# data[].attributes.body
This study seeks to...
This investigation attempts to...
The participants of this study will be...
The participants of this study will...
The data will be collected through... (instrument)
The data will be analyzed through...

Keywords:

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Abstract redaction - [Final Evaluated Task - 40%] 

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Abstract redaction - [Final Evaluated Task - 40%] 

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Page 1 of 1

Name

Instructions

1. Based on the guidelines and examples posted on Padlet, redact your own abstract about a topic of your interest (related to Special Education or Psychopedagogy). (23 points)

2. You will be evaluated on the following linguistic aspects:

a. Technical vocabulary (3 points)

b. Grammar structures (3 points)

c. Clarity of the message (3 points)

d. Punctuation (2 points)

3. Additionally, your abstract should include:

a) The purpose of the study (2 points)

b) The participants of the study (2 points)

c) The type of instrument you will use (2 points)

d) The data you want to collect (2 points)

e) Keywords (4 at least) (0.5 points each)

Write your abstract below:

# data[].attributes.attachment_link.description
Made with Tally, the simplest way to create forms.

# data[].attributes.body
This study seeks to reveal the role of regional allophonic consonant clusters found in Chilean Spanish in the production performance of consonant clusters in English as an L2. The research attempts to determine whether these allophones act as facilitators or interference when producing the target language. The participants are a group of first-year students of English Teaching at a public university in Chile, who are divided into two groups depending on whether they use the affricate allophonic cluster [tɹ̥̌] and [dɹ̌] in Chilean Spanish and those who do not. The two groups of subjects read headlines of General American (GA) English media, which is recorded, transcribed and examined. The data gathered from the examination is then compared in order to determine whether there is a relationship between the use of these allophonic clusters in Chilean Spanish and the production performance in the L2.

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[Evaluation 20%] Watch and listen: How The Pandemic Is Impacting Kids With Special Needs

# data[].attributes.subject
[Evaluation 20%] Watch and listen: How The Pandemic Is Impacting Kids With Special Needs

# data[].attributes.body
https://tally.so/r/wLZGEv

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Page 1 of 1

Name

I. Before we start:

Answer these questions before you start [2 points each; 6 points]

How did the pandemic affect education in Chile?

Were students affected by the pandemic in Chile? Why?

Were teachers affected by the pandemic in Chile? Why?

II. Watch and listen

Watch the video below and complete the activities afterwards:

Multiple Choice

Select the most appropriate answer (1 point each)

What is the name of the child?

What is the name of the child?

How old is the child?

What type of disorder does he have?

What type of disorder does he have?

Where was he studying before the pandemic

Where was he studying before the pandemic

What happened to the behavior of this child during the pandemic?

What happened to the behavior of this child during the pandemic?

Who did his parents convince to open a new school in the city?

Who did his parents convince to open a new school in the city?

C

One of the parents of the group

D

A psychologist from the community

What has provoked the pandemic in this family?

What has provoked the pandemic in this family?

C

They are experiencing financial problems

D

They are experiencing psychological problems

True and false

Decide whether the statements below are TRUE or FALSE (1 point each)

This child is never aggressive

This child is never aggressive

This child can easily verbalize what he feels

This child can easily verbalize what he feels

Ashley and Shawn are fighting this problem with other parents

Ashley and Shawn are fighting this problem with other parents

According to his parents, social media doesn't work to look for help:

According to his parents, social media doesn't work to look for help:

Ashley is concerned about school closure:

Ashley is concerned about school closure:

Policy makers always pay attention to special education

Policy makers always pay attention to special education

The child has taught his parents about unconditional love

The child has taught his parents about unconditional love

Post reflection:

Answer the following questions (2 points each)

What are the main difficulties experienced by this family?

Is this type of problem common in Chile? Why?

What is your opinion on this news report?

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Made with Tally, the simplest way to create forms.

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https://tally.so/r/3NpV8l

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Name

Instructions:

1. Pick one of the main headlines from this article about Inclusion in Chile: (https://education-profiles.org/latin-america-and-the-caribbean/chile/~inclusion

2. Complete the activities below.

Find at least 6 keyword (0.5 points each) (e.g. government, Special Education)

Find at least 6 different connectors (0.5 points each) (e.g. because, and)

Provide a synonym and an example for 3 unfamiliar words in the section you read (1 point each) (e.g. Successful = Victorious = My project in school was successful)

What did you learn from the section you read? (2 points) (e.g. I learned that schools are not protected because...)

