesson presented here, they will gain an understanding of investment vocabulary, how compound interest works, and will compute simple and compound...
6th - 8th Social Studies & History
Reading Comprehension 6: Level 12
Although designed as an assessment, consider using this resource as the basis for a lesson on reading comprehension strategies or as a practice exercise. The five multiple choice questions, based on a short passage about stock market...
11th - 12th English Language Arts


Posted 3 years ago on Dec. 16, 2011, 10:42 a.m. EST by paulg5
This content is user submitted and not an official statement
Building a case for Human Rights Violations (articles in whole or in part) that were committed against OWS and the 99%
Articles taken from The Universal Declaration Of Human Rights at http://www.un.org/en/documents/udhr/#atop
These are some of the human rights violations I have observed in many cities in the United States and countries throughout the world since the inception of the OWS and 99% movement on September 17, 2011
Article 2. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.
Article 3. Everyone has the right to life, liberty and security of person.
Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.
Article 6. Everyone has the right to recognition everywhere as a person before the law.
Article 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.
Article 8. Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.
Article 9. No one shall be subjected to arbitrary arrest, detention or exile.
Article 13. (1) Everyone has the right to freedom of movement and residence within the borders of each state.
Article 19. Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any
Article 20. (1) Everyone has the right to freedom of peaceful assembly and association.
Article 21. (1) Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. (2) Everyone has the right of equal access to public service in his country.
Article 23. (3) Everyone who works has the right to just and favorable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests
Article 25. (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.
Article 26. (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children.


You've probably scaled back your children's screen time this summer, and we applaud your efforts to encourage kids to put down their tablets in favor of outdoor play. Still, when youngsters are allowed online, there is no reason their Internet activities can't be educational as well as entertaining.
Kimberly Probert Grad, a senior librarian and children's specialist with the Brooklyn Public Library, is the 2012 co-chairwoman of the American Library Association's Great Websites for Kids committee. The group evaluates websites using established selection criteria, reviewing all the sites in the database twice a year to ensure they remain relevant, accessible and appropriate for children up to age 14. Sites are chosen, she says, "because we believe they have the potential to enrich a child's experience and help them expand their imaginations."
For parents and caregivers who want to prevent the dreaded "summer slide," which can occur when kids are not engaged in reading and academic enrichment, Probert Grad suggests a healthy balance of outdoor play and indoor enrichment. "Kids today are going to be exposed to technology in ways we weren't," she says, "and the whole way of finding information has changed."
Rob Townsend, a high school science and social science teacher at a National Education Association Priority School in Clinton Township, Mich., said that sorting through the plethora of websites for children can be vexing for parents and educators. "But over the summer, if you can spend just five minutes a day with your child looking at an educational website, watching a video, reading a book or asking them math questions, they are learning and using what they are learning," Townsend says.
The ALA's Great Websites for Kids website (gws.ala.org) is a terrific starting point. Here are a few recommended by the experts, as well as some that struck our fancy:
Brightstorm.com: Townsend says this website, which features instructional videos, will enhance math and science skills for elementary- and high school-age children, as well as improving test preparation skills.
Studystack.com: Townsend appreciates that the user creates the content. For example, parents can craft virtual flashcards to hone multiplication factor skills or create educational and fun word search and hangman games and even crossword puzzles.
Dsokids.com: Probert Grad is enthusiastic about this interactive website affiliated with the Dallas Symphony Orchestra, which provides music education, including the history of famous composers, through lively games and activities.
Generationon.org: This website was recently featured as the ALA's site of the month, and with good reason. On this altruistic website sponsored by the GenerationOn Youth Advisory Council, teens and tweens will discover ideas for fulfilling service requirements and "the inspiration to change the world around you." Other highlights include a search feature to help kids secure a volunteer position, blogs brimming with personal stories and plenty of project tips.
Poptropica.com: The mastermind behind this delightful website is Jeff Kinney, author of the "Wimpy Kid" series. This virtual world engages younger children with games that allow them to create a character and embark on age-appropriate quests to more than a dozen "islands," weaving themes from history, nature and human culture.
Scratch.mit.edu: This website, developed by the Lifelong Kindergarten Group at the MIT Media Lab, is wildly popular with kids and adults, who can create and share their own interactive stories, games, music and art.Copyright © 2015, Chicago Tribune


