|
|
| Line 1: |
Line 1: |
| <div class="editorbox"> | | <div class="editorbox"> |
| '''Original Editor '''- Your name will be added here if you created the original content for this page.
| |
|
| |
| '''Top Contributors''' - {{Special:Contributors/{{FULLPAGENAME}}}}
| |
| </div>
| |
| == Sub Heading 1 ==
| |
|
| |
| == Sub Heading 2 ==
| |
|
| |
| == Sub heading 3 ==
| |
|
| |
| '''Education for Children with Disabilities '''
| |
|
| |
| <span style="letter-spacing: 0.0px">Within the United Kingdom (UK) it is the right of every child between the ages of 5 – 16 years old to receive an education, and to be offered a free place at a state school (Education and Learning, 2014). This framework extends to children and young adults with disability. '''The Equality Act '''(2010) states that it is against the law for schools and other education providers to discriminate against children with disability. ([http://www.legislation.gov.uk/ukpga/2010/15/part/6 <span style="letter-spacing: 0px; color: rgb(4, 99, 193);">http://www.legislation.gov.uk/ukpga/2010/15/part/6</span>]). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px">Special education needs (SEN) is an umbrella term utilized to describe individuals who have learning difficulties or disabilities which make it harder for them to learn than most other individuals of the same age. The needs of children and young people have been categorized into four areas by the 0-25 '''SEND Code of Practice''' ([https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 <span style="letter-spacing: 0px; color: rgb(4, 99, 193);">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</span>]). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px">These include; </span>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Communicating and interacting</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Cognition and learning</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Social, emotional and mental health difficulties </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Sensory and/ or physical needs </span>
| |
|
| |
| <span style="letter-spacing: 0.0px">Disability exists in many children and young people who have SEN. The Equality Act (2010) defines disability as; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px">''‘A physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ ''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">Cerebral Palsy is classed as a disability as it is a life-long condition which needs regular input for specialists and therapists.</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">Individuals with disability often require higher levels of provision, to ensure they are given the same opportunities than those who are not disabled (Debenham, 2012). In order to aid the delivery of the national curriculum to children and young people with SEN, an Individual Education Plan (IEP) can be designed to optimise the education that individual receives. Using the curriculum being followed as a basis, the IEP creates strategies which are being utilised in order to help them meet their additional needs. IEP’s can be used in both mainstream schools and specialist schools. ([http://www.specialeducationalneeds.co.uk/iep---individual-education-plan.html <span style="letter-spacing: 0px; color: rgb(4, 99, 193);">http://www.specialeducationalneeds.co.uk/iep---individual-education-plan.html</span>]). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''CP and Mainstream Schooling'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Policies/Provisions -'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Disabilities in Mainstream Schooling: “Being a Part, Not Apart”'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">The Council for Disabled Children (CDC) is an blanket term for a group of organizations that hold a range of perspectives on inclusion. It is a group of council members with diverse backgrounds including professionals, parent representatives and representatives of disabled people. The CDC’s main sector is based in England, but with links to other UK nations. The CDC celebrates what is working well in the education system and family life for children and young people with disabilities and impacts this with their policies (CDC 2014). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">''The CDC website can be accessed here; ''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">[http://www.councilfordisabledchildren.org.uk http://www.councilfordisabledchildren.org.uk<span style="letter-spacing: 0px;" />]</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Timeline: Schooling and Children with Disabilities '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"> </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''(CDC, 2014)'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''CDC’s Inclusion Policy'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''<span class="Apple-tab-span" style="white-space:pre"> </span>'''The CDC promotes and supports the inclusion of disabled children and into mainstream school settings. The CDC believes that “with the proper support and encouragement, many more disabled children could be included into the mainstream school system” (CDC 2014, p.5). This would not only be to their benefit but also to the benefit of their peers (CDC 2014). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"><span class="Apple-tab-span" style="white-space:pre"> </span>'''The CDC believes that special schools should hold a close link to the mainstream setting so that one day all children are included into the mainstream schooling system (CDC, 2014).''' </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Principles include'''; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">“◘ a welcome for all disabled children, secure relationships and support for families when they need it;</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="font-size: 12px; letter-spacing: 0px;">◘ respect for difference and a commitment </span><span style="letter-spacing: 0.0px">to building friendships and community to the benefit of everyone” </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">equality of access to play, learning, leisure and all aspects of life; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">the active participation of children and their families in decision-making; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">◘ a proactive approach to identifying and removing barriers</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">◘ timely access to information and topeople with empowering attitudes, supportive skills and expertise”. </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">(CDC 2014, p. 6)</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Inclusion Scotland 2014 '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Education'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Inclusion Scotland Disabled People’s Organisation (ISDPO) believe that “Separating disabled children from their non-disabled peers does nothing to prepare disabled children for later in life in a predominantly non-disabled world” (ISDPO 2014, p. 4). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">and </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Disabled people would be happy to see more younger people mainstreamed in the school setting in order to prepare both them and their non-disabled peers for later in life (ISDPO 2014, p. 4-5). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">Inclusion Scotland’s current ‘vision’ can be accessed at: </span>
| |
|
| |
| <span style="letter-spacing: 0.0px">[http://www.inclusionscotland.org/documents/AVisionBooklet.pdf http://www.inclusionscotland.org/documents/AVisionBooklet.pdf<span style="letter-spacing: 0px;" />]</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Learning and Teaching Scotland (LTS): Provisions in Scotland '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="font-size: 13px; letter-spacing: 0px;">'''The Education (Scotland) Act 2004'''</span><span style="letter-spacing: 0.0px">''' '''- Ensures that all young students who require additional support to benefit from their school education, receive it (LTS 2014)</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">“Additional Support” = “provision which is additional to, or otherwise different from, the provision made generally in mainstream schools” (LTS 2014, p. 7)</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Presumption of Mainstream Schooling'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">Standards in Scotland’s Schools Act 2000 introduced a “presumption of mainstreaming” which states that; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">All children and young people will have access to mainstream education unless there are exceptional circumstances (LTS 2014, p. 7). </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">They key principles to such support is through true knowledge your students as a learner and person, as well as understanding their barriers. COMMUNICATION and TEAMWORK with the student, their parents, carers and professional supporters is vital (LTS 2014, p.10). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Making it Happen'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Creating and Maintaining an Inclusive Community; “School is a Place for Everyone”'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''The Education Scotland Act 2004 states that School must be considered a place where; '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">◘ “certain principles are the heart of all that happens</span>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">each and every individual has a value and worth </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">people feel they belong</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">people learn </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">everyone can achieve</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">responsibility is shared</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">there is no exclusion by expectation </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">prejudice and discrimination are countered and their negative effects greatly diminished” (LTS 2014, p.16))</span>
| |
|
| |
| <span style="vertical-align: -2.0px; letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="vertical-align: -2.0px; letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Literature Review '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Including Children with CP in mainstream physical education lessons (Hilderley and Rhind 2012)'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"><span class="Apple-tab-span" style="white-space:pre"> </span>A study was done in order to investigate elementary school children with CP’s perceptions on the advantage of and barriers to, attending mainstream physical education classes. The study was conducted through individual interviews with students with CP, teachers and teaching assistants (Hilderley and Rhind 2012).</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">Following analysis, the study concluded 3 main advantages of CP students attending mainstream physical education classes;</span>
| |
|
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Psychological benefits (improved self-esteem/body image)</span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Social Benefits (developing relationships) </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Physical benefits (improved mobility)</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">Barriers were identified as being; </span>
| |
|
