Education in Pakistan is a systematic process of starting studying in schools for 10 â 12 years in which first two years are elementary education. Once students pass out matriculation level which is the end of school level, they are able to get Admissions into Top Colleges in Pakistan. For further two years, a student studies in a college so that higher education then can be pursued. The governance of education is done by various educational departments at provincial and federal level. Whereas, a grand regulatory body, Higher Education Commission (HEC) governs the higher education in Pakistan. Educational environment in Pakistan consists of private and public sector both, all accredited by the regulatory bodies. Annual number of graduates that Pakistan is able to produce exceeds 450,000 including graduates of management, computer, engineering, mass communication, pharmacy, medical, law, art, and design.
Pakistan has a huge number of higher secondary institutions but as far as higher education institutes (HEIs) are concerned, they are 188 across the country. All of these 188 HEIs are HEC Recognized Institutions in Pakistan offering Bachelor, Master, M. Phil and PhD degrees. HEC provides a basic guideline to all the institutes which aims at providing a valid, unbiased and quality education for developing students. A strong emphasis has been laid on research and innovation as the global space turns out towards that way. Students graduating from the Pakistanâs education system are able to mark their name on international stage including Ali Moeen Nawazish, Malala Yousafzai, Sharmeen Obaid Chinoy, Asad Umar etc. These are successful products of Pakistani education system.
HEC ranks all universities on an annual basis but international bodies also categorize Pakistani universities every year on different criterion. It is a success in itself that top ranking universities in Pakistan exist as per the rankings of international bodies. Recently, Times Impact Ranking included 22 Pakistani universities in most impactful universities across the world. World QS Ranking is another big achievement for few of the Pakistani universities as worldâs top universities are ranked in there and institutes including, Pakistan Institute of Engineering and Applied Sciences (PIEAS), National University of Sciences and Technology (NUST), Quaid-e-Azam University (QAU), Lahore University of Management Sciences (LUMS), COMSATS, University of Engineering and Technology (UET) and University of the Punjab (PU) are in those rankings.
On the other hand, leading colleges in Pakistan include Aitchison College, Queen Mary College, Government College University, Kinnaird College, Lahore College for Women University, Forman Christian College, Punjab Group of Colleges, Superior Group of Colleges, Aga Khan Higher Secondary School, DJ Sindh Government Science College, Adamjee Government Science College, Bahria College and many more. There are variety of specialized and general institutes in Pakistan as specific fields are offered by some of the specialized colleges. However, there are general category institutes too that offer all programs under various departments of the same institute.
Educational Institutes in Pakistan also provide convenience to parents with separate colleges and universities for boys and girls. Majority of the institutes are co-education but there is a decent number of institutes that are only for boys and in the same way for girls. Becoming an army man is one of the distinctions in our country, hence, there are separate cadet / military colleges in the country. Military colleges are most commonly known as cadet colleges and they are also operated in private and public modes. Some of the top colleges in Pakistan in this category are Army Public Colleges across all provinces, Military Colleges in Jhelum, Murree and Sui.
Criterion on which the Top Colleges in Pakistan and Top Ranking Universities in Pakistan are categorized is quality assurance, teaching quality, research, finance, facilities and social integration / community development. Schools, Colleges and Universities are all ranked and rewarded by regulatory authorities with keeping the mentioned criteria in-check. Higher an institute scores collectively in all categories, higher is the ranking of that institute. All the institutes are bound to follow provincial and federal ministries of education as it is both, a provincial and federal subject as per 18th amendment to the constitution of Pakistan.
For all the institutes and their information, visit our page as we will provide students with key data related not only to colleges but universities as well. All Institutes of Pakistan are listed here.


âPerhaps the single most important factor in determining positive choral experiences for children is repertoire selection. Choral singing can start the beginning of a lifetime curiosity and desire to participate in the choral music experience.â â Angela Broeker, MENC member
Last week Text and Singability were discussed. This week, Broeker discusses Form and Part Singing.
The clearer the form of a choral piece, the more accessible it is for children.
â contain phrases of regular length.
â have large, clearly delineated sections.
â feature exact repetition, not slight variation.
Pieces are easily taught and remembered if theyâre divided into easily discernible large sections with regular phrase lengths.
Composerâs use of exact repetition and contrast is perhaps more important than phrase length and sectioning.
Consistent themes and motives throughout a piece will make it easier for children to learn and remember accurately.
If motives are repeated exactly, children have an easier time learning the piece.
Motives that are similar are more difficult to teach and more difficult for children to learn, unless a choirâs reading and aural skills are âquite sophisticated.â
âExpressive singing can best be nurtured through unison melodic line. Good part singing can only occur when students have developed their ability to sing independently.â Linda Swears, Teaching the Elementary School Chorus
Unison singing is a great way for kids to learn about healthy vocal technique and choral technique. Try to include some unison songs in your choirâs repertoire.
When your choir can handle 2- or 3-part music, look for pieces with melodic parts. This can include canons, countermelodies, and ostinatos.
Choral Mentor and MENC member Kathee Williams adds: âI agree with the statements about developing choirs by beginning with unison. It is equally important to pay attention to range. Younger voices need to sing above middle C. After unison, ostinato is very natural and easy for young choirs. After the ostinato, adding a descant that does not have a very high tessitura gives you a choir that is singing well in 3-part harmony.â
In beginning choirs, the 2nd and 3rd parts should have contours, rhythms, and texts unlike the primary tune. Directors often make the assumption that second parts written in parallel thirds or sixths with the melody are appropriate starting points for part-singing. However, traditional harmony parts with the same contour, rhythm, and text as the melody are usually more difficult to master.
As explained by Swears in her book, âIt is difficult for many children to hear the difference between parts written in thirds, and if a child cannot distinguish the difference by ear, it is most likely he will be unable to sing it correctly.â
Choirs with less experience can more easily master imitation with independent vocal lines.
More experienced choirs will have an easier time singing in parallel thirds.
Two-part singing should be imitative, as itâs easier for kids when they exactly imitate the melody.
However, if the imitation has expanded or contracted intervals; if it begins on a different pitch; or if it has a slightly different rhythm than the melody, it will take children longer to learn their part.
Angela Broeker, Associate Professor of Music, Director of Choral Activities, Womenâs Choir, Chamber Singers, University of St. Thomas, Minnesota; used with permission of the author; from MENCâs Spotlight on Teaching Chorus
âSue Rarus, May 7, 2008, Â© National Association for Music Education


Kindergarten is a fundamental year for students at IDEA Public Schools. It is an exciting time when students learn foundational skills like math, reading, and English Language Arts by combining fun and challenging classwork and activities. IDEAâs engaging curriculum piques the interest of young learners and enhances a variety of skills necessary for success throughout Academy (grades Pre-K-5), College Preparatory (grades 6-12), and college.
During the school year, kinder students complete Eureka math modules, 160 reading program lessons, and 150 language lessons. By the end of the school year, each IDEA kindergartener should be at a first-grade reading level or higher. This goal helps prepare our scholars for success for the next academic year.
When IDEA parent, Melynda Galindo, first enrolled her son, Cristopher, in kindergarten at IDEA Brownsville, she was concerned about her sonâs reading level. But her worries melted away shortly after the school year began.
âIt was such a proud moment when my son, Cristopher, brought the book home âGoodnight Moonâ after school and said to me, âLook mom, I can read!ââ said Melynda. âHe started reading to me that night, and it brought me to tears. Not only was he reading, but he was excited to do it because he was inspired at school.â
Christina Flores, IDEAâs Director of Academic Pre-K-2, believes that the personalized and structured learning are the keys to success for our early learners. âOur academic program for kindergarten is rooted in the IDEA vision of college for all,â she says. âIt starts at the foundational level. It sets our kinder students up for success later on in their academic experience.â
As important as it is to build a strong academic foundation, we also know it is important to build a strong nutritional base. To burn extra energy, we ensure every kinder student has daily recess. To fuel their minds and bodies for learning, IDEA has fostered a Farm to School program, which sends organic produce directly from our school gardens to our cafeterias. Healthy minds, healthy bodies, happy scholars!
IDEAâs offers a personalized and distinct kinder program that ensures all students receive instruction at the appropriate level. Our scholars have fun mastering academic fundamentals and social skills as they begin their journey to and through college.


