BSEd in Elementary Education
The BSEd in Elementary Education (with K-9 endorsement) is grounded in the belief that outstanding teachers are prepared for the classroom when they participate in a program that emphasizes high academic achievement, the importance of each child as an individual, and an understanding of the theories of learning and education.
All School of Education undergraduates enter their chosen programs as a cohort of about 20 students. The cohort moves through specific designated courses with selected faculty, creating an active and engaged learning community.
Students gain experiences in school settings beginning in their freshman year. The experiences are designed to prepare students for student teaching, the "capstone" experience of the program. Students have opportunities to work with children in various learning activities in both urban and suburban environments.
- Attend classes on-site at partner schools, museums, cultural institutions, and community organizations, blending classroom and field experiences.
- Gain extensive deep experiences engaging with diverse populations, including students with special needs and those labeled as English language learners (all graduates are eligible for ELL endorsement).
- Continually collaborate with faculty and students at all levels within your chosen specialty through professional learning communities.
- Earn a certificate to teach worldwide through the International Baccalaureate Organization.


About the Author
Once Charlotte’s informal education was over she began to work as a governess and teacher in Yorkshire and Belgium so that she could add to the low family income and help to pay for her brother Branwell’s art education. Charlotte was a rather nervous young woman and didn’t like to be away from home for too long. The sisters began to write more seriously and published poetry in 1846 under male pen names – there was a lot of prejudice against women writers. The book was not a success and the sisters all moved on to write novels. Charlotte’s best-known book, Jane Eyre, appeared in 1847 and was soon seen as a work of genius. Charlotte really knew how to make characters and situations come alive.
Charlotte’s life was full of tragedy, never more so than when her brother Branwell and sisters Emily and Anne died within a few months in 1848/49. She married her father’s curate in 1854 but died in 1855, before her fortieth birthday.


Drama is a superb way of enriching learning, Sir Jim says
Computer technology is to move centre stage alongside English, maths and personal skills in an overhaul of England's primary school curriculum.
These are the "essentials for learning and life" recommended by former school inspections director Sir Jim Rose.
Traditional subjects continue with more cross-curricular work in six themes, and a stress on speaking and listening.
From 2011 all children will be able to start school in the September after they turn four, the government says.
The change is part of an overhaul to smooth progression from early years through primary and into secondary school.
Sir Jim said: "The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake.
"From what I have seen on my visits, the best schools demonstrate that these priorities - literacy, numeracy, ICT and personal development - are crucial for giving children their entitlement to a broad and balanced education."
Science is no longer a core subject, but he added: "In no way does that suggest we are stepping back from recognising the importance of science and technology."
His final report advocates six broad areas of understanding:
- English, communication and languages
- the arts
- historical, geographical and social
- physical development, health and wellbeing
- scientific and technological
But it also complains that his interim proposals had been misreported as doing away with traditional subjects.
"My recommended areas of learning will not 'abolish' subjects, such as history or geography," he said.
"The essential content of these subjects must be taught well in order for children to be able to make links between them, which is what having the six new areas of learning will allow teachers to do."
The recommendation that summer-born children should start primary school in the September after their fourth birthday, rather than wait until January, would be subject to discussions between parents and schools. They might attend part-time.
But the government says it is committing to fund, from 2011, the cost of children starting school or having up to 25 hours a week in private or voluntary early years establishments - if parents want it.
Schools Secretary Ed Balls denied it would put pressure on parents to make their children start school before they were ready.
"We aren't saying it's compulsory to start school in September, we are saying that all local authorities will have to give that option to parents," he said.
Of England's 150 local authorities, 94 already had a single start date - so at present parents did not have the option of their child starting later if they were not ready, he said.
The acting general secretary of the National Union of Teachers, Christine Blower, said: "I welcome the fact that Sir Jim Rose has stepped back from his proposal that children can only enter reception classes on the first of September.
"Such a requirement would have led to very young children starting formal learning far too early."
The new focus on speaking and listening will make particular use of the performing and visual arts.
"The perception of primary schools visited by the review is that more children are entering primary schools with impoverished language and poor social development.
"The appeal to primary children of role play, and drama in its various forms, is often used very successfully to develop speaking and listening and leads to other worthy outcomes."
The general secretary of the NASUWT teachers' union, Chris Keates, said the national curriculum had been undermined for far too long by the "punitive" school accountability regime based on performance tables and Ofsted inspections.
Mr Balls would not be drawn on the future of the "Sats" tests in England's primary schools.
A report from an expert group on assessment - which includes Sir Jim Rose - is awaited.
Sir Jim told reporters: "You have got to get the curriculum right and then talk about assessment."
Shadow schools minister Nick Gibb said the review was a worrying step in the wrong direction, with confusing programmes of study.
"Teachers need a curriculum which helps them ensure that every child has a firm grasp of the basics and a good grounding in the general knowledge subjects.
"They don't need another serving of vapid jargon from the quangocrats who have presided over all our existing problems with education."


LitTECH Outreach was a 3-year OSEP-funded outreach project conducted by staff at the Center for Best Practices in Early Childhood (the Center), a research and development division of the College of Education and Human Services at Western Illinois University. LitTECH was based on ideas that work—the positive results of two research studies and two related research-based early childhood technology and literacy projects, all conducted by the Center. The project was designed to link the results of effective emergent literacy technology research findings to early childhood practice, thereby improving emergent literacy practices for young children with disabilities.
LitTECH was replicated in 10 sites: three sites in Year 1, eight sites in Year 2, and eight sites in Year 3. Some sites participated more than one year. Nine sites were in Illinois and one was in Missouri. Sites included early childhood centers, a Head Start program, pre-K programs, and special education cooperative classrooms. The total teacher sample over the 3-year period was 92 treatment classroom teachers (some participating more that one year) and 37 comparison classroom teachers. Treatment classrooms over the 3 years served 1,549 children (some more than one year). Comparison classrooms served 609 children.
- improve educational practice by linking tested research results to practice in replication sites
- provide access to the general curriculum, specifically related to literacy development, to children with disabilities
- promote awareness of the positive effects software and adaptations can have on children's literacy skills
- provide effective teaching/learning strategies for early childhood personnel and families
- advance the knowledge and competencies of those using emergent literacy technology applications with children with disabilities.


this address because it seems to me to be in the main so perfectly in harmony with our most recent knowledge in brain physiology and in psychology. Just as the child begins life by investigation with its senses and its muscles, so must this method be followed to the end. This is the scientific method—i. e., it is founded on science. The aimless movements of the infant must be gradually replaced by movements with a definite purpose, and its chance sensations by sensations gathered with a definite object. Rightly understood these objects constitute the raison d'être or purpose of manual training, laboratory work, and all kindred methods. It would appear that we can not follow Nature's method without combining muscular movements and the use of the senses. Naturally these develop together, as has already been shown.
What shall we say, then, of educational methods—a fearful abuse of the term—which, instead of permitting of this free and natural development, directly thwart it? In the past the whole development of the child has been sacrificed in no small degree to the three Rs. One might be led to suppose that life was made up of reading, writing, and arithmetic. As a matter of fact, they enter but little into it. Life is made up of feeling, thinking, and acting, which only incidentally involve the three Rs.
The germ or principle of manual training, like that of nearly everything else that is good in education, is found in the kindergarten. All that we have in our modern laboratories, colleges, workshops, etc., exists in that wonderful method.
For a beautiful and successful illustration of the natural method applied in a somewhat different way, I refer you to the January and February numbers of The Popular Science Monthly of the present year.
When once we grasp the true conception of education by realizing that the very object of existence is to attain, as nearly as possible, to a perfect development, which, of course, implies the discharge of all duties and obligations, many problems can be speedily solved in a general way. Much judgment and skill will always be required to accomplish the end in view with the means at hand; or, to put it in a more scientific way, to adapt the organism and the environment to the best advantage. It has been abundantly proved, by the history of education and human affairs as a whole, that with a theory utterly wrong people do not generally fall upon right methods of action; and they never do so when work is to be systematically performed, as in the case of our education in this country for the last thirty years at least. My own elementary education was conducted in what was at that period considered the best school in one of the most progressive cities educationally in this country, yet in the light in which I now see I would have been a great deal better without much of what was