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Environmental (appropriate facilities) </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Organizational (appropriate staff:class size) </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">The disability (wheelchair)</span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Attitudinal (of peers/staff and child) </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">In conclusion, there is a an obvious need for mainstream school teacher’s to work on promoting the potential advantages and overcoming barriers to the inclusion of students with CP. Additionally, it is clear that this is done most easily through understanding people’s own perceptions on inclusion (Hilderley and Rhind 2012) </span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''So, What Can Mainstream School Teachers Do?? '''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px"</span><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">It is important for teachers to understand that children with CP enjoy the same types of things and can do the same types of things that children without CP can (The Nemours Foundation 2014). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">The following tips may help mainstream primary school teachers promote inclusivity for students with CP; </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Allow children with CP more time to travel to and from classes</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Allow children with CP a longer amount of time in order to complete assessments</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Ensure your classroom is easy to get around and free of obstacles</span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Understand that children with CP may miss more class time due to medical appointments </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Include parents, medical staff, therapists, and the student in order to develop the best education plans for a student with CP </span>
| |
| *<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px"> Be prepared for possible medical emergencies by planning ahead with parents in case your students with CP need advanced assistance (The Nemours Foundation 2014) </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''Disability Inclusion Training for the Education Sector '''</span><span style="font-size: 11px; letter-spacing: 0px;">'''(Scottish Disability Sport, 2012)'''</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px">In 2012 Scottish Disability Sport (SDS) received financial backing from both the Scottish government and Education Scotland in order to offer disability inclusion training. The training is aimed at early years and primary teachers, specialist PE teachers, trainee teachers and learning support staff. It is offered at no cost. The training is tailored to encourage disabled children to lead a full and active lifestyle, through inclusion with their non disabled peers (SDS 2012). </span>
| |
|
| |
| <span style="letter-spacing: 0.0px; color: #000000">To find out more or to register, access this link:</span><span style="letter-spacing: 0.0px"> [http://www.scottishdisabilitysport.com/sds/index.cfm/news/latest-news1/successful-disability-inclusion-training-for-the-education-sector/ <span style="letter-spacing: 0px;">http://www.scottishdisabilitysport.com/sds/index.cfm/news/latest-news1/successful-disability-inclusion-training-for-the-education-sector/</span>]</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">'''MOVEMENT OPPORTUNITIES VIA EDUCATION (MOVE) PROGRAMME'''</span>
| |
|
| |
| <span style="font-size: 10px; font-family: 'Times New Roman'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">In the 1980’s, Linda Bidabe designed the Movement Opportunities Via Education (MOVE) program. The program was designed, as it was being found that pupils with severe disability were leaving school with less skills than when they first attended. The emphasis of the program is to develop functional and meaningful outcomes for the individual utilising current theories of motor development and activity based programs (Kern County Superintdent of Schools, 1990). The program has been developed to support those with differing levels of abilities and in a multitude of different settings.</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">A top-down Motor milestone assessment is used; therefore concentrating on the current abilities of the child. From the simpler tasks to a more complex tasks, individuals are taught skills to optimise their independent functioning (</span><span style="font-size: 10px; letter-spacing: 0px;">van der Putten, Vlaskamp, Reynders, & Nakken, 2005). Activities relate to sitting, standing, transferring and walking. By using a</span><span style="letter-spacing: 0.0px"> collaborative team approach and a six step method, MOVE develops goals and priority goals to implement an intervention (</span><span style="font-size: 10px; letter-spacing: 0px;">Bidabe, Barnes, & Whinnery, 2001). The six steps of MOVE are as follows: </span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Testing/ Assessment –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">Parents, child and MOVE team determine current functional mobility skills. </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Goal Setting –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">Select specific functional activities that relate to the needs of the individual and the desires of the family</span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Task analysis –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">Motor skills are selected which are needed to perform activities identified in step 2. The team can determine which functional mobility skills to emphasise within the programme. </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Measuring prompts –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">The amount of assistance an individual needs to perform a task. </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Reducing prompts –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">How to reduce prompts as the individual’s ability level increases. </span>
| |
| #<span style="font-size: 12px;" /><span style="letter-spacing: 0.0px">Teaching skills –</span><span style="font-family: 'Trebuchet MS'; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px">Determine practice opportunities throughout the individual’s daily routine and IEP.</span>
| |
|
| |
| <span style="letter-spacing: 0.0px">(Barnes and Whinnery, 2002).</span>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <span style="letter-spacing: 0.0px" /><br>
| |
|
| |
| <br> | | <br> |
| | | </div> |
| == Recent Related Research (from [http://www.ncbi.nlm.nih.gov/pubmed/ Pubmed]) ==
| |
| <div class="researchbox">
| |
| <rss>Feed goes here!!|charset=UTF-8|short|max=10</rss>
| |
| </div> | |
| == References ==
| |
| | |
| References will automatically be added here, see [[Adding References|adding references tutorial]].
| |
| | |
| <references />
| |