What is the most relevant aspect from the section you read? (2 points) (e.g. The most relevant aspect from the section I read was that special education teachers need more support)

Using the information from your section, formulate 4 different statements using "should", "must", and "can" (affirmative and/or negative statements) (2 points each) (e.g. School must provide materials for all teachers and students)

Using the information from your section, formulate 4 different questions using different question words we have covered (why, what, which, who, when, where, how, how often) + can, must, or should (2 points each) (e.g. Why should governments ensure the quality of education?)

As usual, provide your opinion on the subject you read (e.g. I believe that this is a very important topic for teachers because...) (3 points)

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Made with Tally, the simplest way to create forms.

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https://es.lyricstraining.com/es

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LyricsTraining es la nueva forma de aprender Inglés y otros idiomas por medio de la música y la letra de tus canciones favoritas

Mejora tu comprensión auditiva y practica diferentes acentos con los mejores vídeos musicales, rellenando la letra de las canciones y con el Karaoke

Miles de profesores en todo el mundo ya usan LyricsTraining para enseñar idiomas y motivar a sus alumnos favoreciendo la inmersión lingüística

# data[].attributes.attachment_link.title
Aprender Español Gratis con Música, Letras y Karaoke!

# data[].attributes.attachment_link.description
Disfruta aprendiendo Español como nunca antes jugando con los vídeos musicales y rellenando la letra de tus canciones favoritas. Es fácil, divertido y 100% gratis.

# data[].attributes.body
https://education-profiles.org/latin-america-and-the-caribbean/chile/~inclusion

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1. Definitions 2. 3. Laws, Plans, Policies and Programmes 4. Governance 5. Learning Environments 6. Teachers and Support Personnel 7. Data and Monitoring School Organization
Inclusive Education Act No. of 2015 promotes free, diverse, integrative and inclusive education. The act stipulates that it is the state's duty to ensure inclusive, quality education for all and promote the creation of conditions for access and attendance of students with special educational needs (SEN) to mainstream or special education centres, depending on their best interests. The system must also encourage the idea of education centres as a meeting place for students from different socioeconomic, cultural, ethnic, gender, or religious backgrounds or nationalities.

Concluding observations on the seventh periodic report of Chile (2018) , the Committee on the Elimination of Discrimination against Women welcomed the adoption of the Inclusive Education Act but expressed concern about the low educational attainment among indigenous women and girls and the difficulties faced by some pregnant girls and young mothers to continue or return to education.

The Ministry of Education, through the International Labour Organization [ILO] Convention No. 169 , has ensured the full inclusion of the indigenous peoples living in Chile. The Intercultural Bilingual Education Programme (1996) sought to ensure that all students, regardless of their indigenous origin, acquire knowledge of indigenous languages and cultures by incorporating indigenous language into the national curriculum as a subject.

According to ,students with SEN must be assessed by competent professionals registered in the National Registry of Special Education Professionals The decree establishes the type of professional who must assess each type of disability. In all cases, in addition to being assessed by medical professionals, the student must be assessed by a special education teacher.

# data[].attributes.attachment_link.description
1. Definitions 2. 3. Laws, Plans, Policies and Programmes 4. Governance 5. Learning Environments 6. Teachers and Support Personnel 7. Data and Monitoring School Organization Inclusive Education Act No. of 2015 promotes free, diverse, integrative and inclusive education.

# data[].attributes.headline
What should/must/can goverments/ministries do to protect children with special needs? [Isabeau Miranda]

# data[].attributes.subject
What should/must/can goverments/ministries do to protect children with special needs? [Isabeau Miranda]

# data[].attributes.body
-The government should provide more resources for students with special educational needs
-The government must train all education professional
-The ministries can create inclusion programs
- The ministries can give equity talks in the community
-The government should visit the special school

# data[].attributes.headline
What should/must/can governments/ministries do to protect children with special needs? [Catalina Toloza]

# data[].attributes.subject
What should/must/can governments/ministries do to protect children with special needs? [Catalina Toloza]

# data[].attributes.body
1. Ministries should provide more resources for special education.
2. Ministries must visit the different schools to get familiar with all contexts.
3. Ministries should strengthen individualized intervention for students.
4. Ministries must to remove unnecessary documents.
5. Government should create programs that promote diversity.
6. Ministries should promote activities in schools for diversity.