THIS DEBATE is on whether the government should put its limited resources on the Enhanced K-12 Basic Education Program which will add two years to our present 10-year basic education. The enhanced K-12 program as many now know, will have kindergarten, 6 years of elementary education, four years of junior high school (Grades 7 to 10), and two years of senior high school.
According to the 2010 Department of Education Briefing Report, the last two years (Grades 11 and 12) will provide time for the student to consolidate acquired academic skills and competencies. It plans to complete the enhanced 12-year curriculum and start with incoming Grade 1 students of SY 2012-13. The rationale for the two years is to decongest and enhance basic education curricula, provide quality learning, and be at par with other countries in Asia which provide more years for basic education. Now, a lot of students were alarmed. Some argues that this program will serve as an extra expense of our government while some says it’s a big opportunity for us to produce well experienced, competitive and international skilled graduates.
Possible reasons against K-12 Basic Education Program:
1. It is unrealistic and may drive more youths to drop out of school.
2. It is impractical for a country that has one of the lowest budgets for education.
3. It will require extra expenses for families in our society where the majority is impoverished.
4. It could also reinforce cheap semi-skilled labor for foreign markets.
5. It will just add up to the burden of parents and students.
Possible reasons for K-12 Basic Education Program:
1. It will provide time for the student to consolidate acquired academic skills and competencies.
2. It will also decongest and enhance basic education curricula, provide quality learning, and be at equality with other countries in Asia which provide more years for basic education.
3. The additional two years in the said program is crucial to come up with a proposal in enhancing our basic education program in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice.
4. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education.
5. It’s a good opportunity to match the academic levels of other countries.
JESSE MAE OLIVA went to Damong Maliit Elementary School and Novaliches High School in Quezon City.
KIN PEARLY FLORES graduated from Cauayan South Central School in Isabela and Sta. Lucia Academy inLucia, Ilocos Sur.
MUTYA EMPRECIO is an alumna of Almanza Elementary School and New Era University.
GREJEAN MAY ATALE is from East Central School and Palawan National High School in Puerto Princesa City.
If you’re a parent, a student, or just an ordinary person, the Department of Education wants to know your view in this issue. Make a stand. Have the power to defend it. Do you think K-12 Basic Education Program in the Philippines is beneficial or just an additional burden?
Hit your keyboard!
NOTE: Click first the 'LIKE' button above (if you have not clicked yet) so that your comment/vote will be COUNTED. To invite friends to join the discussion, click the 'Send' button and invite.
TRY any of THESE E-Learning FUN QUIZ GAMES:
Tag: K-12 Basic Education Program in the Philippines: Beneficial or Additional Burden?; debate/k-12-basic-education-program-philippines-beneficial-or-additional-burden


- Sports & Fitness
- Youth & Family
- Children 0-5
- Arts & Culture
Transitional Kindergarten is a very exciting time in your child’s school experience. “TK” at The Aronoff Preschool at the J is designed for children who either “just miss” or “just make” the cut-off for Kindergarten entrance, but would benefit more from a small class size and enhanced curriculum in this year. Our TK program is taught by experienced Kindergarten teachers and offers the gift of an added or enhanced year for children who fall on the “cusp” of entry into elementary school. Children are prepared to continue on to Kindergarten or first grade upon completion of the TK program.
Our program focuses energy on building a strong classroom community based on mutual respect and fostering social-emotional growth in each child. Over the course of the TK year, your child will dive deep into literacy and math and science explorations, learning key concepts through a variety of lenses. The children will strengthen their relationships with the alphabet, build a solid foundation of reading skills, and expand their understand of the purpose of writing and varying forms of communication. Math will focus on developing strong numeracy skills and problem-solving from multiple perspectives. The TK community of learners will use experiences in the real world to examine and interpret their academic and social-emotional understanding.
In our small class sizes of 18 students to 2 teachers, children actively research, inquire and think critically about the world around them. While our academic standards are fixed goals we are working towards during the Transitional Kindergarten year, our school’s philosophy is to have a flexible inquiry-based curriculum that is guided by a series of research questions. At the heart of everything we do is the ultimate goal of fostering curious, creative, and critical thinkers.
We weave the richness of Judaic traditions and core values into the fabric of our days, singing the songs, dancing the dances, eating the foods and telling the stories of the holidays of Judaism. We also grow to understand the value of diversity, as we learn about the varied cultures, ethnicities and religions of our classmates and school community members.
We believe children must be active participants in their learning and engage in constructing knowledge through employing creative and critical thinking in a variety of contexts. We believe optimal learning occurs when respect is paid to a variety of learning styles and intelligences, and value is placed on problem solving from multiple perspectives. In the TK program, we strive to understand our students unique developmental and individual needs, thus creating opportunities for learning that cultivate curiosity and encourage wonder. We can accomplish this easily due to our small class sizes and highly qualified and passionate teachers.
Transitional Kindergarten is offered Monday through Friday. The Plus Day program is offered from 9 a.m. to 3:30 p.m. and the Full Day program is 7:30 a.m. to 6 p.m.
Complementing our Daily Core Program, TK students have the opportunity to participate in a variety of enrichment programs. All students take part in weekly music and movement as well as physical education classes. Classes are 30 minutes per session and are instructed by specialized teachers in these core areas. In addition, TK students self-select four afternoon enrichment classes quarterly. These classes are 45 minutes in length; past examples include cooking, dance, yoga, art in our professional studio, ceramics, varied sports, swimming, and more.
For information about Transitional Kindergarten program at The Aronoff Preschool at the Merage JCC and to schedule a personal tour, please contact Sheila Dalva-Hornback, Assistant Director of Admissions at firstname.lastname@example.org or call the preschool office at (949) 435-3400 ext 290.


- Benezit Dictionary of Artists
The Benezit Dictionary of Artists contains almost 170,000 entries on artists from antiquity to the present day and it also has thousands of auction records, museum holdings, and bibliographies. Two notable strengths are its coverage of obscure artists and its inclusion of images of artists’ signatures, monograms, and stamps.
- Grove Art Online
Grove is a great place to get background information on an artist, period or style from prehistory to the modern era and is one of the most significant arts reference sources available. The print version is titled The Dictionary of Art. Limited to 8 simultaneous users.
- Grove Art Online: Biographies
Extensive reference in the visual arts. Browse entries by artist's last name, search for biographies according to desired criteria, e.g., artists born in Chicago or use the "Explore" option to generate thematic lists of people from which to choose, e.g., women artists in Japan.
- Grove Encyclopedia of American Art
Covers all subject areas in American fine art, such as biographies of major artists, architects and patrons, architecture, painting, new media, photography, sculpture, installation art, performance art, new media art, and art education.
- Grove Encyclopedia of Classical Art & Architecture
Provides historical and cultural information about the visual arts of the Classical period.
- Oxford Art Online
Gateway to an impressive collection of art reference titles including Grove Art Online, The Oxford Companion to Western Art, The Concise Oxford Dictionary of Art Terms and The Encyclopedia of Aesthetics. Limited to 8 simultaneous users.
- Oxford Encyclopedia of Theatre and Performance
Authoritative and up-to-date information about dance, opera, radio, film, television, and popular performance, including carnivals, circus, and public executions.
- Thames & Hudson Dictionary of 20th Century Architecture
Brief guide to architects and architectural periods of the 20th century.
- Thames & Hudson Dictionary of Art Terms
Concise dictionary of art terms.
- Thames & Hudson Dictionary of Graphic Design and Designers
Concise dictionary on the leading figures in graphic design since 1840 and on the artistic movements and technical advances of the period.
Search 9 credible, academic encyclopedias.


(Berkeley United In Literacy Development)
What is BUILD Summer Reading?
A partnership committed to ensuring that every student in Berkeley has ample opportunities to read, develop their literacy skills, and start school in the fall, ready to learn new things!
Research shows that students who DO NOT read or engage in enriching activities over the summer can lose up to 2.6 months of learning from the previous school year. That means that they start school already behind their peers.
That is not OK for Berkeley’s kids. We want every child to have an enriching summer full of recreation, arts and BOOKS!
Who are the kids in BUILD Summer Reading?
560 Pre-Kindergarten through 8th grade students primarily from South and West Berkeley, participating in the following summer programs:
- Francis Albrier Recreation Center
- James Kenny Recreation Center
- The Young Adult Project
- Centro Vida Preschool and Bahia School Age programs
- Berkeley Youth Alternatives (BYA)
- RISE – for eighth graders entering Berkeley High School
Who are the partners?
- Mayor Tom Bates
- Berkeley Alliance – John Martin
- UC Berkeley Cal Corps Public Service Center – Megan Voorhees & Jose Ramirez
- UC Berkeley Graduate School of Education – Dean David Pearson (not present)
- Berkeley Public Library – Linda Perkins & Jackie Griffin
- Berkeley Recreation Programs – Madalyn Law, Bertha Brown, Phil Harper-Cotton
- BAHIA – Beatriz Leyva-Cutler & Marta Cuevas
- RISE – Adriana Betti
- Berkeley Youth Alternatives – Nikki Williams & Marva Lyons
Who made it possible?
- UC Berkeley Cal Corps America Reads Tutors – 30 tutors, trained by BUSD literacy specialists – leveraging $55,000 in federal work study funding
- SBC with it initial contribution of $10,000
- Wells Fargo with its match of $10,000 ($6,000 summer reading & $4,000 other youth programs)
- Scholastic Literacy Partners–making low cost books available


What is "multimedia?" What role does multimedia have in the art
classroom? Join a panel of educators who are working with multimedia
in the classroom as they discuss these and other related issues.
Kevan Nitzberg, Art Educators of MN President Elect, ArtsConnected
Trainer for the Minneapolis Art Institute and Walker Art Center and
facilitator of monthly ArtsConnected sessions at Tapped In.
Craig Roland, Associate Professor of Art Education, The University of Florida.
Karen Monahan, web producer at R/GA Interactive, a design agency in
New York City; teaches children on the weekends
Alex Khost, West End Avenue Administrator at Studio in a School, a
non-profit art education organization in New York City; teaches at
Parsons School of Design and Pratt Institute.
Kris Wetterlund, art museum educator in the education department at
the Minneapolis Institute of Arts; Director of Education at the
Minnesota Museum of American Art.
Frank Baker has been involved for over 20 years in bringing media
literacy education to teachers and students. He collaborated with the
late Dr. Peter N Johnson to create The Media Literacy Clearinghouse
web site, a collection of articles, background and lesson plans
designed to assist K-12 educators and parents in understanding the
role of media, creating an awareness of the importance of media
literacy, and ensuring that educators know where it fits in their
state's standards. A frequent presenter at South Carolina curriculum
conferences, Frank is often called on to assist teachers in including
media literacy into classroom instruction.
Steve Feld, Technology in Education teacher educator and mentor. His
inspiring teaching and coaching has fostered the development of key
multisector web collaborations including Learning About Leonardo,
ArtiFAQ 2100, and Curse of King Tut: Fact or Myth.