Renate Valtin and Tiziana Mascia Two perspectives to fostering childrenâs literacy
Last blog on the ELINET Website . I am chair digital literacy at ELINET
In the knowledge-based societies of the 21st Century, the rapid spread of new technologies and a constantly changing work environment, literacy learning is no longer limited to childhood and adolescence; but must be recognized as a lifelong need and requirement. However, in early childhood in the family and in preschool and the first years of primary school the foundation is laid for the rest of development. There is a vast body of literature suggesting measures, activities and methods to foster literacy in young children.
In our paper we will present suggestions for an ideal reading life of children, age 0 to 10, mainly derived from two positions: ELINET, the European Literacy Policy Network, who offers a comprehensive societal approach and Maryanne Wolf, renowned scholar of literacy and the brain, currently directing the Center for Dyslexia, Diverse Learners and Social Justice at UCLA. She offers a person-oriented approach studying the reading brain, literacy development, and dyslexia from a cognitive neuroscience and developmental psycholinguistics perspective. These two broad concepts complement each other, and together they provide valuable recommendations for fostering childrenâs literacy. We will characterize these concepts and describe what they suggest for the age group 0 â 10.
The paper can be dowloaded here.
How to cite this paper: Tiziana Mascia & Renate Valtin (2021). Two Perspectives to Fostering Childrenâs Literacy: Exploring the Views of ELINET and M. Wolf


TITLE I PROGRAM
Federal programs are intended to supplement rather than supplant the regular curriculum of the Hempfield Area School District.
Title I Remedial Reading
The purpose of the program is the improvement of skills of elementary students whose achievement level is below the general achievement of their peer group. The goals of the program are; 1) achievement of success in the regular programs; 2) attainment of grade level proficiency; and 3) improved achievement in basic and more advanced skills as measured by pre and post test evaluations. Teachers and parents work with administrators to continually assess and revise the direction of the program to meet the needs of students, ensuring academic success.
Remedial Reading Resource Program
Title I funds are used to provide remedial reading instruction to students in grades Kâ5. The Reading Program supplements the classroom reading program through small group instruction and flexible grouping strategies for students with specific reading skill weaknesses. The Remedial Reading Resource Program is a coordinated plan, integrating language arts activities with diagnostic prescriptions to preâteach and review deficient and/or difficult concepts pertaining to reading and writing. The focus skills include fluency, phonemic awareness, phonics, word building, vocabulary, and comprehension.
Title I Buildings
Fort Allen, Stanwood, and West Hempfield elementary schools are considered school-wide Title I buildings. With this designation, all students are eligible to receive services. Although Maxwell and West Point are not designated as Title I schools, reading support are provided through school district funds in a similar fashion.
Title I Meetings
All Title I parents are encouraged to attend all building level meetings concerning remedial reading instruction. Recommendations will be made to further your childâs progress. Additionally, concerns will be addressed so that Hempfield's Title I Program can continue to be tailored to meet individual student and building needs. A district-wide Title I meeting is held annually.
ESSA and Right to Know
The Every Student Succeeds Act (ESSA) was signed into law in December, 2015, reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA) which includes right to know requests. These regulations allow you to learn more about your childâs teachersâ training and credentials. Parents and family members may request the following information:
- whether a teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching
- whether a teacher received an emergency or conditional certificate through which state qualifications were waived
- what undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration
Parents and family members may request information on policies regarding student participation in assessments and procedures for opting out. Information on required assessments includes:
- subject matter tested
- purpose of the test
- source of the requirement (if applicable)
- amount of time it takes students to complete the test
- time and format of disseminating results
If you would like to receive specific information about your childâs teacher, please contact your schoolâs principal. For general information about ESSA, please contact Dr. Matthew R. Conner, Assistant Superintendent for Secondary Education or Dr. Kimberlie Rieffannacht, Assistant Superintendent for Elementary Education.
Title I School Policy
Please click on the link below to read the individual school Parent Involvement Policy.
Fort Allen Elementary Parent Involvement PolicyFort Allen Title I Reading Teachers
Jody Schmitt â[email protected]
Title I District-Wide Parent Involvement Policy
Please click on the link below to read the District-Wide Parent Involvement Policy.


Parent Guide: Supporting Literacy Development at Home While Sheltering in Place
Parent Guide: Supporting Reading Comprehension for Elementary School Students
What You Need To Know When it comes to supporting reading comprehension for elementary students, parents should understand the basic structure of stories. TK - 2nd grade students might describe a story as being divided into 3 parts - Beginning, Middle, and End. Getting more technical in academic language, 3rd - 5th grade students might know that the elements of fictional stories are described as the 6 Stages of Plot (see below). Once you are familiar the pattern, most fictional stories will follow this formula. You'll be predicting twists and story endings like a pro in no time!
Plot Structure Map - Stages of Plot 1 â Exposition: The introduction of characters, setting, and the basic situation 2 â Conflict: A struggle between opposing forces that drives the action of the story 3 â Rising Action: the portion of the story where the conflict increases 4 â Climax: the peak of action and conflict, usually where the main character experiences a change of heart or mind 5 â Falling Action: the portion of the story where the conflict decreases 6 â Resolution: the outcome of the conflict
Conversation Starters These open-ended questions can help guide discussions with your child about what they have read. There are no right or wrong answers - just awesome opportunities to dig deeper into understanding the story. These questions follow the stages of the plot structure map as described above. You can use a few questions to support a young child's understanding of "Beginning, Middle, and End" or you can select specific questions targeting "Climax" or "Resolution" stages of plot for older children.
Parent Tip - Start with a couple questions. If your children feel talkative, ask a few more. If they are not interested, no worries! Don't push it. Try again with different questions on another day.
Based on the title, what do you think this is going to be about?
Based on ______ (pictures or clues), what do you predict will happen?
What do you think the next part will be about? (can be asked after any pause in reading the story)
During Reading 1 - Exposition Questions
What does this remind you of?
What do you wonder?
What do you or do you not like about the story so far?
2 - Conflict questions
What is the main problem between the characters in the story?
What caused the problem?
What would you do differently from one of the characters in the story?
3 - Rising Action
What surprised you?
Which character is your favorite?
Are there any words you donât understand?
4 - Climax
Where does the main character have a change of heart?
What are some of the changes you see in the main character?
Was there ever a time you felt the same way as one of the characters?
5 - Falling Action
Are there any ideas about the story that you have changed your mind about?
Do all the details in the story seem to tie up nicely?
What is a question you still have?
6 - Resolution
What would you still like to learn more about?
What is the most important idea in the story?
What is _____ your favorite character/your favorite scene in the story? Why?
If you were the author, what would you do differently?
Why do you think the author wrote the story?
What is a lesson you can learn from reading the story?


Health and wellbeing are essential aspects in childrens lives. By placing intentional focus on each of these areas, we are providing tamariki with every opportunity to gain the skills and habits to take with them into a healthy future.
Hauora is a mÄori view of health, unique to New Zealand, which takes a holistic view of physical, mental, social and spiritual wellbeing. By focusing on the 4 key pillars of hauora, we are able to weave key aspects into the everyday curriculum with our children.
As part of this ongoing commitment to the holistic wellbeing of tamariki, we have researched and developed programmes focused specifically on the two key areas of Physical Activity (Move) and Nutrition (Nourish).
In line with this holistic approach to health and wellbeing, we believe that alongside other key aspects of health and wellbeing, physical movement helps provide our precious tamariki with every opportunity to thrive.
Learning & Development begins with the body
Early childhood learning and development begins with the body. Movement primes the brain for learning, forming the foundations for cognitive, physical, emotional and spiritual learning.
We are passionate about supporting children to flourish in these precious early years of growth, learning and development. This is a special opportunity to positively impact childrenâs lives by establishing the association of fun and enjoyment with physical activity and movement, which has so many benefits for their health and wellbeing both now and into the future.
Research tells us that early introduction of fundamental movement through structured activity, sets children up with healthy habits throughout their lives.
Our Move physical activity programme provides resources for kaiako to effectively lead tamariki in fun and fulfilling physical activities.
Move activities focus specifically on the key fundamental movement skills for early childhood development. Essential skills such as Stability and Balance, Manipulative skills (control of objects such as bats and balls), Locomotive skills (required to move from one location to another running hopping, skipping and jumping), as well as mindfulness around our Body and Spatial Awareness (how we move in relation to the environment, people and objects around us).
Team work, resilience and so much more!
Our Move programme deliberately sets out physical activities that give children the opportunity to learn, practice and master physical skills whilst developing their resilience, perseverance, patience, co-ordination, gross-motor skills, teamwork and much more, all while having loads of fun!
Youâll see this programme in centre as part of our regular curriculum, displayed in centre, the amazing resources available to our tamariki, and of course the fun stories the tell when they come home from centre!