KRWG.ORG-The Region's Home Page
Tue October 8, 2013
New Mexico Coalition For Literacy Responds To International Report
Santa Fe, NM - According to a new International report, low basic skills in literacy and numeracy are more common in the US than on average across participating countries. One in six adults in the US have low literacy skills and nearly one third have weak numeracy skills. Adults in the US fared less well with “problem-solving in technology-rich environments” than the cross-country average.
These findings are from the much anticipated Organisation for Economic Co-operation and Development (OECD) Skills Outlook 2013 Program for the International Assessment of Adult Competencies (PIAAC) Report released in Brussels today by the OECD. The Survey of Adult Skills is an international survey conducted in the US and 24 participating countries. It measured the key cognitive and workplace skills needed for individuals to participate in society and for economies to prosper.
Martin Finsterbusch, a former adult education student and president of the National Coalition for Literacy and Executive Director of VALUEUSA, stated that, “This report underscores the importance of investing in adult education in the US. We must give adults in our nation the opportunity to improve their literacy and English language skills. Research demonstrates that investment in adult education pays …For America’s Workers…For Global Competitiveness…For Bridging the Digital Divide…For Stronger Families and Future Generations…For Educational Attainment…For Safer and Healthier Communities…For an Informed Citizenry…and…For Fully Integrated Communities!”
Heather Heunermund, Executive Director of the New Mexico Coalition for Literacy said, “It seems that the US is on its continued trajectory of decreasing literacy and numeracy skills. This is likely true of New Mexico, too, and we will know when the small area estimates are released. If New Mexico does nothing more to improve the skills of its workforce, it will continue to see a decline in the earning power of its residents and the solvency of its economy.”
The report reads in part, “The technological revolution that began in the last decades of the 20th century has affected nearly every aspect of life in the 21st: from how we “talk” with our friends and loved ones, to how we shop, and how and where we work. Quicker and more efficient transportation and communication services have made it easier for people, goods, services and capital to move around the world, leading to the globalization of economies. These social and economic transformations have, in turn, changed the demand for skills as well. With manufacturing and certain low-skill tasks increasingly becoming automated, the need for routine cognitive and craft skills is declining, while the demand for information-processing and other high-level cognitive and interpersonal skills is growing.”
Finsterbusch said, “Local adult education programs across the US report waiting lists. We must address the shortage of available resources to meet the instructional needs of these adults. In the meantime, the National Coalition for Literacy and the US Adult Education and Literacy field eagerly await the release of the US Country Report containing more specific analysis of the skills of adults in the US.”
Established by First Lady Katherine Carruthers in 1987, the New Mexico Coalition for Literacy (NMC) began as an effort to gain support through the State Legislature to provide modest operating expenses, training, and technical assistance to community-based adult literacy programs and has grown in both stature and capacity to support these programs, all while maintaining a small and efficient staff of three. The NMCL is funded by the New Mexico Department of Cultural Affairs/State Library through the State Legislature and also relies on fundraisers and community support to increase the number of students served.
For more information about adult literacy, schedule an interview, donate, volunteer as a tutor, or refer a potential student, call the NMCL’s literacy hotline at 1-800-233-7587 or email email@example.com. You may also visit the NMCL’s website at http://www.newmexicoliteracy.org.


October 20, 2009
Kids are writing
more than ever with new technologies; elementary students participate in National Day on Writing October 20;
coordinator is Director of Elementary Education Mark Bower
NATIONAL DAY ON
Hilton Elementary Students participated in
the National Day on Writing October 20, 2009
Newly developing technologies expand the possibilities for
composing in multiple media and for speaking to wider
audiences than ever before and at a faster pace than ever
before in our history. To draw attention to the remarkable
variety of writing engaged in and to help make writers from
all walks of life aware of their craft, the National Council
of Teachers of English has established October 20, 2009, as
the National Day on Writing. Special guests included
Rochester storytellers and authors Rafe Martin, Sonja
Livingston, Kathleen Blasi and Leah Ruekberg, children's book publisher Suzanne
Meyer, along with Katie Paxton-Johnson, right, Pat Martin and Mary McAlpin.
Students will publish personal writing that will be appear
in a school wide book.
"Writing is a daily practice for
millions of Americans. But few notice how integral writing
has become to daily life in the 21st century," says the
NCTE. Hilton CSD Director of
Elementary Education Mark Bower was event coordinator.
Initiative along with position statements.
The House of Representatives will be considering a resolution
declaring October 20, 2009, the National Day on Writing. The
goal is to link with others to celebrate composition in all
its forms, we are inviting diverse participants --students,
teachers, parents, grandparents, everyone to submit a piece
of writing to the
National Gallery of Writing. For further information:
Mark Bower may
be reached at 585-392-1000 ext. 6051.
Early Literacy in
kindergartners involved in Interactive Writing at Quest