Summary of Becoming a Nation of Readers.
The following are summary statements about reading reproduced from Becoming a Nation of Readers: The Report of the Commission on Reading. "Emerging literacy" refers to reading activities that typically begin in the home, preschool enviroment through approximately second or third grade. "Extending literacy" refers mainly to activities beginning in the third grade.
What is reading?
- Skilled reading is constructive. Becoming a skilled reader requires learning to reason about written material using knowledge from everyday life and from disciplined fields of study.
- Skilled reading is fluent. Becoming a skilled reader depends upon mastering basic processess to the point where they are automatic, so that attention is freed for the analysis of meaning.
- Skilled reading is strategic. Becoming a skilled reader requires learning to control one's reading in relation to one's purpose, the nature of the material, and whether one is comprehending.
- Skilled reading is motivated. Becoming a skilled reader requires learning to sustain attention and learning that written material can be interesting and informative.
- Skilled reading is a lifelong pursuit. Becoming a skilled reader is a matter of continuous practice, development, and refinement.
Emerging Literacy....the first steps in learning to read.
- Parents play roles of inestimable importance in laying the foundation for learning to read. Parents should informally teach preschool children about reading and writing by reading aloud to them, discussing stories and events, encouraging them to learn letters and words and teaching them about the world around them. These practices help prepare children for success in reading.
- Parents have an obligation to support their children's continued growth as readers. In addition to laying a foundation, parents need to facilitate the growth of their children's reading by taking them to libraries, encouraging reading as a free time activity, and supporting homework.
- Kindergarten programs should emphasize oral language and writing as well as the beginning steps in reading. Reading builds on oral language facility, concepts about the functions of printed language and a desire to communicate through writing, as well as specific knowledge about letters and words.
- Phonics instruction improves children's ability to identify words. Useful phonics strategies include teaching children the sounds of letters in isolation and in words, and teaching them to blend the sounds of letters together to produce approximate pronunciations of words. Another strategy that may be useful is encouraging children to identify words by thinking of other words with similar spellings. Phonics instruction should go hand in hand with opportunities to identify words in meaningful sentences and stories. Phonics should be taught early and kept simple.
- Reading primers should be interesting, comprehensible and instructive. To be most instructive, primers must contain many words that can be identified using phonics that has already been taught. There is a natural relationship between word identification and comprehension. Primer selections should be written to exploit this relationship. After the earliest selections, primers should tell complete, interesting stories.
- Both oral and silent reading are important for the beginner. Children should read selections silently before they are asked to read them orally. Getting the most from oral reading requires the teacher to distribute turns for reading equally, skillfully handle mistakes, and keep the emphasis on meaning.
- Reading lessons should stress understanding and appreciating the content of the selection. Discussions before reading and discussions and questioning after reading should motivate children's higher level thinking, with an emphasis on making connections with their prior knowledge of the topic. In addition to asking questions, teachers should directly instruct children in skills and strategies that help them become better readers.
Extending Literacy.... As proficiency develops reading should be thought of not so much as a seperate subject in school but as integral to learning literature, social studies, and science.


Sweet and tangy pickled carrots are a fun way to get in the kitchen and make something special without much fuss or muss. Your child will learn more about the pickling process as well as learn more about what flavors he likes!
What You Do:
- Help your child get started by getting out a saucepan along with the other ingredients needed to make the pickling brine. A brine is a combination of water and salt along with seasonings traditionally created to preserve food items.
- Invite your child to fill the saucepan with water and bring it to a simmer. Then he can fill the 8-ounce jar with baby carrots and then place in the boiling water for two minutes. This will blanch, or slightly cook, the carrots so they are ready for the brine! Once the two minutes are up, he can drain them in a strainer.
- Now he can use the same saucepan and measure and add the rest of the ingredients. Your child can turn the heat back to medium and let the brine simmer for about 10 minutes.
- While the brine is bubbling away, your child can pack the carrots into the 8-ounce jar so they are ready for the brine.
- Encourage your child to place the jar of carrots on a kitchen towel and then carefully pour the brine over the carrots. Then he can carefully seal the jar with the lid! Offer assistance as needed – the brine is hot!
- Invite your child to place the carrots in the fridge after they’ve come to room temperature. After a couple of hours, he can give his carrots a taste and see how they turned out!
Did you know: Not only does pickling improve the flavor of foods, it also makes many of them easier to digest because of bacteria created during the pickling process?
Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.


- GETTING READY FOR 2016:
A Call to Action
- Action Item:
- Live and Learn
- Year Accomplished:
In 1989, area educators and park management at Harpers Ferry National Historical Park launched an education initiative to increase community understanding of a nationally significant Civil War action, the 1862 Battle of Harpers Ferry. The resulting initiative created a county-wide 5th grade field experience that brought students to the battlefield. In 1997, a teacher/ranger cadre produced the School House Ridge Elementary Education Study Guide.
During this experiential learning opportunity, students are immersed in a significant Civil War story that occurred in their own community - the Battle of Harpers Ferry. Crucial to the 1862 Maryland Campaign, this battle continues to provide compelling lessons on the human experience in war.
A pre-visit school experience and revised lesson plans for the field day were piloted in 2003 and 2004. The added pre-visit lesson better prepares students for the field day experience. The revised lesson plan gives each student the name of one Union soldier from the 126th New York Regiment who was engaged in action on the battle field. This role-play exercise encourages students to come to greater insights and understandings of individual soldier experiences through their own personal experience with the program. Living history stations take students through the different sights and sounds of this battle.
Today, in 2012, over 15,000 students, teachers, and chaperones have participated in the School House Ridge Program. Harpers Ferry National Historical Park continues to work with Jefferson County curriculum coordinators and fifth grade teachers to constantly improve this program so that generations of local students can appreciate and engage with their very own Civil War soldier and freedom stories.


IMPROVING ADULT LITERACY INSTRUCTION
NATIONAL RESEARCH COUNCIL
OF THE NATIONAL ACADEMIES
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 1
I m p r o v I n g A d u lt l I t e r A c y I n s t r u c t I o n d rawing on the latest research evidence, this booklet, Improving Adult Literacy Instruction: Supporting Learning and Motivation, explains principles that instructors can follow to support literacy learning and students’ motivation to persist in their studies. The booklet also explores promising technologies for adult literacy instruction. Also of Interest… This booklet is drawn from the National Research Council’s report Improving Supporting Adult Literacy Instruction: Options for Practice and Research. The report rec- ommends a program of research and innovation to gain a better understand- ing of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. The report also identifies factors that affect literacy development in adolescence and adulthood and examines Learning and their implications for strengthening literacy instruction for this population. In addition, the report explores technologies that show promise for supporting adult literacy learners. The report is a valuable resource for curriculum developers, federal agencies, literacy program administrators, educators, and funding agencies. Motivation A companion to this booklet, Improving Adult Literacy Instruction: Developing Reading and Writing, gives an overview of how literacy develops and explains instructional practices that can help adults learn to read and write. Intended to be a useful resource for those who design or administer adult literacy courses or programs, this booklet may also be of interest to teachers and tutors. Copies of both booklets are available from the National Academies Press, 500 Fifth Street, N.W., Washington, DC 20001; (800) 624-6242; http://www.nap.edu.


Letterland was created in the Special Needs setting and grew from teaching, observing and talking with children aged 3 to 10 who were persistently baffled by print. Through their imagination a child-friendly language about how the English language works was born.
Letterland is used in special needs environments worldwide to aid early literacy development in children with a range of complex conditions including.
- Cerebral Palsy
- Down's Syndrome
- Speech and Language Deficits
All of the Letterland resources are used in the Special Needs area though certain items are more suited to different learning difficulties. If you would like advice on any aspect of using Letterland in the Special Needs area you can contact Lara Stiller via the following link email@example.com.