KOTY Reading Program Includes
Our reading programs are live instruction with educators designed to support each childâs individual needs in a One-on-One private setting OR in a Small Group setting. Our whole-child approach is through SEL and academics because when an educator reaches the whole child, we improve reading skills and life.
Is your child behind in reading, vocabulary, and spelling? Is it possible to advance or expose them to the following yearâs skills? Or reinforce skills from the previous year?
Spelling, phonics, and vocabulary
Building strong and confident readers
Fostering the Love of Reading with REAL Teachers!
Reading Skills that transfer over into your childâs classroom and life!
We are beginning with your childâs current reading and spelling level.
- Improve reading fluency and speed with skilled educators that customize learning in a small group setting.
- Learn effective reading comprehension strategies
- Learn to read with FUN and Engaging reading material
- K years to 2nd Grade develop essential phonics skills and spelling.
- 3rd to 5th Grade, develop spell accuracy, comprehension, and vocabulary strategies
- Improve Overall Grammar Skills
- KOTY Rapport Building Method and more with our students!
- Our online reading program targets and builds essential skills to become a successful and avid reader.
- Our reading program focuses on building phonemic awareness, reading fluency, and comprehension, improving the ability to decode and encode words. In addition, we work on visualization, note-taking, critical thinking, and more.
Start with Us!
Direct Call Today:
Using an SMS:
KOTY Reading Program Structure
- Reading Program (Grades PreK-5th Grade) Structure
- 30 or 60 Minutes Sessions
- 12 Weeks Week Reading Program
- At-Home and Online
- Live Instruction with REAL Educators!
- Learning that fits your need either:
- Private One-on-One
- Customized Small Group Learning Setting (3-6 Students)
KOTY Learning Done RIGHT
How We Work!
- Live Instruction Real Teachers
- Private One-on-One (not in a group) OR Small-Group Setting
- Customized Path
- Weekly Reading Passages
- Reading Comprehension Questions
- Reading Fluency Drills
- Phonics and Spelling Activities
- Graphic Organizer Forms
- Executive Function Activities
- Social-Emotional Learning Activities


This document makes recommendations for improving academic literacy instruction for students in grades 4-12 in content areas or across the school day, including students reading below grade level and ELL students. Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.
A video of author Dr. Joseph Torgesen providing an overview of this document is available here.
Also available is a FREE self-paced online 4-module course based on this document. This course is designed for literacy specialists/leaders charged with improving policies and practices in the area of adolescent academic literacy instruction. Module 1 focuses on the definition of academic literacy, the expected outcomes of improved academic literacy, the goals for improving academic literacy instruction, and essential knowledge and skills students must acquire in order to achieve those goals. Module 2 provides an overview of the five research-based recommendations for improving literacy-related instruction in the content areas. Module 3 describes the interventions struggling readers will likely need in order to learn to read on grade-level, and Module 4 explores considerations and recommendations for supporting the literacy development of adolescent English language learners. To access the online course, click http://rmceducatorsacademy.com/index.php to visit RMC Educatorâs Academy. If you are a new user, you can create a free account for access to other online courses as well.
These resources can facilitate effective literacy instruction in schools that are implementing School Improvement Grants (SIG) and/or College & Career Ready Standards (including Common Core State Standards).


Recently, I was in a school bathroom and saw a beautiful painting of an African woman dressed in African garb hanging on the wall. I was immediately filled with awe and joy because the painting radiated beauty and was a positive image in a surprising place. I am often one of few African American women in the room when I visit school districts and seeing art or something that connects to my culture is like looking in a mirror and seeing a reflection of myself.
As a classroom teacher, I made it a practice to display pictures of my students to document their classwork, discussions, and events to show how they engaged in instruction. The images appeared everywhere: in presentations, bulletin boards, and in newsletters shared with their families. I wanted students to see themselves as mathematicians in the classroom. I also encouraged students to share images of their family and friends too.
Culturally responsive researcher, Dr. Sharroky Hollie, in Culturally Responsive Teaching says that students need to see positive images of themselves because it affirms their background and helps students feel welcomed in their learning communities.
Feeling connected to their learning communities help students feel comfortable and able to move towards being independent learners, according to Zaretta Hammond in Culturally Responsive Teaching and the Brain. She says that the brain needs to see at least three positive representations for every negative representation due to the brainâs negativity bias. The brain uses this bias to look out for threats to our safety and well-being which can be triggered in unwelcoming classrooms.
Recent studies show the positive effects of cultural representations on student achievement.
A 2016 study by the American Educational Research Associations concludes that black students were more successful when taught by a Black teacher. The same students were 3 times more likely to be assigned to gifted programs.
A Chicago university recently announced that it is investing a $1 million dollars to recruit men of color to elementary education as part of the Call Me MISTER, Mentors Instructing Students Toward Effective Role Models. This initiative is modeled after Clemson Universityâs program that began in 2000.
A few ways to represent students at your school/in your classroom:
- Add positive images of students engaged in work to presentations and bulletin boards inside and outside of classrooms
- Have a mix of images of legendary past and present cultural icons from all walks of life (academic, entertainment, and sports) that represent the students in your classroom
- Hang inspirational quotes from cultural icons in schools and classrooms
In what ways do you represent the students in your schools/classrooms to support their learning?


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The Importance Of Rhyme In Early Literacy Development
8/3/2016 Â· The importance of rhyming text books cannot be underestimated! Julia Donaldson, Dr Suess, Nick Sharrat, This is the Bear series etc, are all excellent places to start. I think this is one of the most important things that we are not always aware of, and by adding more rhyming texts to our everyday reading, it can make the biggest impact. Here ...
Affordance Theory (Gibson) - Learning Theories
24/7/2014 Â· Summary: Affordance theory states that the world is perceived not only in terms of object shapes and spatial relationships but also in terms of object possibilities for action (affordances) -- perception drives action. Originators: J. J. Gibson (1904-1979) Keywords: Affordances, direct perception, ecological Affordance Theory (J. J. Gibson) American â¦
Super Movers - BBC Teach
Discover active learning videos covering English, Maths, Science and PSHE, use as a recap or an introduction to a topic. Find all the Super Movers times â¦
Psychology: Unit 4; Quiz 1: Learning; Quiz 2: Memory; Quiz 3: â¦
Rachel wants to dance professionally and become good at the Samba. She watches her dance instructor and tries to repeat his leg movements. No matter how hard she tries, Rachel moves her legs but they are not the movements the dance instructor demonstrated. Did Rachel successfully model the dance instructor?
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Browse the latest free courses from Harvard University, including "CS50's Introduction to Game Development" and "Nonprofit Financial Stewardship Webinar: Introduction to Accounting and Financial Statements."
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School of Music
Music: World Cultures
Music, Music Education, Suzuki, Japanese Music Education, Music Pedagogy, Linguistics, Language Acquisition, Language Learning
Ethnomusicology | First and Second Language Acquisition | Linguistics | Music | Musicology | Music Pedagogy | Music Practice
Richards, Moriah L., "The Suzuki Method: Influences of Shinichi Suzuki on Japanese Music Education" (2017). Senior Honors Theses. 655.
This thesis will study the history of Japanese music education philosophies and pedagogy techniques. Specific focus has been given to the music education methods and philosophies of renowned Japanese music educator, Shinichi Suzuki. Suzukiâs views on the learning processes of children have greatly impacted the field of music education. Suzuki held the belief that the language acquisition process and the learning processes of children were intricately connected. He spent years applying his research to the field of music education. His resulting pedagogy techniques are now known as the Suzuki Method. The Suzuki Method, which has been adapted in various ways for different instruments and teaching styles, is still influencing music education in the United States and around the world.


An icon of contemporary art, Andy Warhol is universally admired. He is still the subject of countless biographies, documentaries, academic debates, and museum exhibits.
Andy was brought up by Andrej and Julia Warhola, two hardworking people who lived in Pittsburgh. His family had emigrated from Slovakia. To his three siblings, Andy may count two brothers and a sister.
The New York City soup cans are his most well-known creation. Andyâs art questioned the relationship between fame and expression. He began working as an advertisement illustrator in the 1960s.
Andyâs best silkscreens were the Campbellâs Soup Cans and the Marilyn Diptych. Youâll find 10 interesting details about Andy Warhol below.
Magazine illustration was Andy Warholâs first job.
As a first job, I did commercial artwork. In the field of advertising, he stood out as a major commercial designer.
Pictures he took were instantly recognizable works of art. Customers were drawn to the enterprise because of its association with the gods.
Warhol painted a scene of a shopper in a supermarket. His works exposed consumer habits in the United States.
Andyâs paintings became controversial once he started showing it in galleries. The artists, celebrities, and culture vultures of New York City flocked to his studio.
His neurological condition began in childhood.
Sydenham chorea affected young Warhol. To put it simply, St. Vitus dance is a neurological disease. Because of this, limb movements become involuntary.
Warhol was mostly a homebody. To him, paper cuts, comic books, and magazines were the holy trinity. When Andy was 8, his parents bought him his first camera.
Andy came into his own and made his mark throughout this period. Sadly, his father passed away from illness when he was just 13 years old.
Warholâs third degree is in art education.
1945 at Schenley High School. The Award for Excellence in Creative Writing and the Award for Excellence in Artistic Writing from Scholastic. He attended Pitt to concentrate on art education. He hoped to one day instruct art classes.
Warhol attended CIT for his commercial art studies. He became involved in the Beaux Arts Society and the Campus Modern Dance Club.
Warhol acted as both artist and art director for the student art publication, contributing a double-page spread. It was his debut in the literary world.
He graduated with a degree in graphic design in 1949. Warhol settled in New York and began his career as a commercial artist.
His career as an artist began the next year when Glamour published his debut article.
Four, Warhol called New York City home.
When people thought of New York culture, they thought of Andy Warhol. This place was his home for the whole of his life. responsible for (maybe) revitalizing the cityâs arts scene.
Silk screening was a skill he learned from Manhattan artist Arthur Cohn. While designing shoes, Warhol came up with the term âblotted line.â
Andy traced the original drawing several times with ink to perfect it.His method was not universally well-received.
His art professors at Carnegie Mellon University did not like Andyâs unique approach.
He resolved to study harder in class and go to summer school in order to keep his excellent academic standing with his instructors.
Despite the objections of his teachers, Warhol traveled to Japan, India, Egypt, Italy, and Cambodia. The experiences he had while traveling influenced his work. A signature look was developed by him.