# data[].attributes.headline
What should/must/can governments/ministries do to protect children with special needs? Francisca Casanova

# data[].attributes.subject
What should/must/can governments/ministries do to protect children with special needs? Francisca Casanova

# data[].attributes.body
- Governments should provide a quality for all children in all conditions
- Government can work on equity and diversity with both children and with those adults around the students
- Government must not forget to integrate and help families in all processes
- Government should integrate professional specialised and trained

# data[].attributes.body
- Create
- Provide
- Give
- Help
- Formulate
- Integrate
- Aid
- Develop
- Design
- Strengthen
- Train
- Visit
- Have meetings
- Work on [equity, diversity, etc.]

# data[].attributes.body
1. Why students can't use the phone in class?
Students must concentrate in the class.
2. When should students come to class?
Student must go to classes every day
3. How often should they give students feedback?
Students should always receive feedback

# data[].attributes.headline
What should/must/can governments/ministries do to protect children with special needs? 

# data[].attributes.subject
What should/must/can governments/ministries do to protect children with special needs? 

# data[].attributes.body
- Governments must create laws to protect children from abuse
- Ministries should give training to teachers who work with special need students.
- Government can create programs to help teachers, guardians, and students with special needs.

# data[].attributes.body
-How often should school evaluate children?
- They should always do it
- Why can´t students use piercing and tattos in school?
- Students must follow school rules
-When should winter break start for all school?
- It should start in July

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Answers Catalina Toloza by Francisca Casanova

# data[].attributes.subject
Answers Catalina Toloza by Francisca Casanova

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1. What should students do to get better grades?
Students should pay attention and practice at home
2. When should classes finish?
Class must end in December
3. Why can't students use colored clothes?
Students must wear uniforms in the school time to create a sense of belonging

# data[].attributes.headline
Students must wear uniform to create a sense of belonging 

# data[].attributes.subject
Students must wear uniform to create a sense of belonging 

# data[].attributes.body
-What can students do to get good grades?
-What should a teacher do to help a students with special educational need?
-Why students can´t use the phone in class?
-When should students come to class
-Why students must not talk in class
-How often should they give students feedack?

# data[].attributes.headline
Questions using modal verbs [can/should/ must] Catalina Toloza

# data[].attributes.subject
Questions using modal verbs [can/should/ must] Catalina Toloza

# data[].attributes.body
1. What should students do to get better grades?
2. How far can you run?
3. When should classes finish?
4. Why must you study?
5. Why can't students use colored clothes?
6. How long must you study?

# data[].attributes.headline
Questions using modal verbs [can/should/must]  Francisca Casanova

# data[].attributes.subject
Questions using modal verbs [can/should/must]  Francisca Casanova

# data[].attributes.body
1. What can students do to pay more attention?

2.  Why can't parents disrespect teachers?

3. When should parents talk to the teachers?

4. Who must prevent students hitting in the playground?

5. How often should teachers make calls to parents?

6. What kind of game should students use at playground?

# data[].attributes.headline
Questions using modal verbs [can/should/must] 

# data[].attributes.subject
Questions using modal verbs [can/should/must] 

# data[].attributes.body
1. What can students do to learn more?
2. What should schools do to help teachers?
3. What must parents or guardians do to protect their children?
4. Why can't students use piercings and tattoos in schools?
5. When should winter break start for all schools?
6. Where should students read books?
7. Who must supervise students in the playground?
8. How often should school evaluate children?
9. Which type of uniforms should students use for school?
Students should use the clothes they want

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Rules in the school: Should and Must [Isabeau]

# data[].attributes.subject
Rules in the school: Should and Must [Isabeau]

# data[].attributes.body
Affirmative:
Students should go to class
The students must respect the teachers

Negative
Students should not eat in class
Students must not leave before the time