Creating a Fun Atmosphere with Sing-along Songs
One of the most fun group participation activities for family and friends is to engage in sing-along songs. The essence of a sing-along song is that it has a simple enough melody and memorable lyrics for everyone to easily learn. Many of these popular songs have been around for over a century and are taught to children as part of their grade school music education. "Michael Row the Boat Ashore" is a very well known sing-along song. It was a traditional folk song written in the 1860s that became a huge hit in the early 1960s by The Highwaymen. The following sing-along songs are widely known and appreciated by all ages.
She'll Be Comin' Round the Mountain
Not many songs over a century old are still as popular as "She'll Be Comin' Round the Mountain," which originated in the late nineteenth century by an unknown composer. The song uses metaphorical lyrics, although not everyone who sings these lyrics may be aware of the significance of the words. "She" is a metaphor for the chariot carrying Jesus upon his return. Hence the lyrics "she'll be drivin' 6 white horses." The song was originally based on a spiritual song called "When the Chariot Comes."
What A Wonderful World
The song "What A Wonderful World" was first popularized in 1967 by Louis Armstrong and in 1999 was inducted in the Grammy Hall of Fame. The optimistic children's song was written by Bob Thiele and George David Weiss. It was written as a good-natured counterpoint to the violence and social divisions of that era. Even though the record was only a marginal hit in the United States, it topped the charts in the United Kingdom. The song's popularity grew over many years due to being covered by so many different artists, including Tony Bennett. Then in 1988 the song was re-released and was a hit all over again. In 2002 it was covered by Joey Ramone as a more upbeat pop/rock song.
Louis Armstrong enjoyed one of the longest recoding careers of any singer in history. He was born in 1901 and lived to be 69 in 1971. He rose to fame with his first big hit "Muskrat Ramble" in 1926. His first number one hit was "All of Me" in 1932. Armstrong went on to have over 70 hits including "Hello Dolly" in 1964 before reappearing on the charts in 1988. He was also a national radio host and film star.
Don't Worry, Be Happy
One of the biggest and more memorable hits of the 1980s was "Don't Worry, Be Happy," recorded by Bobby McFerrin. The song made history by being the first Acapella recording to ever hit number one in America. That's interesting because most casual sing-alongs throughout the world are sung with no instrumental backing. The lyrics were based on a saying by Indian mystic Meher Baba. In 1988 the song was featured in the movie Cocktail, which helped it hit number one that year. The song has become a worldwide anthem for optimism and has been recorded by many different artists and sung in various languages.
McFerrin told USA Weekend in an interview that he had seen a poster of Baba with the words "Don't Worry, Be Happy," which was what inspired him to write the upbeat lyrics. Even though McFerrin was the only voice heard on the recording, he recorded several different vocal parts that were mixed together. These tracks included lead vocals, falsetto and bass. McFerrin is widely regarded as a one-hit wonder, although prior to recording his one big hit he recorded the theme song for the television series The Cosby Show.


SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.
Issue link: http://www.schoolartsdigital.com/i/271882
thousand years of art history in an impressively comprehensive and ever- expanding manner. Perhaps more importantly, it also creates the oppor- tunity to initiate discussions in which students can ask or respond to ques- tions, or express their own opinions, experiences, or views on an artwork. Omnidirectional Learning Where a textbook can only explain the historical and aesthetic contexts of a work of art, SmartHistory and Khan Academy can engage students in con- versation. This, of course, represents a much more radical change than a con- version from old media to new; it rep- resents a change in approach. Educator Harold Rheingold describes this as a shift from "one to many," in which information flows one way to a "many to many" culture. In other words, the sharing of information becomes omni- directional. When a student clicks on a link to learn about an art- ist, artwork, move- ment, or theme, the resulting page supplements the videos, image, and text with connec- tions in the side- bars. On the left, a column of links puts the current information in the I n last month's column, I discussed a few TED talks from educators who are calling for a revolution in the current model of educa- tion. Throughout the variety of ideas presented, a few common threads emerged. These included challenging, self-paced learning and creating con- nections that bridge the classroom to the outside world. As introduced by Salman Khan, founder of Khan Academy, in his TED talk "Let's Use Video to Transform Education," the "flipped classroom" is one in which video is used to intro- duce and reinforce concepts to stu- dents. In this model, students watch videos as homework, then use class time to work with the teacher. This is a powerful concept for art teach- ers. Although most of our students' class time is hopefully already spent making art, introducing concepts and background outside of class can create a greater opportunity to engage stu- dents with their own artwork in class. Khan Academy and SmartHistory Salman Khan created Khan Academy ( khanacademy.org ) to assist students with math, but the site has begun to encompass other subjects as well. As mentioned in my last column, Khan Academy has recently partnered with SmartHistory ( smarthistory. khanacademy.org ) to provide online resource videos, images, timelines, and essays covering the last few context of other important artists, art- works, and movements from the time period. On the right-hand side, a map appears with a date to show the time and location of the topic. Inspiring Intrinsic Motivation Students can engage the information from SmartHistory in an even more comprehensive way at the main Khan Academy website ( khanacademy. org/humanities/art-history ). As they watch videos and take quizzes, stu- dents can earn points and badges as they build towards mastery of various concepts. In this way, Khan Academy harnesses the power of intrinsic moti- vation through gamification—another common thread found in some of the TED talks we looked at last month. Even more significantly, teachers can enroll their classes on the site and track student progress through charts and diagrams that map activity, areas of focus, goals, and skill progress. The tradition of math as the focus of Khan Academy's studies still per- meates the site. However, as the site continues to expand, expect an expe- rience that is even more specifically tailored to art education. David Gran teaches high school art and film classes at the Shanghai American School in China and is the author of The Carrot Revolution, a blog about twenty- first-century art education. carrotrevolu- tion.blogspot.com. email@example.com David Gran @ R + Smart Histor 26 April 2014 SchoolArts A_pages_4_14.indd 26 2/20/14 3:06 PM


Duruy, Victor (vēktôrˈ dürüēˈ) [key], 1811–94, French historian. He was a professor at Reims and Paris, and as minister of public instruction (1863–69) under Napoleon III he encouraged the adoption of the principle of free obligatory elementary education. His best-known work is his Histoire des Romans (7 vol., 1870–85; tr., 8 vol., 1883), but he also wrote other popular histories, notably of Greece and France. He was elected to the French Academy in 1884.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
See more Encyclopedia articles on: Historians, European: Biographies


North Korean War Orphans in Transnational Educational Exchange
Photo courtesy of Edward Jędral
Contested Institution, Państwowy Ośrodek Wychowawczy* no. 2 (POW no.2):
The Identity Formation of North Korean War Orphans in Transnational Educational Exchange
More than 100,000 children from both North and South Korea were orphaned during the Korean War. In 1953, the North Korean government dispatched 1,200 orphans to the People’s Republic of Poland to be educated at Państwowy Ośrodek Wychowawczy* no. 2 (POW no.2), a boarding school transformed into an orphanage. Under the supervision of North Korean authorities and the Polish government, POW no. 2 provided a bi-lingual (Polish and Korean) and bi-cultural elementary education. The orphans were repatriated after six years, at the insistence of the North Korean government, as tensions between Pyongyang and its communist allies began to emerge. As letters written back to Poland following their repatriation reveal, the uprooting of these children from their school and adopted community was a traumatizing experience. In the context of transnational identity formation, the North Korean orphans provide a unique case study in exploring the historiography of transnational communist history among different communist countries during the Cold War. This study examines the complicated process of how the orphans defined their identity based on their experience of interacting with their Polish teachers—who became like foster parents—and deploying their subjectivity in the process.
Intaek Hong, North Korea International Documentation Project (NKIDP) Intern, will present his research. The presentation will be moderated by James F. Person.


Citizens in the cradle
Mary Diskin outlines the case for wider state intervention in order to break a cycle of educational underachievement that has entrapped some working class communities.
The recent publication of ‘Educational disadvantage and the Protestant working class: A Call to Action’ is a much broader assessment of how poverty and inequality impact on educational achievement than its title may infer.
Its principle finding, based on local, UK and international research, is that differences in educational performance lie, to a very large extent, outside the school system. The research includes a London School of Economics study, which analysed nearly half a million individual pupil attainment paths. It found that prior attainment, gender, free school meal entitlement and English as an additional language accounted for 92% of the variance in later attainment in secondary schools. Such findings, the ‘A Call to Action’ working group state, demonstrate that ‘systemic educational improvement will require comprehensive, long-term responses to inequality’ including increased health spending, better housing, innovative childcare strategies, and moves towards a living wage.
Early years and childcare strategies are key to improving educational performance according to the group. The most significant period for a child’s development, learning capacity and wellbeing is during pregnancy and the first three years of life. Risk factors which affect brain development before birth are strongly associated with, or exacerbated by, poverty. Yet the state funded Sure Start programme aimed at reducing child poverty is underdeveloped and underfunded in Northern Ireland compared to the rest of the UK. Children who need this support but have been denied it will often show limited concentration skills, inability to cope with challenge or failure, and challenging behaviour during their primary school years. They will often leave primary school with limited literacy and numeracy skills.
The OECD in its Programme for International Student Assessment (PISA 2009) has also indicated that participation in pre-primary education is particularly strongly associated with reading performance at age 15. The PISA 2009 study found that in the republic students with a family background in the top third social and economic class had an average reading score that was significantly higher than students in the bottom third. Students whose parents have a lower level of education had a significantly lower average reading score than students whose parents have third level education. In Ireland, students in lone-parent families (one of the high-poverty risk groups) had a significantly lower average reading score than students in other family types. PISA 2009 indicates that the gap in the lone-family group’s reading attainments in Ireland is higher than average across OECD countries.
It is within this context that the A Call to Action’ Working Group examined the comparative underachievement of disadvantaged Protestants and in particular Protestant males in Northern Ireland. De-industrialisation and the loss of traditional labour markets and skills has had a huge negative impact on this group. Generations of working class Protestants were heavily involved in manufacturing industry and viewed getting a trade as the main form of educational requirement.
There was a perceived lack of need to gain educational qualifications through the college/university route with the result that many are unable to compete for jobs requiring educational qualifications and skills linked to computerisation. They are now reliant on low wage and casual employment or dependent on benefit.
Cultural factors are likely also exacerbating educational disadvantage in other working class communities and deserve their own studies. However what existing research is clear on is a large number of children from less well off backgrounds, in both jurisdictions, leave primary school very poorly equipped in the areas of basic numeracy, literacy, language and communication skills with the result that they remain poor and marginalized as adults.
Article published in LookLeft Vol.2 Issue 6