Tabors, P.O., Paez, M. M., Lopez, L.M. (2003). Dual Language Abilities of Bilingual Four-Year Olds: Initial Findings from the Early Childhood Study of langauge and Literacy Development of Spanish-speaking Children. NABE Journal of Research and Practice, Winter 2003, pp 70-91.
This article looked at the early literacy skills in Spanish and English for a sample of 344 bilingual children in MA, Maryland, and Puerto Rico and compared then to a control group of children. The results suggest that bilingual children are not different across groups on tasks of phonological awareness. Differences were found for the subgroup of students from MA and Maryland who scored significantly lower in oral language subtests of the Woodcock Language Proficiency battery in both languages when compared to the control group and the Puerto Rico subgroup. On average the children from Puerto Rico scored better that the MA and Maryland subgroup in Spanish oral language skills.
Read more by accessing the journal article. A follow up on this study is soon to come out as well!
Claudia is the Endowed Joan Wieler Arno 49 Professor at Lasell University. She is currently a full professor of education and chair of the Education Program. Claudia has been a teacher, researcher, consultant, and professor of special education.


Education is one of the most valuable building blocks for long-term success. Thereâs a reason why the timeless adage, âGive a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime,â is so commonly spoken. From exploratory early childhood learning centres, to specialized doctorate programs â the quest for knowledge is one that society universally recognizes as noble.
Additionally, state of the art technologies have revolutionized the way we learn in the classroom setting. Educational software tools have expanded the world of teaching for educators and enriched the learning experience for students in a variety of ways.
In fact, it is none other than tech giant Microsoft that is transforming the manner that we interact with curriculums and how they are delivered through Office 365 Education.
Here are all of the ways that Microsoft is becoming a major player in the world of education:
Microsoft Facilitates Education
Office 365 Education is primarily focused on facilitating the teacher/student exchange. The helpful learning tools found in Office aim to cultivate more inclusive classrooms through:
- Real-time working: Collaborative co-authoring and typing is made possible in all Office 2016 and Office Online documents.
- Multiple Spaces to Connect: Whether youâre looking to work together in a collaborative area or provide/receive individual support in a private space, Office has you covered.
- Unlimited Access: Time and location are no longer a limiting factor as you can access your documents via Office Online and Office Mobile through cell-phone and tablet compatible Word, PowerPoint, and Excel programs.
- Integrated Workflow: Assignment workflow can be integrated with Classroom.
- Streamlined Notes: All class materials can be organized in OneNote.
- Time Saving Benefits: If thereâs one thing teachers could always use more of, itâs time. Through Microsoft Classroom, teachers can post class calendars, conversations, notebooks, curriculum data, and more, so that students can easily find information without having to contact them.
Microsoft Prepares Students for Collaborative Careers
The days of solely relying on pen and paper for note-taking and completing homework are far over. In the last decade, classrooms have embraced the digital realm. With this dramatic shift, Microsoft has innovated software that fosters the imperative collaborative nature of the classroom in online platforms. The following are some of the top ways that Microsoft Office 365 prepares students for collaborative career paths:
- Most In-Demand Software Skill: Looking to pad your resume? According to the International Data Corporation (IDC), Office is the only software listed as a top employer requirement for high-paying jobs.
- Powerful Intelligent Features: Not only focused on providing a platform for students and teachers to work together and communicate effectively, Office 365 is heavily focused on helping to sharpen skills. With powerful intelligent features that help scholarly minds fine-tune their data analysis, presenting, and writing skills, Office 365 shapes students into formidable job candidates.
How Ingram Micro Can Help
At Ingram Micro, weâre committed to ensuring that the businesses we work with fully maximize the value of the technology that they make, sell or use. With Office 365, our clients have been able to experience education in a phenomenal way.
Furthermore, students and teachers are eligible for Office 365 Education, which includes Word, Excel, PowerPoint, OneNote, and additional classroom tools for free! Drop us a line today to learn more about how you can encourage collaboration and facilitate learning at the highest level in your classroom!
Visit the Microsoft Showcase site for more info.


SARVA SHIKSHA ABHIYAN (S.S.A)
Sarva Shiksha Abhiyan (SSA) is a flagship programme of Government of Indiaâs for achievement of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right
In Odisha SSA has been implemented in 30 districts since 2001 with the following objectives
- All Children of 6-14 years age group in school by 2003.
- All Children to complete 5 years of schooling by 2007.
- All Children to complete 8 years of schooling by 2010.
- Universal retention by 2010.
- Bridge all gender and social category gaps at primary stage by 2007 and at Upper Primary stage by 2010 and Focus on Elementary Education of satisfactory quality with focus on education for life.


I can identify and describe all four seasons.
8,000 schools use Gynzy
92,000 teachers use Gynzy
1,600,000 students use Gynzy
This lesson provides an overview of each of the four seasons. Students will discuss the summer, spring, fall, and winter and go over the characteristics of each. They will practice comparing the seasons and conclude with an engaging activity.
Students will be able to name the four seasons and describe how the season affects the weather.
Have students discuss their favorite outdoor activities. Then go over the months of the year by listing as many months as students can name. Introduce and name the four seasons. Look out the window and ask students what season they think it is. Have them hold up one finger for winter, two fingers for spring, three fingers for summer, and four fingers for autumn. Why did they choose that season?
First, go over the winter season. Ask students what winter is like where they live and discuss some of the characteristics of the season, including animal behavior, what to wear, and what activities you might do. Next, introduce spring and go over the season. Have students write about or draw a picture of what it looks like during the spring. After this, move on to the summer and ask students to share the summer activities they take part in. Finally, teach students about the fall season and have them fill out the T-chart to compare fall and winter.
Ask students to share their favorite season. Would they like to have one season for the entire year? Conclude with one of two activities. Students can choose to create a poster about their favorite season or find a book in the classroom library that takes place during a specific season and explain how you know which season it is.
Gynzy is an online teaching platform for interactive whiteboards and displays in schools.
With a focus on elementary education, Gynzyâs Whiteboard, digital tools, and activities make it easy for teachers to save time building lessons, increase student engagement, and make classroom management more efficient.


Our culture is constantly pushing kids to develop skills with technology at earlier and earlier ages. Is this making them smarter, or is it actually delaying foundational skills?
Motor skills are crucial to life, and developed by doing, and playing. Is it possible that early introduction to technology is delaying these developments in children?
Why We Should Delay Technology Use for Children
This is a message aimed particularly at younger parents. Moms and dads, I know that culture teaches us to program our kids to use digital technology at younger and younger ages, but this is a huge mistake. Science proves that just the opposite is true.
The longer you can keep your kids playing with toys and objects that require motor skillsâthings like books, blocks, balls, bicycles, etc. the better. Young kids develop their brains by physically exploring things. Sadly, many kindergarten teachers are now reporting that some of their students barely have the fine motor skills to adequately use scissors, or even properly hold a crayon.
Photo via: Pixabay.com


Pediatric Therapy at PT@acac: Developing the Foundation for Success in Life & Athletics
Our pediatric physical therapists are specifically trained to helps children learn to successfully and independently perform gross motor skills, functional mobility skills and improve the daily lives of children who suffer from a wide range of injuries and congenital conditions. Our therapists work with the child and their family to help each child reach their maximum potential to function independently and to promote active participation at home, in school, and in the community. Pediatric patients range from infants to teenage competitive athletes, specifically 0 to 18 years of age, and young adults with childhood disorders.
What conditions can be treated with pediatric PT?
- Growing pains
- Neck and low back pain from school
- Sports injuries
- Cerebral Palsy
What is the pediatric PTs role?
Pediatric physical therapists evaluate and provide treatment for delays in motor skills by developing the strength and range of motion that children need to move through their environment easily and effectively. In addition to assessment of flexibility, strength, posture, gait, sensory processing, balance, coordination and skill, the pediatric therapist is trained to assess motor development using standardized testing for age equivalents. The long-term goal includes gross motor skill development solid to age with good quality to both sides of the body.
Pediatric physical therapy helps young athletes prevent injury by addressing any muscle imbalance or weakness, assessing and managing sport related injuries to help them to return to play after injury. A variety of treatment interventions are used including developmental activities, therapeutic exercise, balance and coordination activities, adaptive play activities, mobility training, safety and prevention programs, and activities to promote overall wellness.
To learn more, visit acacpt.com's section on Pediatric Therapy here.