# data[].attributes.headline
Rules in the school: SHOULD and MUST [Catalina Toloza]

# data[].attributes.subject
Rules in the school: SHOULD and MUST [Catalina Toloza]

# data[].attributes.body
Students should study harder
Students shouldn't argue with their classmates

Student must respected their teachers
Students mustn't used phones at school

# data[].attributes.headline
Rules in the school: SHOULD and MUST Francisca Casanova

# data[].attributes.subject
Rules in the school: SHOULD and MUST Francisca Casanova

# data[].attributes.body
Negative:
1. Students shouldn't say speak swear words
2. Students must not use weapons

Affirmative
3. Students should behave at all moments in the all school
4. Students must go with their your guardian

# data[].attributes.body
My students shouldn't argue all the time [negative connotation]
My students can discuss their ideas [positive connotation]

# data[].attributes.body
These are some examples:

Negative:
1. Students should not [shouldn't] listen to music in class
2. Students must not [mustn't] wear street clothes

Affirmative
3. Students should behave in the classroom
4. Students must obey their teachers

Questions:
Should you cut your hair?
Yes, I should
No, I shouldn't

Must you complete this homework?
Yes, I must
No, I shouldn't

# data[].attributes.headline
Rules in the classroom [Isabeau Miranda]

# data[].attributes.subject
Rules in the classroom [Isabeau Miranda]

# data[].attributes.body
My students can play to learn
My students can´t shout in class

# data[].attributes.headline
Rules in the classroom [Ma. Catalina Toloza]

# data[].attributes.subject
Rules in the classroom [Ma. Catalina Toloza]

# data[].attributes.body
My students can read books in the classroom
My students can help their classmates in the classroom
My students can't shout in the classroom
My students can't run in the classroom

# data[].attributes.body
My students can ask questions about is life
My students can jump in the playground
My students can sing in the first part of the class

My students can't speak Chinese
My students can't hit their your classmate
My students can't disrespect their teachers

# data[].attributes.headline
My students can sing in the first part of the class 

# data[].attributes.subject
My students can sing in the first part of the class 

# data[].attributes.headline
Rules in the classroom: what they can and cannot do 

# data[].attributes.subject
Rules in the classroom: what they can and cannot do 

# data[].attributes.body
Look at the examples below:

My students can ask questions
My students can use English with their classmates
My students can't eat in the classroom
My students can't copy in their exams

Can your students drink soda in the classroom?
No, they can't

Can your students play games in the classroom?
Yes, they can

# data[].attributes.body
1. Pick two paragraphs
2. Search for the keywords in the text (4 or 5)
3. What is the general idea of the paragraphs you read?
4. Why is it important?
5. What is your opinion on the matter?

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Symptoms of attention deficit hyperactivity disorder (ADHD) involve much more than struggling to sit still or feeling as if you're bouncing off the walls.

While those are indeed common symptoms of ADHD, people with the condition - which affects an estimated 8.4 percent of children and 2.5 percent of adults, according to the American Psychiatric Association (APA) - can also have difficulty focusing, controlling impulses, staying organized, and completing tasks.

Sadly, however, the internet is rife with harmful myths and stereotypes making it seem as if people with ADHD are lazy, aren't smart, simply need to try harder in school, or are the product of bad parenting.

In reality, "ADHD is 100-percent manageable, and children who have ADHD, who learn to manage their symptoms, can easily grow to be extremely happy and successful adults," says Shanna Pearson, the founder and president of Expert ADHD Coaching, who herself has ADHD.

So, what are the common myths about ADHD - and what is the truth about this very misunderstood mental health disorder?

Myth 1: Only Young Boys Get ADHD

Fact: Children and adults can have ADHD regardless of gender. However, they're not diagnosed at the same rates, says Teresa Thompson, a licensed clinical social worker in private practice in Brooklyn, New York.

According to the Centers for Disease Control and Prevention (CDC), 11.7 percent of American boys have been diagnosed with ADHD, compared with 5.7 percent of American girls.

What might account for the difference? Externalizing behaviors (such as talking excessively, constant fidgeting, or interrupting others) are commonly associated with boys as opposed to internalizing behaviors (such as daydreaming or leaving tasks unfinished) which are more common in girls with ADHD, Thompson explains.

"Schools, communities, and even the medical system are more likely to catch potential ADHD behaviors that 'stand out' like being disruptive in class, hyper-energized, and reckless," she adds.

"Girls with ADHD tend to be less physically hyperactive, yet they're inwardly mentally and emotionally hyperactive - for example, living lifetimes of exciting possibilities in their minds within a single hour, which is less visibly noticeable thereby attracting less attention from teachers than with boys," Pearson says.