About the CREATE Project
Many students reach the middle grades (4-8) lacking the language and literacy skills required to access grade level content instruction and texts. However, there are few programs that are designed for adolescent struggling readers (Snow & Biancarosa, 2004). English learners must also contend with learning and reading in a second language, and at these critical grades, these students lag behind their English proficient peers in content area knowledge as seen on the NAEP (National Center for Education Statistics, 2011). Additionally, when English learners reach high school, these students have higher drop-out rates than their English proficient peers (Chapman, Laird, Ifill, & KewalRamani, 2011). Despite the unique strengths and needs of English learners in the middle grades, there is little research on effective instruction for these students (Snow & Biancarosa, 2004). The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) had a focused program of research designed to address
the critical challenge of improving educational outcomes of English learners in content area classrooms by
- enhancing the empirical research base for readers in Grades 4–8,
- developing and testing effective interventions that promote content knowledge and language and literacy development simultaneously,
- investigating the features of instruction and scaffolds that facilitate learning for English learners in content area classrooms (e.g., oral language development, shared interactive reading, direct vocabulary instruction, traditional text v. modified text),
- designing, testing, and delivering professional development that ensures that teachers implement effective classroom practices to help English learners achieve high standards,
- and implementing a comprehensive school-wide intervention delivering curricula, professional development, and coaching sessions for content area teachers.


Find content from Thinkfinity Partners using a visual bookmarking and sharing tool.
Home › Results from ReadWriteThink
1-10 of 66 Results from ReadWriteThink
- Classroom Resources | Grades 6 – 8 | Lesson Plan | Unit
3-2-1 Vocabulary: Learning Filmmaking Vocabulary by Making Films
Bring the vocabulary of film to life through the processes of filmmaking. Students learn terminology and techniques simultaneously as they plan, film, and edit a short video.
- Professional Development | Grades K – 8 | Online Professional Development | Web Seminar
3 Strategies for Reaching Language Learners in Literacy Workshops
Ideas will be explored and explained that you can use tomorrow to strengthen your instruction of language learners in your classroom.
- Parent & Afterschool Resources | Grades 6 – 12 | Podcast Episode
A Conversation with Matt de la Peña
Tune in to hear Matt discuss some of the thinking behind his newest novel, We Were Here.
- Classroom Resources | Grades 3 – 6 | Lesson Plan | Standard Lesson
American Folklore: A Jigsaw Character Study
Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.
- Classroom Resources | Grades 6 – 8 | Lesson Plan | Standard Lesson
A Picture’s Worth a Thousand Words: From Image to Detailed Narrative
The old cliche, "A picture is worth a thousand words" is put to the test when students write their own narrative interpretations of events shown in an image.
- Professional Development | Grades 6 – 12 | Strategy Guide
Assessing Student Interests and Strengths
In this Strategy Guide, you’ll learn about a number of specific methods that can help you to gain a fuller picture of the interests of your students as well as what your students understand, know, and can demonstrate by doing.
- Classroom Resources | Grades K – 2 | Lesson Plan | Standard Lesson
Authentic Writing Experiences and Math Problem-Solving Using Shopping Lists
Students use their emerging writing skills to write shopping lists. They work within a budget, use problem-solving skills to create lists, and buy their favorite treats at the class store.
- Classroom Resources | Grades 4 – 7 | Lesson Plan | Standard Lesson
Boars and Baseball: Making Connections
In this lesson, students will make text-to-self, text-to-text, and text-to-world connections after reading In the Year of the Boar and Jackie Robinson. After sharing and discussing connections, students choose and plan a project that makes a personal connection to the text.
- Professional Development | Grades 5 – 12 | Strategy Guide
Brainstorming and Reviewing Using the Carousel Strategy
This strategy guide introduces Carousel Brainstorming, also known as Rotating Review, and offers suggestions to implement this technique in your classroom for brainstorming about new topics or reviewing learned information.
- Professional Development | Grades 7 – 12 | Professional Library | Book
Bringing Grammar to Life
Seamlessly integrate grammar instruction into your entire language arts curriculum.


As a rail engineering (track) apprentice you will train to become a skilled track operative.
There are over 10,000 miles of railway track in the UK, connecting more than 2,000 stations. It’s the oldest railway network in the world and it requires an army of skilled engineers to make sure that the assets that go to make up the railway - the track, signals and trains - are kept in good working order.
Companies such as Network Rail and other major contractors and sub-contractors, require skilled staff to undertake the complete range of engineering tasks, including track maintenance and renewal. The industry is always looking for innovative ways of reducing costs while maintaining its outstanding safety record.
On this apprenticeship you will train to become a skilled track operative and will play a key role in ensuring that the network of track across the UK is in good condition for the safe and efficient running of trains.
As part of a rail track maintenance team you will be responsible for inspecting track, both visually and using measuring devices. You will also carry out general maintenance tasks using manual and automated tools. When the weather is bad, you will clear the tracks so that they are safe for trains to run on. You may have to walk along sections of live track and work in areas where trains will be running very close by so it is important that you are always aware of your environment to keep yourself and your colleagues safe.
If you have a keen interest in working in the rail industry, are willing to work shifts, enjoy physical work and are prepared to work outdoors in all weathers, this could be the apprenticeship for you.
You will need basic literacy and numeracy skills as well as dexterity for using a range of hand tools, a good understanding of health and safety, and the ability to follow instructions and diagrams. Due to the safety critical nature of the role, you should be prepared to go through checks for physical health, including hearing and eyesight, and be tested for drugs and alcohol abuse. You may also be required to undergo checks through the criminal records bureau.
Once qualified you can expect a starting salary of £12,500-£14,500.
Further information on rail engineering (track) apprenticeships can be found at apprenticeships.co.uk.
Reproduced from The Apprenticeship Guide [new window].
Have you seen the free Apprenticeship Guide iPhone app [new window]?
To get it, click the link above or search for apprenticeships in the App Store.
Your future is at your fingertips…


The Saint Joseph's University GeoKids LINKS program involves a partnership with the Wagner Free Institute of Science (WFIS) and the School District of Philadelphia. Fellows work with WFIS children's educators and elementary school teachers to develop and present science lessons to children in grades K-5. The lessons are organized into semester-long units, which include Environmental Science themes. Fellows and their SJU faculty mentors serve as content resources for the WFIS educators and the public school teachers, and are role models and teachers for the children. In addition, WFIS educators and public school teachers assist Fellows in becoming familiar with pedagogical methods in K-5 education and with the special educational needs of urban minority children.
College of Arts and Sciences


From the moment of birth, babies grow and develop physically, mentally, and socially. In the first year, a baby grows faster than at any other time in later life. Within the first few years, children learn basic skills and go on to acquire a wide range of physical and intellectual accomplishments.
In this section
Children pass through predictable patterns of growth and development, but each child progresses at a different rate. Physical growth and intellectual development are partly determined by genetic factors, but these processes are also affected by general health and stimulation from the environment.
Growth and development
Babies are born with various primitive reflexes: they communicate by crying and instinctively suck when offered a nipple. At first, babies grow fast, tripling in weight and growing in length by about 25 cm (10 in) in the first year. After about the age of 2, children begin a long, slower period of growth, which allows time for complex skills to be acquired.
A child’s intellectual skills and physical coordination depend on the healthy development of the muscular and nervous systems. The earliest accomplishments are basic skills such as walking, talking, and feeding themselves. As independence grows, children recognize themselves as individuals, interact more actively with their surroundings, and develop close relationships. By the age of 12, they have usually acquired sophisticated language and numeracy skills and wide-ranging physical abilities.
Between the ages of about 10 and 15, children undergo the dramatic changes of puberty, with maturation of the reproductive organs and the development of secondary sexual characteristics such as breasts and body hair. These physical changes occur some time before emotional maturation, and adolescence is therefore a time of adjustment to adulthood. At the age of 18, young people are considered adults in most societies, although they continue to develop psychologically for many years.
From the 2010 revision of the Complete Home Medical Guide © Dorling Kindersley Limited.
The subjects, conditions and treatments covered in this encyclopaedia are for information only and may not be covered by your insurance product should you make a claim.