The Inspiring Story of Wyomingâs First Black Female Legislator
William Jefferson Hardin became the first African-American to serve as a senator in the Wyoming Territorial Legislature in 1879, but nearly 100 years later, the first female black legislator would be elected to the Wyoming Government. Harriet Elizabeth "Liz" Byrd was elected to the Wyoming House, and later the Senate.
Liz was born in Cheyenne in 1926. Her father was a mechanic for the Union Pacific Railroad and her grandfather had traversed the trip to the Wyoming Territory shortly before Hardin would be elected in 1876. He became a well-known cowboy and worked for the railroad. Liz graduated from Cheyenne High School and attempted to go to the University of Wyoming in 1944, but her application was rejected. Her son told a newspaper at the time of her death that "segregation was in full swing," as an explanation for why her college application was rejected from UW.
After graduation from West Virginia State College with an Elementary Education Degree, Liz attempted to get a job with the Laramie County School District in 1949, and was again rejected, likely for the same reasons that UW had turned her down five years earlier. She would eventually be hired by the school district in 1959, becoming the first fully-certified black teacher in Wyoming.
While Liz climbed the ladder as a teacher, her husband James would become the first black chief of police in Cheyenne and Wyoming. In 1981, Liz Byrd was elected to the Wyoming House of Representatives, hoping to affect change for teachers and solve the inadequacy of equipment they faced. âShe went to every event that she could regardless of size. She also went door-to-door at least two to three times, and this was when we had an at-large delegation and you ran countywide," Her son, James, said of her first campaign. "That is probably why she finished first or in the top three most of the time.â
In 1989, Liz campaigned again, but this time for an election to the Wyoming State Senate, where she became the first African-American, regardless of gender, to serve in the institution. One of the most well-known of her achievements was being the primary sponsor for the Martin Luther King Jr. Holiday bill. She brought it before the legislature nine times. Eventually, there was a compromise and her bill was approved with the nomenclature change to "Equality Day," something Byrd didn't particularly like, but as it was the closest the bill had ever gotten to being law, she let it slide.
Byrd also worked for laws for adequate handicapped parking and the creation of social services for adults. Her son, James, would eventually follow in her footsteps and run for Wyoming State Legislature as well, being elected in 2008. Liz Byrd passed away in 2015 at the age of 88. Governor Matt Mead ordered the flag to be flown at half-mast throughout Laramie county in her honor.


As early childhood professionals, we have recognized the importance of language and literacy in preparing children to succeed in school. It is because of this very reason that literacy is infused in every age-groupâs, especially for Infants. Children who are exposed to books at an early age begin to imitate the language & gestures their parents and teachers use while sharing stories. This could be the way they turn pages and sometimes even them murmuring (which is indirectly an early verbal skill), as they âreadâ the pictures.
Developing language and literacy skills begins at birth through simple interactions, such as sharing books, telling stories, singing songs and talking to one another. In our Infant classroom, the children are able to build a relationship with books, learning how to hold them, and developing their fine-motor skills as they turn the pages. These are all emergent skills when it comes to literacy.
Research has shown that within the first 18 months of an infantâs development, start to show an understanding of pictures which will represent items in the real world, (source: Barton & Brophy-Herb 2006). As the infant grows to become a toddler, when they re-read and re-listen to a book which theyâve read since they were a tiny baby, they start to imitate actions from the book. When this child starts to comprehend the pictures which they see in the book to real-world objects it is the beginning of their literacy development.
No child is too young to be spoken to and read to. It is beyond important that both parents and teachers of these young infants should read & speak to them at every opportunity possible. Even when you are changing a diaper, you should be speaking to the child. When you are laying them down in the crib, take this as an opportunity to sing to them. Whenever we speak to these young children, the words, phrases and songs sit in their subconscious.


Posted: Fri, 03/25/2022 - 11:53 am EDT
The CREATE Adult Skills Network (the Network) is a resource for all who work to improve adult foundational skills. Network stakeholders include adults who are enhancing their skills and people involved in adult education practice, policy, and research. Our goal is to serve our diverse stakeholders by building knowledge about using technology to support instruction and learning, and then translating research and sharing what we learn.
The need to improve adult skills and educational outcomes is clear. Millions of adults in the U.S. struggle to attain the literacy, numeracy, and English language skills needed to achieve their goals. They may experience significant economic challenges, including barriers to employment and economic mobility, as well as ensuring their childrenâs education.
Skill-building programming that relies on a traditional classroom approach can only reach a fraction of the adults who need it. Not only are resources for classroom instruction limited, but adults with jobs and families also face practical difficulties in participating in-person instruction at fixed times. Some adults also need more intensive instruction than others.
Digital technologies use online tools and strategies to make learning available to a wider population of learners. They offer flexibility in meeting the learning and participation needs of many adult learners. However, many learners and adult education instructors need support using technology effectively, and there is little research available on effective digital technology practice.
The Network was designed to fill this gap. It is a national initiative to develop and evaluate promising digital technologies for teaching and learning. The Network is funded by the U.S. Department of Educationâs Institute of Education Sciences and includes research and leadership teams.
The Networkâs research teams focus on a variety of approaches to using technology to improve and measure adult skills development:
- The Adult Numeracy in the Digital Age (ANDA): Adaptive Technology for Quantitative and Digital Literacy research team is developing and testing a personalized learning course to develop numeracy and digital literacy.
- The Adult Skills Assessment Project (ASAP): Actionable Assessments for Adult Learners research team is creating and validating an online assessment system for measuring adult literacy and numeracy skills.
- The AutoTutor for Adult Reading Comprehension (AT-ARC) research team is refining and pilot testing an online reading comprehension program for adult literacy students with low levels of reading proficiency.
- The Content-Integrated Language Instruction for Adults with Technology Support (CILIA-T) is creating and pilot testing a curriculum that integrates teaching the English language into adult education U.S. history/civics courses and include components to improve digital literacy.
- The Teaching Skills That Matter (TSTM) â SkillBlox Instructional Support Pilot research team is scaling up use of a skills-building instructional framework paired with an application that helps teachers organize and evaluate open education resources.
- The Writing in Adult Secondary Education Classes (W-ASE) research team is adapting and testing a technology-supported adult developmental education writing course.
American Institutes for Research (AIR) leads the Network in collaboration with its partners, Abt Associates, Jobs for the Future, and the EdTech Center @ World Education, Inc. As the Network lead, my partners and I will add to the already invaluable work of the research teams in several ways. We will:
- Bring together research teams and a diverse body of stakeholders to help inform, translate, and disseminate network findings in a way that will meet their needs.
- Help build the knowledge base ourselves by producing a practitioner-friendly review of the research on using digital technologies for adult learning.
- Collaborate with research teams and stakeholders to develop research and learning agendas that will help guide next steps for moving the field forward.
Please join us in this effort to meet the needs of all adult learners and those who serve them by exploring this website, share our blog posts, briefs, and resources with your colleagues and engage with us through social media.
It will take our collective efforts to ensure that Network research influences the field. We welcome you!
Stephanie Cronen, Ph.D.
Principal Investigator, CREATE Adult Skills Network


Lead EYFS teacher, at Ghyllgrove Community Primary School, Keeleigh McKeon explains why Ten Town gets children excited about numbersâ¦
One of the reasons it has really worked in our school is that Ten Town isnât just about learning number formation and early counting, it has also developed the childrenâs understanding of number value and how to apply their knowledge in practical situations.
The 10 to 20 activities have also given them a foundation in shape, space and measure.
Not only has Ten Town worked as a focus for maths but it has become an integral part of our continuous provision and planning, from making King Oneâs crown in art to discussing Fiona Fiveâs ideas for healthy eating.
We introduced Ten Town to our school because weâd noticed our children really struggled with number formation.
Ten Town stood out as a perfect resource thanks to its useful rhymes that help children remember how to write each number and the colourful animated stories and catchy songs really caught their imagination.
Initially, Ten Town was a resource that we could dip into when we needed it, but as the year has progressed it has become an important part of our daily routine.
We can pick and choose songs and stories based on the theme of the week or we can follow the adventures of King One and his friends from start to finish.
Our children love Ten Town! They sing along with the songs, join in with the actions and respond really well to the characters.
Itâs great to see them so enthusiastic and interested in maths. There are lots of ideas for activities such as role-play, problem solving and opportunities for communication.
For example, the character tabards allow us to create physical representations of number problems and the fantastic outdoor resources have enabled us to extend the learning into our new Early Years garden.
As well as becoming a well-used and valuable resource in school, we also arranged home access.
Parents have commented on how well their children have engaged with Ten Town and that the activities have supported their weekly homework. They also like the insight into how their children are taught early numeracy skills.
During lockdown, Ten Town proved to be an invaluable resource that parents could easily use with their children and it was a great way to support learning at home as it provided continuity and familiarity to what we do in school.
Ten Town has developed a new learning platform and web app with exciting number-based stories, songs and games. It encourages learning through play with 100s of ideas for practical activities. Memorable characters help integrate maths throughout the day with many cross curricular opportunities. It introduces numbers to 20 with focus on partitioning and links to space, shape and measure.
How the EYN Partnership can Enhance your Settingâs Reputation for Excellence in Nutrition
Introducing British Sign Language
A Unique Child