Streetism in Ghana
“I would like to go to school, but my parents cannot afford to pay the school fees so I just have to make a living on the streets. I will continue my education if your organisation can help me.”
“Streetism” is a broad term used to encompass the desperate situation of children who are forced to spend most of their time outside their homes, engaging in menial income generating activities in order to survive, and often having to sleep rough on the streets.
Faced with worsening economic conditions in rural areas, characterised by limited support for farming activities, increasing unemployment, poor access to health facilities and inadequate educational opportunities, increasing numbers of adults and children are migrating to the major urban areas of Ghana.
Living, working and sleeping on the streets exposes these vulnerable children to the dangers of robbery and violence, rape, prostitution, drug and alcohol abuse. Diseases such as malaria, HIV/AIDS and other sexually transmitted diseases are also of increasing concern.
|As well as those forced to live on the streets, there is also another category of “streetism”. They are children who come from the city itself, but whose parents or guardians are still facing issues of poverty and deprivation. Unable to pay for school fees, children end up working on the streets trying desperately to earn the money for fees.|
The overwhelming majority remain outside the education system, with at best only limited literacy or numeracy skills, condemned to a future of manual labour and exploitation.
Although accurate figures are difficult to find is estimated that there are at least 40,000 street children in Ghana.
In the capital Accra alone, the population of street children has more than doubled in the last five years. Over the years, one generation of street children have given birth to another, with mothers and children remaining exposed to the dangers of life on the streets. In January of 2003 a survey undertaken by a local Ghanaian NGO concluded that there were an estimated 20,000 children and 6,000 babies living on the streets of the city.
And yet, with timely and practical support, the lives of these vulnerable children and young people can be completely turned around.


Afterschool & Summer Programs
Learning doesn't just happen during school hours. Good summer and afterschool programs offer kids opportunities to develop their literacy interests and skills in a more relaxed environment. Learn about the qualities of good out-of-school programs by checking the articles below.
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Before- and after-school programs can play an important role in ELLs' success by providing a place and time for homework, extra academic support, and enrichment activities. These programs are particularly helpful for older students who may not have access to academic resources or help at home, or those with responsibilities such as working or caring for younger siblings. Learn more about the elements of an effective before- and after-school program for ELLs from this excerpt of Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School (Caslon Publishing, 2010).
How can structured out-of-school (OST) time programs provide more support to students and schools in advancing literacy skills? How might these programs incorporate adolescent literacy development activities, while preserving their unique youth development approach?
Enhancing adolescents' literacy abilities in structured out-of-school time (OST) programs is a growing area of interest among OST enrichment providers. Schools and community-based agencies have developed a host of after-school remedial tutoring programs that provide intensive instruction for struggling students, while project-based youth development programs incorporate text-rich activities to provide highly motivating opportunities for young people to practice their reading and writing skills.
More students fail ninth grade than any other grade and many of these students ultimately drop out. Can pre-emptive interventions lead to increased graduation rates? Emerging evidence suggests that eight-grade transition programs increase pass rates, boost enthusiasm for learning, improve academic skills, enhance self-esteem, and reduce discipline problems.
Learning shouldn't stop just because school is out. Here are some ideas to keep students reading, writing and thinking all summer long.
Early and sustained summer learning opportunities lead to higher graduation rates, better preparation for college, and positive effects on children's self-esteem, confidence, and motivation. High-quality summer programs keep students engaged in learning, teach them new skills, allow them to develop previously unseen talents, and foster creativity and innovation.
The Center for Summer Learning examines the characteristics of effective summer learning opportunities, gives examples of high-quality programs, and presents an agenda for improving such programs.
Informal literacy experiences often serve to shape young people's identity as readers and writers as much as or more than formal schooling.Community and family support can emphasize the importance of reading and writing, build confidence, influence young people's literacy habits, and encourage youth to seek out ways to engage in literate activities. Through a renewed national push for literacy on all levels, both families and community members have diverse opportunities in which to impact students' literacy skills.This article offers strategies to develop community engagement.
Learn about several efforts underway to increase the training and professional development options available to out-of-school-time staff, including seasonal workers.
This meta-analysis of 73 programs finds that afterschool activities can have a positive impact on children’s personal and social skills, including problem-solving, conflict resolution, self-control, leadership, responsible decision-making, and self-esteem. Youth who participate in afterschool programs show significant improvement in their feelings, behavior, and school performance. Research demonstrates that the most effective programs are SAFE (sequential, active, focused and explicit).
What can afterschool programs offer that the regular school day can't? To build literacy skills and school achievement, think outside the classroom.
The Center for Summer Learning compiled this quick review of statistics on summer learning loss.