5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards
It’s easier to get where we are going if we are all working off the same map. At least that’s the premise behind Common Core, a detailed K-12 curriculum intended to implement a uniform set of academic standards among learners nationwide.
Forty-five states and the District of Columbia have already adopted the curriculum, according to the Common Core State Standards Initiative. Virginia, Minnesota, Nebraska, Texas, Alaska and Puerto Rico have not yet adopted the Common Core.
Common Core Praise & Criticism
Proponents say the shared curriculum helps teachers focus their classroom instruction with particular goals and outcomes in mind. Having a set of expectations should make it easier for student thrive and for parents and teachers to gauge success.
Critics, however, have voiced concerns over a possible “one-size fits all” approach to learning. Some worry that states might be giving up some autonomy in taking a national approach to education, which has traditionally been a state function.
In general, though, Common Core has drawn praise from both educators and industry leaders. The Common Core “can give all kids a robust curriculum taught by well-prepared, well-supported teachers who can help prepare them for success in college, life and careers,” said Randi Weingarten, president of the American Federation of Teachers.
“State by state adoption of these standards is an important step towards maintaining our country’s competitive edge. With a skilled and prepared workforce, the business community will be better prepared to face the challenges of the international marketplace,” said Edward B. Rust Jr., chairman and CEO of State Farm Insurance Companies.
Whether or not this is true, as states begin to implement Common Core, the education technology community has stepped up to the plate with a number of free or inexpensive mobile apps. Some help teachers understand the curriculum at a glance and make it possible for them to tailor instruction, some help parents guide their children’s practice, and others speak directly to learners with fun and instructional exercises in reading and math.
1. Common Core Standards by MasteryConnect
The Common Core is more than just a broad outline of educational objectives. It’s a detailed program of action with specific aims and goals for every step of the learning experience. As such, it can be a beast to muddle through. This app makes it easier for teachers, students and parents to see at a glance just what the curriculum requires. Sift by subject, age and requirements to get right to the specifics of any given element within the curriculum. This offers a fast and easy way to view the Common Core.
2. Common Core Tracker by Common Core Tracker
Teachers have a new administrative burden when they adopt the Common Core. In addition to tracking student grades and milestones in the usual way, they now must chart those outcomes against Common Core milestones. This $2.99 app helps reduce some of that burden. Educators can easily align their assignments against Common Core standards, then track student scores against those benchmarks. By putting the learning plan and the Common Core standards into a single place, teachers can more easily visualize student progress and can plan lessons according to Common Core elements not yet achieved.
3. Alphabet Zoo by Third Rail, LLC
For the youngest readers, literacy begins with associating letters and sounds. Designed around Common Core competencies, this 99 cent app lets kids ages 2 through 5 play with animals, generating simple sounds in a way that is fun and entertaining. They may not know they are learning, but kids who engage in these simple phonics exercises will be working toward the foundational skills for reading at the kindergarten levels, as defined by the Common Core.
4. Learn Math 1 by Mingoville
On the cheerful island of Mondiso, early learners can acquire Common Core math skills in an array of entertaining ways. In this free app, kids can learn to focus by following simple instructions to stack boxes, shop in the junk shop and play basic board games. It all adds up to fun for kids, while parents can know their young learners are getting an early start on the Common Core math requirements.
5. Scootpad by Scootpad
This app offers both math and language for K-5 according to the Common Core guidelines. The app can be configured for multiple kids, each receiving personalized learning exercises according to his or her abilities. Parents and teachers can track student progress, measuring overall performance in real time and settings targets for proficiency in various topics. The basic app is free, with additional features available in paid versions.
About the Author: Adam Stone writes on education, technology, business and government from Annapolis, Md; iamge attribution ilamontcom


I have a child with special needs. The term “special needs” includes conditions of many different types and severities so we have to follow up in our conversations with lots of explanations…my six year old has Down Syndrome and is still non-verbal. Now you have a better picture of my situation.
So, when asked to write an article on how to adapt a physical education program for children with special needs, it is obviously a very hard task. There are too many variables. But perhaps I can offer some guidelines.
Four Skill Levels of Movement Patterns
Physical education is basically a training program for gross motor skill development. In order to train the body in basic movements, the body and mind have to practice movement sequences in a progressive fashion from simple to complex. Fundamental movement patterns are a good place to start. Let us begin by designating four skill levels of activity.
- Level one skills such as crawling, walking, going from sit to stand, transferring weight from one leg to the other and back, and standing cross touch (touching right hand to left foot then left hand to right foot) are fundamental skills.
- If these are proficient, we can progress to level two such as marching forward and backward, jumping and landing on two feet, lateral movement such as shuffling, and tossing a ball and catching while stationary.
- Skill level three includes hopping on one foot, skipping, activities that combine simple arm and leg actions such as basic jump rope, and tossing a ball and catching while walking.
- Skill level four includes complex combinations such as tossing and catching while running, shuffling, or skipping as well as more difficult jump rope patterns.
While this is not exhaustive, it may provide a basic framework upon which to evaluate a starting point for your child’s training. If there are physical, cognitive, sensory, or emotional challenges, the child will likely need to work on more simple movements and more repetition.
Creating a PE Program
Everyone likes success so I recommend starting your PE time with movements that your child already does and then work on increasing a new skill. For example, if your child can jump and land on two feet but cannot toss and catch a ball while stationary, then the activity should introduce toss and catch as part of a jumping game. You might begin your PE time with jumping like a bunny, then jump three times and stop and catch a ball, then jump three times and toss the ball back. The child will not focus on the failure to toss and catch because the game is a jumping game, which they do well.
Gross motor activities can help with sensory integration issues but how do you implement a program with a child that struggles with over–stimulation or is easily distracted or overwhelmed? Begin by having your child watch a video of the activity to help input the information several times before engaging.
Another thing that might help is to conduct your PE activities in an uncluttered space with no windows. Use full spectrum lighting instead of fluorescent bulbs and turn off your cell phone. Once the environment is acceptable, practice fundamental movements such as those in the level one category. Obviously games are better received than movement training exercises so crawling can be a game when you add a ball to push around while crawling across the room. Sometimes modeling the actions for your child can be helpful, sometimes it is distracting to them to focus on you so be prepared to explore different conditions.
Each child is different and each family environment, pace, and temperament is different. Often children with special needs learn physical things slower. I encourage you to stick with a program, whatever it looks like, because the benefits of physical education are for life.
The ideas, procedures, and suggestions contained in this article are not intended as a substitute for consulting with your physician. All matters regarding your health may require medical supervision.


Mission, Goals, and Outcomes
To advance music education by encouraging the study and making of music by all of our music education majors to the end that they will be prepared to develop musical skills and understandings to the highest potential in their own future students.
- To provide a comprehensive knowledge of music through performance, creation, and description.
- To provide a systematic, experience-based curriculum in the areas of music philosophy, methodology, psychology, pedagogy, and field experience.
- To provide training in the pedagogical skills necessary for teaching all children from birth through grade 12 diverse, sequentially valid, and artistically rich musical experiences.
- To provide an environment that promotes and encourages life-long learning and professional and service-related collaboration.
STUDENT LEARNING OUTCOMES:
Content Knowledge: The Bachelor of Music in Music Education graduate demonstrates a rich and thorough understanding of content and skill knowledge (processes of creating, performing, and describing), theories, and issues comprising the discipline (proficiency in performance/musicianship, conducting, and rehearsing), including an understanding of cognitive, physical, and social development.
Planning and Instruction/Implementation: The Bachelor of Music in Music Education graduate plans and implements effective, developmentally appropriate (intellectually, physically, socially, and psychologically) lessons and curricula based upon sound principles of content knowledge, skill development, and pedagogy. The graduate implements the National Standards in Music Education and uses appropriate materials and strategies to develop students’ critical thinking, problem solving, and performance skills.
Positive Learning Environment: The Bachelor of Music in Music Education graduate creates safe, healthy, dynamic, and motivational learning environments that encourage every student to meet standards, to develop independence, to become actively involved, and to trust, take risks, and collaborate.
Diversity: The Bachelor of Music in Music Education graduate demonstrates and celebrates a foundational knowledge of the unique nature, abilities, cultures, and characteristics of all learners, including literacy and second language acquisition, and is able to modify instruction so everyone can be successful. The graduate also believes that all students can and should have rich and diverse musical experiences and is committed to teach music in a diverse society to all people regardless of individual difference or ability.
Technology: The Bachelor of Music in Music Education graduate effectively utilizes technology to enhance students’ learning and professional growth.
Assessment: The Bachelor of Music in Music Education graduate develops and utilizes a variety of assessment approaches designed to evaluate student learning and performance, encourages student reflection and self-evaluation, provides feedback, and shapes future lesson planning and curricula.
Collaboration and Outreach: The Bachelor of Music in Music Education graduate fosters positive relationships and collaborates with a variety of target groups (e.g. students, colleagues, families, local community members, etc.) in order to promote and enhance partnerships within the learning environment.
Professional Development: The Bachelor of Music in Music Education graduate continually seeks to expand knowledge and improve effectiveness as a teacher, to make positive professional contributions, and to exhibit the professional disposition of an emerging teacher. The graduate reflects on teaching, students’ performance, and developments in the field to extend knowledge and refine a personal philosophy of music education