Kindergarten comes with big changes for children. It may be their first time in a structured school setting, or in a room with many children.
Each child responds differently. Some get excited about new experiences, while others feel nervous about these upcoming changes. Furthermore, children may react differently once they enter the classroom.
Kids also come to kindergarten at different readiness levels. Some have skills like knowing the alphabet and counting to ten. Others have not yet acquired these skills.
Here are nine ways to help kids make this transition.
When most people think about parent-child reading activities, they likely picture a mother quietly reading to her children. Very few people would envision a reading event where fathers and children are acting like donkeys, elephants, and gorillas. That is exactly what happens, however, at a Dad and Kid Reading Night sponsored by Strong Fathers-Strong Families. Dad and Kid Reading Night encourages and teaches fathers to read to their children. The books are carefully chosen both to reflect the father child dynamic and to facilitate lively activity.
This brief explains the Two-Generation (Two-Gen) approach for working with families builds well-being by creating a solid and stable foundation through integrated, intensive, and high-quality services in four areas of focus: early childhood education, elementary education, economic stability, and family engagement. It discusses findings from a research study that explored how three States (Connecticut, Colorado, and Utah) are development and implementing a Two-Gen framework in practice and how support for an intentional Two-Gen approach can be translated into a coordinated implementationâ¦
This research summary reports results from a 2006 study of Missouri children who participated in Parents as Teachers and other early childhood experiences. Researchers investigated the impact of pre-kindergarten services on 7,710 Missouri children's readiness for school and performance on state assessments at the end of the early elementary years. (Author abstract)
Research in the last three decades has established a clear link between parental involvement and children's educational attainment. While most of what we know is based on mother-child interactions, increased attention has been paid to the specific influences fathers and other male caregivers have on their children's development. This paper briefly summarises the findings from the field of father involvement that also address the issue of children's literacy practices. Since the literature on father involvement and children's literacy outcomes is limited with significant knowledge gaps, theâ¦
Many school children and their families are faced with multiple health, education, and social service needs that no single agency is in a position to address alone. One intervention strategy that many schools are now beginning to use in these situations is a case management approach which emanates from the schoolsâ concern for children who are failing in school due to a variety of interacting school, home, and community influences. The purpose of this publication is to introduce school personnel concerned with early intervention with potential school dropouts to a promising school-basedâ¦
U.S. women graduate from high school at higher rates than U.S. men, but the female-male educational advantage is larger, and has increased by more, among black students and students of low socioeconomic status (SES) than among white and high-SES students. The authors explore why boys fare worse than girls in low-SES householdsâboth behaviorally and educationallyâby exploiting matched birth certificates, health, disciplinary, academic, and high school graduation records for more than 1 million children born in Florida between 1992 and 2002. They account for unobserved family heterogeneity byâ¦
New economic realities have focused attention on how to best design workforce development strategies to help low-wage and low-skill workers succeed. Lack of child care is one important barrier that can make it difficult for low-income parents to successfully participate in education and training programs. This report provides an overview of the child care and workforce development systems, and discusses the issues that lie at the intersection of these two worlds. It concludes with a description of next steps for policymakers and practitioners in each domain, and important questions that stillâ¦
A fact sheet for parents to help them prepare their children for preschool and kindergarten.
Father involvement has a unique impact on children's outcomes, including cognitive development, achievement, math and reading scores, as well as behavior. Father involvement coordinators, parent involvement specialists, and other staff members who work with families can find this handbook useful as it provides insight into why fathers are important in their children's lives. Many studies conclude that children with highly involved fathers, in relation to children with less involved fathers, tend to be more cognitively and socially competent. (Author abstract).


A bachelorâs degree in special education is a general introduction to the field of teaching, with an emphasis on working with students with special needs. If you decide to pursue this degree, you will be prepared to enter the workforce after graduating. You may also choose pumps.uith Ie your education by earning a masterâs or doctorate degree in special education.
Special education is a field of teaching that involves working with students who have physical, emotional, social or intellectual disabilities. The goal of this type of teaching is to modify regular school subjects so that they can be more easily understood by students with special needs. Common degrees in special education include the Associate of Science (AS), Bachelor of Science (BS), Master of Science (MS) and Doctorate of Philosophy (PhD).
As an aspiring teacher, you should expect to take courses on subjects including language arts, math and science as well as courses on child development and instructional techniques. You should also learn how to assess studentsâ abilities and develop individualized plans based on those assessments.
Many employers prefer hiring teachers who have a bachelorâs degree in special education.
Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. They adapt general education lessons and teach various subjects, such as reading, writing, and math, to students with mild and moderate disabilities. They also teach basic skills, such as literacy and communication techniques, to students with severe disabilities.
A bachelorâs program in special education prepares graduates to work with these unique student populations. Students learn the best approaches to teaching diverse groups of students to help them reach their full potential.
Students can earn a bachelorâs degree in special education in around four years of full-time study. The classes they take prepare them for working as special educators in public or private schools or other educational settings.
The Bachelor of Science in Special Education is a comprehensive degree program that offers students an array of opportunities to develop the skills and knowledge necessary to become highly qualified special education teachers. Students can focus on early childhood education, elementary education, middle school or high school education. The program incorporates field experiences, clinical practice and coursework designed to enhance the development of effective teaching competencies.
The Bachelor of Science in Special Education is designed to prepare students to work with students who have disabilities. This degree program provides coursework that enhances knowledge of effective practices for working with individuals who have learning difficulties and/or developmental delays. Students also learn how to support the development of academic skills, social competencies, communication skills and adaptive behaviors.
The Bachelor of Science in Special Education is a good choice for those who want to work with children or adults who suffer from autism, learning disabilities or developmental delays. with this degree, you can work as a special education teacher for students from preschool through grade 12.
The typical curriculum includes courses such as Child Development, Literacy Development Strategies, Literacy Assessment and Instruction, Stagecraft & Production Management, Introduction to Educational Research, and Special Education Law & Ethics.
The following are some of the most popular courses that can be taken in a Bachelor Degree for Special Education program: Psychology, Human Development, and Sociology. These courses help students learn about how children develop and grow as they become adults. They also prepare them to deal with issues that come up in their lives as they become parents.
The Online Bachelor Degree for Special Education prepares you for teaching in early childhood or elementary school settings or for further graduate study in special education or related fields such as speech therapy, occupational therapy, school psychology, counseling and educational administration.


Within our school, music education provides the tools needed so that students can not only master the art of music-making, they can also become creators of feelings and emotions. Mastering the art of music-making also benefits physical and cognitive development. Dexterity and coordination are necessary skills developed to perform on a musical instrument, and the act of learning and reading music develops the same skills needed to learn a foreign language and to comprehend high order academic subjects.
Chorus and Music
The student will learn to sing using solfege and other vocal techniques such as breathing, diction, vocal projection, stage directions, and basic dance movements. All show choir students will be exposed to different styles of choral literature such as multi-cultural, Broadway, contemporary and classical. All show choir students are eligible to attend field trips and/or perform at school and throughout Broward County. This program is offered as a major or minor class in grades 4-5.
The piano curriculum allows students to experience the Yamaha keyboard lab. They learn to play, discuss and listen to musical compositions (beginning to advanced levels) using the new concept of individual and group activities. Our school has a sound and music studio where students learn to write, record and produce songs through high-tech audio and video equipment. Music students will be eligible to attend field trips and have been winners at the All-American Music Festival in Orlando, Florida.


By Anne Smiley and Nurudeen Lawal, FHI 360
In Northern Nigeria, the vast majority of third-grade pupils cannot read a single word in any language. Teaching materials are few and far between, and most teachers receive little training or support. But in Katsina and Zamfara states, communities are excited to see kids starting to learn how to read in Hausa, a language that almost everyone can speak and understand. Learning to read is the first step to learning across all subjects, setting kids up for success in school.
The Reading and Numeracy Activity, also known as RANA, which means âsunâ in Hausa, is working with primary schools, integrated Qurâanic schools, and local government institutions to deliver an evidence-based approach to early grade literacy and numeracy. The program is working: learning assessments show consistent gains across fundamental reading and numeracy skills for both girls and boys.
RANA came to Salahudeenâs school in 2016, and since then, this bright ten-year-old has become a self-proclaimed reading champion.
âI have always admired people when I see them reading,â he says. âWhen our teacher started teaching us RANA lessons, I paid attention so that I can also read.â
According to Salahudeenâs father, âThe RANA lessons have made him more hardworking and love school. I will support his education to any level within my means. I am very grateful to RANA for giving school a new meaning.â
Hereâs how RANA works:
- Aims to break every barrier to education access and quality: By directly engaging communities and schools in the process of improving the quality of teaching and learning, and by teaching in Hausa, families are increasingly motivated to participate for the long term.
- Invests in every teacher: Not only through ongoing training and coaching in the use of high-quality teaching and learning materials in Hausa, but also by equipping teachers with continuous assessment techniques and tools, so that they can directly see the impact on student learning.
- Measures every outcome: Coaches routinely conduct classroom observations on teachersâ methods of instruction and fidelity to the program design, and learning data is collected as well: three times a year, coaches test a panel of pupils from each class in reading and numeracy fundamentals, allowing the program to study student learning gains over time. Finally,
- Connects every classroom: Coaches use tablets for observations and monitoring of school and community activities, which rely on GPS time stamps for accountability; and a vibrant online Community of Practice has been created amongst teachers and trainers via Whatsapp, reducing isolation and increasing opportunities for peer learning and review.
RANA represents a holistic, clearly defined, locally-based and locally-owned approach to education reform, with children and their families at the centre. Scale-ups are already being planned, and in some cases implemented, in neighbouring areas. More readers, more books, more learning: sustainable, locally relevant education for all, in action.
RANA is funded by the U.K. Department of International Development (DFID) through the United Nations Childrenâs Fund (UNICEF), and implemented by FHI 360 and its local partners. For more information about RANA, please contact Anne Smiley at [email protected] To learn more about FHI 360âs work in global education, visit their website.