Dudka was born on the 1-st of May, 1962 in Dessau,
Germany. He received a European art education at college
in Ulan-Ude, Buryatia, Russia, and at the Academy
of Art in Kiev, Ukraine. His first exposure to the complex
science of Buddhist religioun, philosophy and art occurred in 1986.
buryatian Lama Dharmadoddi and abbot Jimba-Jamso were
his first spiritual teachers. Later, Nicolai met his main spiritual
master Namkhai Norbu Rinpoche. At the beginning of the 1990’s
he began an intensive study of thangka painting with visits to Mongolia,
Nepal and India. Following this was a year-long
period of work and education at the Library of Tibetan
Works and Archives (LTWA) in Dharamsala, India under the guidance
of Ven. Sangei Yeshe, the personal artist of HH the Dalai Lama.
At present, Nicolai works as a teacher of drawing and painting
of thangkas in the State Academy of Art in Ulan-Ude
and continues to work in his studio. Many of his thangkas are in Buddhist
Temples in Buryatia and in museums and private collections
of many countries around the world.
thangka, or scroll painting, is a special art of Tibetan Buddhism.
In ancient India, for instance, there was the Pata, Buddhist portraiture,
which was executed on the kasaya (the monk’s outer garment) cloth,
and the Hans sometimes used silk fabric as material for paintings.
The material used for thangkas is linen cloth or cotton fabric; silk
cloth is reserved for important subjects. Before painting begins,
the material is stitched along the edges with flax thread and stretched
on a specially made wooden frame (T. Tang-shin). Then a paste made
of animal glue mixed with talcum powder is spread over its surface
to block up the holes in it. When the paste is scraped off and the
cloth gets thoroughly dried, the material is ready for painting. To
begin, the artist works out the sketches of the images with charcoal
sticks. The drawing usually begins with the figure in the centre and
then goes to the surrounding deities or landscape. Colouring comes
last. The pigments used come from non-transparent minerals and plants
such as malachite and cinnabar. They are mixed with animal glue and
ox bile to make the lustre stay. When the painting is done, it is
mounted on a brocaded silk border. Important thangkas are embroidered
on transferred outlines; some of them use a great variety of stitch
patterns such as flat and piled stitches to give them a three-dimensional
The pictorial subjects of thangkas include portraits of Buddhas, stories
from the lives of saints and great masters. Thangkas are usually rectangular
in shape, and the square ones are reserved for mandalas. Thangka paintings
vary in size, ranging from a little over a few square centimeters
to several square meters. A large thangka often takes large team of
artists months, even years, to make.
For a few last months we have organised a several thangka exhibitions.
One of them was in Ulan-Ude (my home town) and called «Tara — female path to liberation».
Now is running another exhibition in Moscow Nicholas Roerich Museum and it is called «Sacred breath of the East».
Of course, I invite all of you on my exhibitions world wide! If you can not come at least you may see all interesting
moments on my Facebook page.
Visit it! I believe it is interesting and useful!!!
Just publishshed our new Album "Art of Thangka" is in the
Look at it and order here.
During last two years I painted a few thangkas and now
want to share them with you.
Hope they are could be useful for lookers and for seekers.
Look at the
the history is here 1
2 3 4 5
6 7 >>>