AGES 4 & UP*
WHAT IS THE SUZUKI METHOD?
The Suzuki Method stems from the fundamental principal that Every Child Can Learn. Just as every child learns his own language, every child can learn to play an instrument. Dr. Suzuki trained teachers to break down larger concepts, such as 'how to hold the cello', into smaller easily learned exercises. Each exercise is carefully thought out and sequenced so that over the course of a few lessons, the child learns the entire task of 'how to hold the cello'. Suzuki trained teachers use positive reinforcement to encourage a fertile learning environment, while maintaining high standards of execution.
Parents are an integral part of each lesson and form part of the Suzuki Lesson Triangle, serving as the at-home teacher. The Suzuki Method is tailored to teach very young children, as young as 3 years old. The goals of the Suzuki Method are to enrich the lives of children by playing a musical instrument and to give each child the satisfaction that comes from the ability to do something well. The philosophy of the method teaches the child discipline, memory, focus, self-esteem and confidence, among other skills.
HOW DOES THE SUZUKI METHOD DIFFER FROM OTHER METHODS OF TEACHING MUSIC TO CHILDREN?
THE SUZUKI PROGRAM AT SHERWOOD
At Sherwood, we have built an engaged and loyal community around the Suzuki program that nurtures a safe and fun environment for students, parents and teachers. Our events include year-round parent education classes, book club meetings, fundraising opportunities, field trips, and performances at cultural institutions around Chicago.
Our faculty at Sherwood includes over a dozen Suzuki trained instructors. Our teachers are actively engaged in the larger Suzuki community and are members of the Suzuki Association of the Americas. Our faculty participate in ongoing Suzuki Teacher Training and development activities in our effort to ensure that our program offers high quality instruction.
* Please note that students may begin violin & cello at age 3 only with special permission from the Suzuki Program Manager. An in-person interview is requred to assess the readiness of your 3-year old before beginning instruction. Contact the Suzuki Program Manager for details.
Suzuki Instruction is offered for the following instruments: Violin, Cello, Piano, Guitar, Flute, Viola.
New students are welcome to start Suzuki Instruction at any time throughout the year, tuition will be pro-rated for new students starting after the start of the fall term.
30 minute lesson & group class: $54/week
45 minute lesson & group class: $67/week
60 minute lesson & group class: $82/week
If you are ready to enroll in lessons or have additional questions, please visit our 'How to Register for Suzuki' page, or click the first link in the menu on the right.
For questions or inquiries, contact Nobuaki Tanaka, the Suzuki Program Coordinator, at (312) 369-3156, or at email@example.com.
The Suzuki Preparatory Program welcomes Suzuki students of all levels ages 4 and up studying violin, viola, cello, piano, flute, harp or guitar. The Preparatory Program supplements conventional Suzuki classes through our innovative cross curriculum, offering a robust and complete music education in a fun and engaging atmosphere.
Preparatory Classes include:
EURHYTHMICS: A kinesthetic approach to teaching music education that emphasizes the concepts of singing, rhythm, and improvisation using the body as the instrument, thereby enhancing physical awareness and experience of musical expression.
PERFORMANCE CLASS: A weekly recital class that strengthens student's performance techniques, builds confidence on stage, and develops proper audience etiquette.
NOTE READERS: For students who are Suzuki Book 2 and above, this reinforces note reading of both treble and bass clefs.
SUZUKI READING ORCHESTRA: For students who test out of or successfully complete Note Readers, students develop sight reading and ensemble playing skills in a chamber orchestra setting.
CHAMBER MUSIC: For students Suzuki Book 3 and above, students develop ensemble and performance skills in small ensembles of 3-5 students.
This is a 38 week program. Classes run on Saturdays starting September 6, 2014.
Tuition is $250.00 for the 38 week program for students taking private lessons at Sherwood.
Students interested in the Suzuki Preparatory Program who are currently taking private lessons outside of Sherwood may enroll in the program for a fee of $800 per year.


Become an Elementary Teacher
Would you like to pursue your dream of becoming an elementary education teacher?
We’d love to walk with you on that journey.
Become a teacher who is able to:
- Think critically. Elementary education graduates are characterized by curiosity and a vibrant, inquiring mind in the continuous quest for discovery.
- Transform practice. Graduates transform practice through deliberate, reflective and intentional action.
- Promote justice. Graduates directly confront oppression, are committed to ethical practice, empathy and compassion, and are deeply caring.
George Fox University’s School of Education is pleased to offer a Bachelor of Science in Elementary Education in two formats.
- Designed for adults who would like to earn an Oregon state teacher license or an Idaho State teacher certificate. Evening and weekend classes are taught at the university's Portland Center and Salem site.
- A four-year undergraduate program offered at our residential Newberg campus.


In Defense of Standardized Testing
In short, there were no tools for managers to use to evaluate performance in our schools.
So the education profession got together to establish performance based standards and assigned them to certain grade levels. For example, mastering the ability to recite the letters of the alphabet was assigned to kindergarten; the ability to add and subtract two digit numbers to 2nd grade, and so on. This was important for two different reasons. First, the skills identified are all foundational, which is to say they form the basis for more advanced skills, like spelling, or multiplication. Second, mastery of these foundational skills can be easily assessed through objective testing.
And that, in a nutshell, is the origin of the standardized tests. There is nothing discriminatory about an objective test that assesses mastery of an ability. There can't be. Either the student has mastered the skill well enough to meet the standard, or they haven't. No bias, no politics, no subjectivity.
Basically, teachers are protesting to being held to objectively measured tests demonstrating mastery of fundamental skills as an unfair reflection of their teaching ability. They say it is unfair to hold them accountable for the performance of their students
Remember that the next time the teachers' union demands a raise because teachers are the most important element in a child's education.
Can't have it both ways folks.
Please contact us by email if you wish to comment and we will enter it manually


Learning Resources has a range of Hot Dots® interactive early years games designed to help teach children from an early age. These include a variety of interactive activities to help early learners develop a wide range of key skills in an accessible and fun way.
With the Hot Dots® Jr. storybook sets, early learners follow the fun stories of Ace & Kat as they go on a number of exciting adventures, while also developing skills in counting, pattern recognition and rhyming. You can also inspire a love of primary science with the Hot Dots® Jr. Beginning Science kit that provides a variety of fun science questions!
These are only two examples of the number of different products in the Hot Dots® early years range from Learning Resources. The full range allows you to help with many other skills including numeracy skills for early learners and the beginnings of phonics.
If you want to find a fun way to help early learners develop a wide range of skills, then have a look at the full range of interactive early years games from Learning Resources below.


Music meaning and transformation: meaningful music making for life
Dillon, Steven C. (2007) Music meaning and transformation: meaningful music making for life. Cambridge Scholars Publishing, Newcastle, United Kingdom.
This book and the series which builds on the philosophy examines the musical experiences that students find meaningful and ways in which teachers, parents and community music leaders might provide access to meaningful music education. This is particularly relevant today because school music often fails to provide sustainable access to music making for life, health and wellbeing beyond school. The book seeks to reframe the focus of music education within a pragmatist philosophy and provide a framework that is culturally and chronologically inclusive. The proposed book is aimed at current and pre-service music teachers, community music leaders and coaches and designed to be a useful professional development tool and reference resource for teacher/community arts workers. Secondary audiences for the book would include all general and trainee elementary school teachers and interested teachers in disciplines other than music particularly those from the community arts concerned with music, cultural health and wellbeing in community settings. Another secondary market would be private music teachers in the community and recreational music-making coaches who need strategies and techniques for the provision of culturally inclusive music experiences within complex multi cultural and cross cultural settings.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Additional Information:||Posted with the permission of the copyright owner for your personal use only. No further distribution is permitted without permission of the copyright owner.|
|Keywords:||Meaningful engagement, Student as maker, Teacher as Builder, constructivism, Music and flow|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) > Musicology and Ethnomusicology (190409)|
|Divisions:||Current > Research Centres > Australasian CRC for Interaction Design (ACID)
Current > QUT Faculties and Divisions > Creative Industries Faculty
Past > Institutes > Institute for Creative Industries and Innovation
|Copyright Owner:||Copyright 2007 Steven C. Dillon|
|Deposited On:||28 Mar 2008|
|Last Modified:||10 May 2012 22:37|
Repository Staff Only: item control page


Historical records matching G. William Skinner
About G. William Skinner
George William Skinner (simplified Chinese: 施坚雅; traditional Chinese: 施堅雅; February 14, 1925 – October 26, 2008) was a leading American anthropologist and scholar of China. Skinner was a leading proponent of the spatial approach to Chinese history, as explained in his Presidential Address to the Association for Asian Studies in 1984. He often referred to his approach as "regional analysis," and taught the use of maps as a key class of data in ethnography.
Skinner was born on February 14, 1925, in Oakland, California. His father, John James Skinner was a pharmacologist and his mother, Eunice Engle Skinner, taught music and became the director of music education for the Berkeley school system. Skinner spent two years at Deep Springs College, a small college founded to educate small cohorts of young men into the life of the mind in a self-sufficient, disciplined manner. After Deep Springs, he joined the Navy V-12 Program in 1943, then attended the U.S. Navy Oriental Language School for 18 months at the University of Colorado, Boulder, where he studied Chinese. In 1946, Skinner headed for Cornell University to complete his B.A. degree. He graduated in the following year with his B.A. (with distinction) in Far Eastern studies, and remained there for his Ph.D. in anthropology (1954) under the supervision of Lauriston Sharp.
Skinner’s first job was as instructor in sociology at Cornell in 1949. Between 1951 and 1955, he was field director of the Cornell Southeast Asia Program, then a research associate at Cornell. He became assistant professor of anthropology at Columbia University in 1958. Two years later, Skinner was hired back at Cornell as associate professor and then promoted to full professor in 1962 — an unusually fast track to that status. In 1965, he left for Stanford University, moving again in 1990 to the University of California, Davis, which had hired his wife, China historian Susan L. Mann. Skinner retired from teaching in 2005 but maintained an active research program until his death three years later.
Perhaps his best-known influence on Chinese Studies was his delineation of the Physiographic macroregions of China. He made fascinating discoveries about local organization in China as well, including an extension of central place theory to explain how a hierarchically organized urban system could evolve under conditions of increased population density. In later years he was instrumental in the establishment of the China Historical Geographic Information Systems project at Harvard and Fudan Universities. His papers and maps are archived in the library collections of Harvard, Cornell, the University of Washington, and Fudan University.