Support to Thrive â An Essay
Original Essay â February 25, 2018
It is not too long ago that our society was referring to those with intellectual disabilities as âretarded.â Just in âJanuary 2007, the major professional organization for people with significant cognitive or intellectual disabilities-the American Association on Intellectual Retardation (AAMR)-changed its name to the American Association on Intellectual and Developmental Disabilities (AAIDD)â (p.86 Exceptional Learners An Intro to Special Education). The word âretardedâ has become a common term to use to insult someone. Therefore, when someone is labeled to have mental retardation it has a negative and insulting judgment even though it was put in place as a medical diagnosis. The Rosa Law that passed in 2010 making it that the âfederal legislation solidified the use of the term intellectual disabilityâ(p.86 Exceptional Learners An Intro to Special Education).
Making a switch from how we refer to those with intellectual disabilities allows room for growth in other areas as well. Just 58 years ago, in the 1960s, it was common practice to institutionalize those diagnosed with disabilities. This practice is dwindling because of allegations of abuse and overcrowding. People are becoming more accepting and willing to integrate and support these individuals. Because of their unique and individual needs, these families need support and special accommodations. The school system plays a large role in a personâs ability to thrive in the world. What resources and accommodations a child with disabilities receive through their educational program plays just as big a role in their future as it does ours. We go to school to learn so we can have the future we desire and so does someone with a disability. Their goals and dreams may look different than mine but they are just as important.
Over the years, school educators have become more hopeful and have educated themselves and implemented evidence-based treatments to best support those with intellectual disabilities. These evidence-based treatments give them more opportunity to have a career, live more independently, and be integrated into society. A child with a disability first step in the school system is to evaluate the appropriate learning environment for them â integrated classroom or secluded. It has been proven that being integrated provides more opportunity and healthier environment for the child and it is not always determined on the childâs severity but rather if they can get the proper support they need in that setting. Professionals look at âacademic skills, adaptive behavior, and quality of lifeâ (p.100 Exceptional Learners An Introduction to Special Education) to measure curriculum focus. They also take in information about communication, daily living skills, motor skills, behaviors, and social skills from parents or other primary caregivers. This helps give the idea of what âfunctional academics, teaching academics in the context of daily living skillsâ(p.101 Exceptional Learners An Introduction to Special Education) they need to support the child with.
After this data has been evaluated and the child is ready to start school, research has shown that systematic instruction and reinforcement are most beneficial. Systematic instruction works in a way that a thoughtfully defined behavior is selected to focus on consistent instruction, addressing foundational skills first, plan for the level of assistance, and monitoring. Reinforcement is a part of this because it is shown that immediate, positive reinforcement encourages the student to keep working on the task and challenging themselves.
As the child learns and grows it is important to keep evaluating their quality of life, satisfaction, well-being, social belonging, dignity, and empowerment, to know how to keep supporting them. This is where the Quality of Life Questionnaire comes in which measures these aspects of âhome, relationships, freedom, leisure, and self-enhancementâ(Cummins, 2006). Another key component to focus on for the student is self-determination. âSelf-determination is the ability to act autonomously, be self-regulated, act in a psychologically empowered manner, and act in a self-realized manner (Wehmeyer& Mithaug, 2006). This gives the individual personal preferences, ability to evaluate self-behavior, feel in control of actions to lead to the desired outcome, awareness of strengths and weaknesses. The hope is to avoid the development of learned helplessness, disbelief that they cannot be self-determined.
You also want to empower the individual by giving the individual with an intellectual disability their own person-centered plan which empowers them to make their own decisions appropriately. These approaches are being taken for those with intellectual disabilities because although we are all in school to learn, those with intellectual disabilities are learning life skills so they have more opportunity to live independently, have a job, pay their bills, ride the train, read the newspaper, buy groceries, socialize, and be an active participant in society. Their education is based on the goal to achieve a self-determination lifestyle.


The purpose is to create a happy and secure environment. We are committed to facilitating active learning opportunities, specialist teaching staff and creative teaching aids for our students. We provide a practical comprehensive Early Years Foundation Stage Curriculum which is continued into the Reception year, ensuring consistent and coherent transition from Nursery to Reception.
Physical Development and Motor Skill Development
Motor development is a continuous process and is important throughout a childâs early life, because physical development is tied to other development areas. We incorporate innovative entertaining activities into childâs daily routine to help improve their motor skills. The ability to learn and practice motor skills at an early age can benefit them academically, socially, and personally.
Pencil Grasp Development:
Children naturally hold a pencil, pen or a crayon in different angles. Before a child progresses towards writing, it is important that the child masters efficient pencil grasp. The child should learn to move fingers independently and dynamically. We consistently help kids to achieve the target grip that help them produce legible numbers and good letter formations.
Language and Communication Skill Development:
Language development is also an indication of oral motor communication, language, cognitive, social and emotional development, hence we provide a language rich environment. Verbally answering common questions. We reinforce good speaking habits by setting an example with the use of expression, vocabulary and right grammar. We also initiate conversations with facial expressions and help kids establish eye contact. We predominantly work on listening comprehension, vocabulary and phonological knowledge which are essential components in this development.
Children love listening to stories. Our objective is mold them into better story tellers too. Our story telling sessions are tools and strategies for effective Language learning which keeps the students engaged and lets them feel that they are also participating in the process of story-telling. We make story telling an interesting experience and fun filled activity where the listeners also participate in telling, guessing, acting and make it a joyous learning experience.
Out-door writing center:
Our out door learning center exposes students to fresh air and space to run around, play and learn along. Learning becomes an experience.
Rhymes. Teaching rhyme is an integral part of a kindergarten curriculum. But how do we differ from the rest is our non conventional methodology. Our students relive the rhymes by learning them in a theatrical environment.
Phonics: Early childhood is the right time to starting to decode written words. Oral Phonics fluency and proficiency with decoding ability helps kids develop strong phonological awareness skills, which is a gateway into letter-sound knowledge.
Writing: You learn to write better by reading. You learn to read better by writing. Reading and writing work together to improve your ability to think. Do you know that your child should be learning and mastering basic writing skills at ages 3 or 4? We have set a milestone in reading skills with our effective phonics methodology. Similarly, our focus in Nursery is to attain standard in age-appropriate writing skills before they continue into Reception year. Our school adapts innovative writing methods to improvise writing skills in our Nursery students.


Certification for special education teachers typically requires a bachelorâs degree in special education or a related field. Aspiring special education teachers must also earn state licensure, which requires completing an approved teacher preparation program and passing a state-administered exam. A masterâs degree in special education is often required to become certified as a special educator in public schools.
Special education teacher certification requirements vary by state, but all require the completion of an approved teacher preparation program. Bachelorâs degrees are available in early childhood and elementary education, secondary education, and special education. Some states require aspiring special education teachers to major in a content area, such as math or science, while adding on an endorsement in special education. Alternatively, prospective teachers can pursue a dual degree in their content area, such as English, and special education.
In addition to earning their bachelorâs degree, all aspiring teachers must satisfy the practical training requirements necessary to earn certification. All states require prospective educators to complete some form of student teaching or practicum hours with students before they can become certified.
There are special education teacher certification programs for teachers who want to work with students with disabilities. The objective of these programs is to prepare teachers for the unique challenges that face those who teach in a special education setting.
In order to be admitted to a special education certification program, you must have an undergraduate degree and have completed student teaching. Each state has their own requirements for what classes need to be included in the undergraduate degree. Typically, states will require some kind of introductory course in special education and a course that focuses on teaching diverse learners.
Student teaching is a requirement for admission into every teacher certification program. During this experience, student teachers spend time in the classroom working closely with a fully certified teacher. Student teachers take on increasing responsibility throughout the experience and learn how to create lesson plans, manage classrooms, assess student learning and communicate with parents.
The process of becoming a special education teacher generally involves completing an undergraduate degree, learning the necessary skills, gaining experience in the field, completing a state-approved program, and passing certification exams. The practical and theoretical knowledge you learn while completing these steps will prepare you to make a difference in the lives of children with disabilities.
A bachelorâs degree is required to become certified as a special education teacher. Students may pursue an undergraduate degree in education or complete a major in psychology or another related field and then enroll in an alternative teacher preparation program. A Masterâs degree is also required for some states.
Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. They adapt general education lessons and teach various subjects, such as reading, writing, and math, to students with mild and moderate disabilities. They also teach basic skills, such as literacy and communication techniques to students with severe disabilities.
Special education teacher certification is a type of teaching certification which allows teachers to work with students who have special needs. This involves everything from working with students who are developmentally delayed to students who have physical disabilities, emotional problems, and even some students who are gifted.
Special education teachers work with teams of other professionals to help students with disabilities achieve educational outcomes. They use a variety of teaching methods, instructional materials, and adaptive equipment to teach students in a classroom or school setting. They also conduct assessments, write reports, and discuss their studentsâ progress with parents, teachers, and other specialists.
In the past decade or so there has been an increased focus on ensuring that all students receive the support they need to succeed academically. This is reflected in the growing number of individuals seeking special education teacher certification.