The result? "Girls with ADHD tend to slip through the cracks more often, and their symptoms sometimes get confused with anxiety or depression," Pearson says.

There's also some debate in the medical community about whether ADHD might be overdiagnosed in boys and underdiagnosed in girls. One small study published in February 2018 in Applied Neuropsychology: Child suggested that gender stereotypes play a role in the overdiagnosis of ADHD in boys.

Myth 2: Children With ADHD Are Always Hyperactive

Fact: There are actually three kinds of ADHD that, based on your symptoms, you may be diagnosed with, according to the CDC:

Predominately hyperactive-impulsive presentation

Predominately inattentive presentation

Combined presentation

"Children with hyperactive symptoms fit into the stereotypical image many people have of ADHD - bouncing off the walls, not listening to directions, acting impulsively," says Thompson.

Hyperactive-impulsive symptoms include:

Constant restlessness, movement, or fidgeting

Excessive talking

Frequently interrupting others

Quickly becoming angry, impatient, or frustrated

Often unable to play or take part in leisure activities quietly

"In contrast, children with mostly inattentive symptoms may be forgetful, easily distracted, and have poor attention to detail," says Thompson.

Inattentive symptoms include:

Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.

Difficulty staying focused, following instructions, or keeping track of important dates or tasks

Often does not seem to listen when spoken to directly

Is easily distracted

Lacks organization or persistence

Frequently loses things

Myth 3: ADHD Is Caused by Poor Parenting

Fact: "There is no strong evidence to support the idea that ADHD is caused by any certain form of parenting," says Thompson. While experts don't yet fully understand the causes of ADHD, genetics appear to play a significant role, she adds.

Pearson agrees. "People who have ADHD are born with ADHD and will have ADHD regardless of who is raising them," she says. "ADHD is genetic, and genes are the largest factor causing a person to have ADHD."

In addition to heredity, experts at the American Academy of Pediatrics say all of the following are potential contributors to developing ADHD:

Brain function and anatomy

Exposure to substances such as alcohol or nicotine in the womb

Significant injuries to the head

Premature birth

In rare cases, toxins in the environment like lead

Myth 4: ADHD Is a Learning Disability

Fact: ADHD is a neurodevelopmental disorder, not a learning disability, according to the CDC. This is a common misconception, says Thompson, because ADHD can make learning in the average school or college setting challenging.

For example, grade school students struggling with ADHD might be reprimanded for fidgeting, daydreaming, or talking out of turn, while college-age students with ADHD might find it hard to finish assignments that they find tedious or to stay organized enough to keep up with coursework.

Myth 5: Sugar Causes ADHD

Fact: Sugar and highly processed foods do not cause ADHD. It is possible that sugar can affect ADHD symptoms, but scientific evidence so far has been mixed.

For instance, a small study published in BMC Pediatrics in January 2022 indicated that high sugar intake was more common among kids with ADHD than those without ADHD. On the other hand, a study published in the Journal of Affective Disorders in January 2019 suggested that sucrose (aka table sugar) - often found in sweetened beverages and packaged foods - was not linked to ADHD.

Although experts don't know for sure how sugar influences ADHD, they do recommend limiting sugar consumption in general for several reasons.

"Too much sugar causes our brains to crash regardless of whether or not you have ADHD," Pearson explains. "For people with ADHD, in particular, sugar highs and crash cycles are detrimental to symptom management."

Too much sugar is also associated with physical health risks, including an increased risk of cardiovascular disease, according to a scientific statement from the American Heart Association (AHA), published in August 2016 in Circulation.

The AHA recommends limiting daily sugar intake to:

38 grams (9.5 teaspoons) a day for men

25 grams (6.25 teaspoons) a day for women, as well as children above age 2

Myth 6: Caffeine Revs Up Hyperactivity in Adults

Fact: While caffeine may make an already over-energized or impulsive person with ADHD feel even more amped up, some adults with ADHD - particularly those who don't take medication - believe caffeine helps them focus, says Thompson.

In fact, one study of U.S. Army soldiers with ADHD, which was published in November 2020 in the Journal of Clinical Medicine, showed that caffeine consumption may reduce ADHD symptoms and improve concentration.