Focus on the Workforce: Revolutionizing Manufacturing Educaction
Even in tough economic times, manufacturers report they cannot find workers with the right skills, at the right time, to remain competitive. Manufacturers need a consistent means of validating the knowledge and skills an applicant and/or employee possesses, because talent is the most important driver of business success. On March 4, the National Association of Manufacturers (NAM) announced the NAM-Endorsed Manufacturing Skills Certification System, a partnership between The Manufacturing Institute and nationally recognized certification partners: ACTNational Career Readiness Certificate, Manufacturing Skills Standards Council (MSSC), the National Institute for Metalworking Skills (NIMS), American Welding Society (AWS) and the Society of Manufacturing Engineers (SME). By deploying the NAM-Endorsed Manufacturing Skills Certification System—which focuses on foundational skills required for success in entry-level jobs across all sectors in manufacturing—we can align industry-recognized skills certifications with both career and educational pathways for students, thus building the pipeline of qualified workers for the manufacturing economy.
The first release of the system focuses on core personal effectiveness skills, academic competencies, general workplace skills, and industry-wide technical skills required by employers in all sectors of manufacturing. The new system of skills certifications maps to both career pathways across the manufacturing economy and to educational pathways in postsecondary education. These pathways can be deployed through community colleges to provide students and transitioning workers with industry-recognized skills certifications that are education credentials with real value in the workplace.
Portable credentials are earned after receiving training in specific skills and can be carried from one position, or one state, to another. Credentialing comes in two forms: through obtaining a license or by obtaining a certificate or degree. Generally, an individual becomes certified or degreed through an education or training program, or by passing an exam or assessment. Professional certifications are awarded by professional bodies, organizations, or institutions of higher education.
The credentials gained through certification programs help strengthen an individual's ability to be mobile in the workforce and compete for higher-level jobs. Skills certifications can be mapped to career pathways throughout many sectors in the manufacturing economy and to educational pathways to help students who need to pick the right courses, transitioning workers who need to add new skills for new jobs, and current workers who need to upgrade skills in order to adapt to new technologies or business processes.
For employers, certifications ensure their workers have the skills required for jobs in manufacturing. Certification of individuals is an important tool for development and maintenance of the nation's workforce. Postsecondary programs of study that teach to these industryidentified skills and certification programs result in credentials with direct value in the marketplace. Skills certifications cut across all professions, and have been in common use for many years in certain manufacturing and industrial sectors. Well-designed certification systems play an important part in validating that the required knowledge and skills have been acquired and allow workers to be productive on "day one."
In 2005–2006, manufacturing industry representatives, in partnership with the US Department of Labor, identified the basic or core personal effectiveness skills, academic skills, general workplace skills, and cross-cutting manufacturing skills necessary for individuals to succeed in virtually all entry-level jobs in manufacturing. These core skills were identified as necessary across all sectors within manufacturing, e.g., aerospace, food processing, metalworking, energy including alternative (green) energy, chemical, machinery, plastics, automotive, computer and electronics, pharmaceutical, and transportation and logistics. The industry attested that individuals possessing these core skills were basically prepared for the technical workforce essential to the success of every sector in the manufacturing economy. Additionally, these skills clearly could be gained in postsecondary educational programs, primarily in community colleges, in both associate degree programs of study and industry-recognized skills certification programs. In 2009, the US Department of Labor is planning to update the competency model for additional skills and competencies. This certification system will take into account any additions or changes once they are identified.
A skilled, high-performance workforce is key to manufacturers' ability to compete in the global economy. Every American can and should have the chance to get ahead and succeed in high-quality, middle-class jobs in the 21st century economy.
The partner organizations will work together in 2009 to develop a work plan promoting the certifications of each partner organization, and will look to add additional certifications in the future.
For additional information, you may contact The Manufacturing Institute at www.nam.org/institute, by telephone at 202.637.3426, or via E-mail at firstname.lastname@example.org.
This article was first published in the April 2009 edition of Manufacturing Engineering magazine.
Published Date : 4/1/2009


Despite educators’ best efforts to teach students English as quickly as possible, many never develop academic English fluency. Join Dr. Martha Burns as she reviews the newest research on the ELL brain, the advantages of true bilingualism, and how effective technological adjuncts can build the English brain, quickly, moving ELL students to proficiency.
Inside the Brain of a Struggling Reader
While home environment, access to books, and social and economic factors all play a part in literacy development, brain differences also play a crucial role. Join us to learn what's different about the brains of those students who struggle to read and what you can do about it in your classroom, school or district.
For Use in the Home
BrainPro® is an online service that combines Fast ForWord software with a professional consultant to help your child get ahead in reading.
For Use in the Home, Clinics and Learning Centers
Professionals in clinics and learning centers can become Scientific Learning providers of Fast ForWord and Reading Assistant products.
Interested in working with one of our Providers or identifying Providers in your area?
Access to the Scientific Learning family of products outside of North America is available through local VARs (Value Added Representatives).


Bringing Métis Children’s Literature to Life: Teacher Guidebook for GDI Publications
|Title:||Bringing Métis Children’s Literature to Life: Teacher Guidebook for GDI Publications|
|Subject:||Métis, Lesson Plans, Education, Resource, Literature, GDI, Burton, Wilfred, Children, Guide|
Bringing Métis Children’s Literature to Life is a guidebook for teachers to support the children’s literature published by the Gabriel Dumont Institute (GDI). The guidebook supports teaching about the Métis and utilize strategies that foster and promote literacy development (listening, speaking, reading, writing, viewing, and representing).
The stories used in this guidebook are written and illustrated by Métis authors and illustrators.
Each story brings traditional and contemporary Métis culture to life. They honour the past
and present. Métis children often see themselves in these publications. Non-Métis students
will see and connect with the universal themes and relate them to their own lives while
learning about Métis culture. Most importantly, this resource is about engaging readers in the
history and traditions of Métis culture through literature.
Métis children’s literature is found in classrooms, and in school libraries and public libraries all
across Canada. Teachers use the books in various ways to bring awareness of the culture
and teach outcomes. However, teachers are not always an “insider” in the culture, and
often search for ideas on how to incorporate Métis content into their practice. There is a
desire by teachers to be more inclusive, but they may not know how. This resource assists
teachers in being culturally responsive while at the same time allowing them to teach
If you are printing this resource, we recommend printing on one side only. This way, you will have room to make notes on the lessons to fit your particular class.
To download this resource, right-click the link above and select "Save Link As" or "Save Target As", and then select the folder on your computer where you would like to save the file.
|Publisher:||Gabriel Dumont Institute|
|Date:||September 11, 2013|
|Identifier:||Teacher Guide - GDI Resources September 11 2013.pdf|
|Date of Copyright:||September 11, 2013|
|GDI Media Filename:||Teacher Guide - GDI Resources (March 3 2015) LR.pdf|


The more advanced that preschool children ages 4–5 were at writing their own name, the higher they scored on all emergent literacy measures, according to researchers who will be presenting their findings during the American Speech-Language-Hearing Association (ASHA) Annual Convention in Philadelphia this week.
According to ASHA member Cynthia Puranik and her co-presenters, name writing has received a fair amount of attention because name writing is viewed by some literacy researchers as an excellent reflection of children's emergent literacy development.
Research indicates that children who were the most proficient name writers showed superior performance on reading-related tasks including alphabet knowledge, phonological awareness, and print awareness. Their research also shows that name-writing proficiency, not length of name, appears to be associated with preschool children's developing emergent literacy skills.
The researchers will discuss their findings on Thursday, November 18, at 8:00 a.m. in Hall C at the Pennsylvania Convention Center (Relationship Between Preschoolers' Name-Writing Proficiency & Emergent Literacy Skills, Session 1220, Poster Board 255).
Their presentation is part of ASHA's Annual Convention, which begins November 18 at the Pennsylvania Convention Center. The Convention will feature 3 days of workshops, paper sessions, poster presentations, and the Keynote Session by Nancy Goodman Brinker (Founder of the Susan G. Komen Breast Cancer Foundation),plus the Annie Glenn Award, which will be given to performing artist and "New Kid on the Block" Joey McIntyre. The Convention runs through Saturday, November 20.
These important findings are one example of the research being discussed during ASHA's Annual Convention. Audiologists and speech-language pathologists, as well as other speech, language, and hearing scientists, gather every year at ASHA's Convention to share their research with their colleagues. This sharing of information results in better care for the people they serve.
About the American Speech-Language-Hearing Association
ASHA is the national professional, scientific, and credentialing association for more than 140,000 audiologists, speech-language pathologists, and speech, language, and hearing scientists. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems including swallowing disorders.