The Multiply Scheme
The Multiply Programme is an initiative that is run by the government. It focuses on improving numeracy skills for adult learners. This is through the use of online resources, tuition, and functional skills level 2 support. All with the focus of helping adult learners to improve their skills in mathematics.
If accepted into the Multiply scheme, you will be given access to a wide range of functional skills level 2 materials. As well as 1-2-1 tutoring and support by certified functional skills Maths tutors. While the site offers a wide range of support, it, however, does not enable the adult learner to sit the functional skills level 2 Maths exam. To do this, the adult learner must get registered at a registered exam center. This can be done in 1 of 2 ways. The first is through your local college or education provider. Secondly, by registering through sites like Pass Functional Skills to sit the exam from the comfort of your own home.
The support is supplied through being given access to the Multiply Programme's digital platform. This is where the adult learner will be able to access:
Functional skills Maths course materials
Functional skills Maths resources
Functional skills Maths revision videos
In order to qualify for the Multiply scheme, you will be required to meet a number of eligibility criteria. The main one is that the adult learner cannot already have an equivalent qualification to a functional skills Maths level 2 qualification. This level of exams is what the scheme is based around.
If you are still unsure, or just want to see if you are eligible for the Multiply scheme, then check out the site today!


Reading, writing, and speaking are foundational skills for success in school and in life. No matter what your child becomes, these skills will be needed for an effective and meaningful career. At The Kipling School, language arts is a common thread linking every subject and every day.
Through phonics and guided reading, close reading of complex texts and small group instruction your child will grow in all areas of reading, writing, speaking and listening. The greatest gains will be made through a balanced approach to literacy instruction and the individualized attention your child will receive in daily small groups. Students will engage in meaningful discussions about what they are reading, will develop their ability to communicate their ideas in writing and will be supported to become authors of stories yet to be told. Explicit writing instruction in response to reading, in addition to becoming authors of their own unique stories, are critical components of our language arts curriculum. Public speaking skills build poise, self-confidence, and leadership. Starting in Kindergarten students will be taught how to present to others, engage their peers and teachers in thoughtful discussions and perform on stage in theatre productions throughout the year.


Blumenfeld's Alpha-Phonics was created to provide parents, teachers and tutors with a sensible, logical, easy-to-use system for teaching reading. It is an intensive phonics instruction program based on the author's many years of research and experience in the reading instruction field. It answers the need for a practical instruction program that anyone who wants to teach reading can learn to use with no special training required.
The Workbook teaches our alphabetic system - with its 26 letters and 44 sounds - in the following sequence: First, the alphabet, then the short vowels and consonants, the consonant digraphs, followed by the consonant blends, and finally the long vowels in their variety of spellings and our other vowels.
This program can be used to teach reading to beginners of all ages, older students in need of remediation, non-readers, adults who wish to improve their reading skills, dyslexics, the learning disabled, and non-English speakers who wish to learn to read English and improve their pronunciation.
It can also be used as a supplement to any other reading program being used in the classroom. Its systematic approach to teaching basic phonetic skills makes it particularly valuable to programs that lack such instruction.
All of the lesson pages were carefully designed to eliminate distraction and help the learner focus his of her attention on the work at hand. The program, as a whole, is flexible enough so that any parent, teacher, or tutor can adapt it to his or her own teaching style or situation.
If you have never taught reading before in this sensible, systematic way, you will be pleasantly surprised by the results.
The Instruction Manual is a lesson by lesson guide which walks you through the process of teaching someone how to read. This manual can be found in the back of the primer.
|Media Length||196 pages|


Have you played our free online âfind two the same funny cow game? If not, check it out HERE. If you have, you will recognize the cows in these worksheets! These worksheets make a great off-line accompaniment to the game.
Download and print these free funny cow themed âfind two the sameâ worksheets to color. There are 10 different worksheets in this pack so your young one can do a different one every couple of days and not get bored!
These free printable worksheets for young learners are perfect for practice the key skills of comparing and contrasting objects to see which are the same, and which are different.
These âfind two the sameâ worksheets are a little more challenging than some which only compare basic shapes, and young ones will practice their observation and reasoning skills to find two the same.
Young ones must look carefully to find two funny cows which are the same â but be careful! Many of the cows look similar, so look for details such as where their eyes are facing or the cowâs facial expression.
More Numeracy Free Printables
We have lots more free printable worksheets which you can download and help your young ones practice key numeracy skills at home. You will find them HERE.
Funny Cow Worksheets
When your young ones have found the two cows which are the same, why not color them in one set of colors and color the other cows in another set of colors.
You will find 10 funny cow worksheets in this pack.
Download Find Two The Same Worksheets to Color
Help us spread the work by pinning the image below to Pinterest (and sharing anywhere else you can think of ð ). The more we spread the word, the more games we can make for you to play here at Numboodles!


10 Of Our Best Articles About Classroom Management For Teachers
You can create the lesson plan to end all lesson plans â the most individualized, engaging, and differentiated activities with opportunities for collaboration and hands-on learning â but if you are unable to manage the classroom effectively, all the time and energy invested into creating those lesson plans may be for naught.
Classroom management sounds simple enough, but it involves deploying and sustaining a number of strategies, protocols, and boundaries in order to create an environment where students can learn. According to Robert Marzano, classroom management involves all of the following:
- Setting clear expectations and consequences
- Establishing clear learning goals
- Exhibiting assertive behavior
- Providing flexible learning goals
- Taking a personal interest in students
- Using equitable and positive class behaviors
- Utilizing strategies to manage high needs students
Teachers manage their classrooms with words, signals, symbols, cues, proximity, and nonverbal communication. They understand that every student behavior (positive or negative) represents a communication or need, be it attention, validation, structure, or help. A study by Brophy (1996) found that the most effective classroom managers did not treat all students the same; rather, they employed different strategies with different types of students. Teachers with strong classroom management skills possess a âwith-it-nessâ that develops through experience. Research shows that effective classroom management reduces undesirable behaviors from most of the students in a classroom and increases student participation in the lesson (Arin, et al., 2016).
Effective classroom management skills are foundational to student achievement. Weâve compiled our top 10 best articles on classroom management for novice and experienced teachers alike to refresh their skills, reframe their thinking, or try a new approach. Focus specifically on strategies for elementary or high school, dig into supporting âdifficultâ students, or learn how to âgamifyâ classroom management. Thereâs something in this list for every teacher at every level. Let us know which classroom management strategies have been the most impactful for you and your learners!
Our Top 10 Best Articles On Classroom Management
ArÄ±n, E., TunÃ§er, B. K., & Demir, M. K. (2016). Primary school teachersâ views on constructive classroom management. International Electronic Journal of Elementary Education, 8(3), 363-378.
Brophy, J. E. (1996). Teaching problem students. New York: Guilford.
I know most teachers with good classroom management strategies would say the answer to the title question is âusuallyâ¦


âAll work and no play make Jack a dull boy.â
We have all heard this famous saying. Yet, when it comes to school playgrounds we often compromise on its availability in schools. Research shows that there are myriad benefits to installing playgrounds in schools that range from physical, social, and cognitive well-being.
Some schools have started decreasing the recess time as school is thought to be a place of learning rather than play. On the contrary, research shows that a decline in play leads to behavioral changes, decreased test scores, increased ADHD diagnoses, and more.
Why Play Matters in Schools?
Many areas of a childâs school activity have been proven to improve with time spent at playgrounds. Many child psychologists and educators also consider school playgrounds important for a childâs physical, social, and cognitive development. In fact, with more time spent during recess directly improves a childâs ability to learn and behave during class time.
Children with ADHD also show a reduction in symptoms with playground time. Moreover, outdoor play means exposure to the sun, which increases vitamin D levels. Optimal Vitamin D levels have shown a positive correlation with increased learning.
Playgrounds can also reduce bullying as they keep children too stimulated to engage in negative activities. It also teaches them cooperation and how to take turns in using playground equipment.
Playgrounds Offer All-Around Growth and Development
Playgrounds today are created keeping the ethos in mind that play should be enriching and contribute towards growth. Many activities that children engage in on the playground help in enhancing:
Equipment like slides, swings, and climbers help in developing large muscle groups and motor skills. Physical activities at the playground help in making children be fitter and stronger.
Emotional & Mental Development
Engaging in play also triggers the release of endorphins. Endorphins play a large role in the emotional and mental well-being of a child. This supports them to develop confidence and self-esteem.
Playgrounds facilitate communication between children and help them work together and cooperate. They learn how to work together, share the equipment, and cooperate. These skills will assist children not just in the classroom but also later in life.
Playgrounds Offer Engaging Learning Opportunities
Playgrounds can also help educators incorporate lessons from the classroom to experiences. Science lessons regarding nature can be taught in playgrounds. PE classes could utilize playground equipment for exercises and promoting motor skill development. Playgrounds also enable children to engage in imaginative play. This helps in the growth of individual imagination, personal development, and problem-solving; skills that can be applied to all areas in school.
Are you looking for experts who can help you design a playground for your school? Simply contact ArihantPLAY and we will help you turn your playground project into a reality. With over 35+ years of experience, we offer an extensive range of outstanding products that children of all ages and abilities can enjoy.