Learning Metrics Task Force will focus on quality in global education
(November 2012) As the 2015 deadline approaches for achieving the Education for All goals, UNESCO and the Brookings Institute’s Center for Universal Education are joining together in a new effort to measure quality in education. While much attention has focused on improving access to school programs for all children and youth, access is only a first step. In order to ensure that education opportunities are truly effective, methods for measuring outcomes are also needed. To address this concern, education and development leaders have been invited to serve on the newly formed Learning Metrics Task Force.
Dr. Diana Weber, a Senior Literacy and Education Consultant for SIL, will participate in the Measures and Methods Working Group for Primary Level. This team will work together over the course of the next seven months to develop recommendations for how learning can best be measured. They will also contribute to a dialogue on global development and collaborate on global sharing of successful methods. The working group’s first assignment is to pool knowledge of available assessments of early childhood learning that could be recommended at a global level or as options that countries could adopt at the national and regional level.
As SIL’s representative, Dr. Weber will bring an important perspective to the table: SIL recognizes the key role of local languages in all development, including making education truly accessible and effective for all students. The best schools in the world are ineffective when students don’t understand the language used by their teacher or printed in their textbooks. Around the world, children and youth from ethnolinguistic minority communities struggle to benefit from available education because school is conducted in a language that is unfamiliar to them, rather than the language they speak at home. Studies have shown that student success increases dramatically when the language of instruction is the students’ mother tongue.
The Learning Methods Task Force is scheduled to release a final report in September 2013. Its recommendations are not binding, but can be adopted as education leaders in a given country see fit. The report will include recommendations for:
- a set of learning competencies from early childhood through post-primary;
- suggestions for measuring the competencies; and
- suggestions for ways that governments and education organizations can implement these measures to improve learning opportunities and outcomes for children and youth.
SIL contributes to the Education for All goals through language development efforts such as multilingual education and mother tongue literacy for children and adults. SIL is an official NGO partner of UNESCO with consultative status.
Related links of interest
- The Learning Methods Task Force: A joint effort of UNESCO and the Brookings Institute
- Putting learning first: The role of the Learning Methods Task Force
- First meeting of the Learning Methods Task Force
- The Center for Universal Education at the Brookings Institute and The Global Compact on Learning
- Literacy and education in SIL
Why Languages Matter: Meeting Millennium Development Goals Through Local Languages
[English] [中文] [Español] [Français] [Português] [Türkçe]
- Multilingual Education [English] [中文] [Español] [Français] [Português] [Türkçe]
- Advocacy Kit for Promoting Multilingual Education: Including the Excluded
- News Article: “Global literacy progress in focus at UNESCO round table”


Inclusion - English as an Additional Language
Many mainstream classrooms in primary schools have become increasingly diverse in terms of the cultural and linguistic backgrounds of children attending. For a growing number of children the language of instruction may not be the language which the child uses in the home environment. This has led to a need to consider and meet the learning needs of these children.
All children should be enabled to access all of the subject areas in the Primary School Curriculum. The child for whom English is an additional language should have access to appropriate support structures and resources which will enable him/her to engage to his/her fullest potential with the curriculum. Providing guidelines for teachers and schools who have children in their classrooms for whom English is an additional language will enable them to support the learning of these children.
English as an Additional Language: Guidelines for Teachers. The draft guidelines include background information regarding additional language and literacy acquisition. The guidelines also include support for schools and teachers in whole school and classroom planning to meet the needs of the children concerned. Approaches and methodologies have been identified which are supported by exemplars from a variety of subject areas and which target a range of different classes.
The approaches and methods included in the draft version of English as an additional language: Guidelines for Teachers were implemented in a small number of schools in 2006. The aim of this case study experience with the schools was to gather feedback from teachers on their experiences working with the draft guidelines and to gather samples of practice from the classroom based on the draft guideline exemplars. These samples of practice included students' materials, video footage from the classroom and teachers' class plans and supporting materials. They are now located on the EAL section of ACTION alongside the revised English as an Additional Language: Guidelines for Teachers.
Whether you are a language support teacher or a classroom or subject teacher, lots of ready-to-go resource materials are now just one click away. All of the materials for primary and post-primary schools produced by Integrate Ireland Language Training and the English Language Support Programme from Trinity College are now available. Access the material. Access the material.
English as an Additional Language in Irish Primary Schools: Guidelines for Teachers (PDF, 488KB)
Access the browsable version of English as an Additional Language: Guidelines for Teachers and complementary samples of practice.
The NCCA website is now hosting all Integrate Ireland Language and Training (IILT) Primary and Post-primary publications as well as the materials produced by the English Language Support Programme from Trinity Collegefor Language Support Teachers. Click on the links to access them.