Myth 7: No One Really Needs Medication for ADHD

Fact: The opposite is true: Many people with ADHD find medication helpful in managing their symptoms, Thompson says.

There are two types of ADHD medications:

Stimulants, which are the most commonly prescribed medications for ADHD

Nonstimulants, which are sometimes used alongside or instead of stimulants

Different medications are prescribed for different symptoms. For instance, stimulants like methylphenidate (Concerta) and lisdexamfetamine (Vyvanse) may improve focus, and nonstimulants like clonidine (Catapres) may improve impulse control and concentration, Thompson says.

Finding the right medication for a particular person - or the right combination of medications - can be a trial-and-error process. Often, the prescribing doctor may need to adjust the dose of medication more than once to find the right fit, Pearson explains. And if one medication doesn't work, it's quite possible that another one will.

"It's also important to note that ADHD medication does help people stay focused, but it doesn't help with what to focus on," Pearson says. "This is why, in addition to medication, people also need ADHD management skills." Many people with ADHD attend behavior therapy or psychotherapy to learn these skills.

Myth 8: All Kids With ADHD Get the Treatment They Need

Fact: ADHD is more commonly diagnosed and treated in some children than others - and gender, race, and socioeconomic stereotypes and biases may be to blame, Thompson says.

One study published in March 2021 in JAMA Network Open, which included data for more than 238,000 children, showed that Asian, Black, and Hispanic children were significantly less likely to be diagnosed with ADHD compared with white children. Furthermore, white children were more likely to receive treatment for ADHD than Asian, Black, or Hispanic children.

At the same time, some experts believe that Black and brown children are more likely to be misdiagnosed with ADHD.

"Troublingly, there are also unresolved questions around the possible overdiagnosis of ADHD in Black and brown children (especially Black boys) and children from working class and poor households," Thompson says. "Subtle attitudes of racism or classism may make children of these backgrounds more likely to be labeled as 'unruly' and ultimately receive an ADHD diagnosis that doesn't really fit."

# data[].attributes.attachment_link.description
Symptoms of attention deficit hyperactivity disorder (ADHD) involve much more than struggling to sit still or feeling as if you're bouncing off the walls. While those are indeed common symptoms of ADHD, people with the condition - which affects an estimated 8.4 percent of children and 2.5 percent of adults, according to the American Psychiatric Association (APA) - can also have difficulty focusing, controlling impulses, staying organized, and completing tasks.

# data[].attributes.body
1. Pick two paragraphs
2. Search for the keywords in the text (4 or 5)
3. What is the general idea of the paragraphs you read?
4. Why is it important?
5. What is your opinion on the matter?

# data[].attributes.attachment_link.readable_text
Students with unique needs will be able to continue their specialized education plans past the age of 21 under a measure signed into law by Gov. Kathy Hochul.

The new law is meant to address expiring special education services for students whose learning was disrupted by the COVID pandemic.

Under the measure that was backed by state Sen. Peter Harckham and Assemblyman Tom Abinanti, the students will be able to finish their education plans up until they turn 23 in the 2022-23 and 2023-24 school years.

"Disruptions caused by the pandemic continue to ripple through our state's education system - and the individualized programs and services for our students with unique needs," Harckham said. "This bill recognizes that these students, many who lost a full year of instruction, should be allowed to finish their programs because of the structure and stability they provide. This simply helps students thrive and continue to learn."

More broadly, the new law addresses the effect of school closures and remote learning, which especially took a toll on students who have disabilities and special needs. Student evaluations and assessments were postponed and some students fell behind as a result.

The governor previously signed a law last year that gave school districts approval to continue to provide educational services for students who had turned 21 in the 2019-20 and 2020-21 school years.

"An appropriate education is the key to a better future," said Abinanti. "This is especially true for students with disabilities. Like all students, those with disabilities are entitled to an appropriate education. The pandemic should not prevent them from progressing toward their educational goals. This new law makes it clear that the state law's 'age out' provision does not relieve school districts of their federally and state required obligations to provide compensatory educational services to students with disabilities when the regular course of education is interrupted."

# data[].attributes.attachment_link.title
New York students facing unique needs get extension on education

# data[].attributes.attachment_link.description
Students with unique needs will be able to continue their specialized education plans past the age of 21 under a measure signed into law by Gov. Kathy Hochul. The new law is meant to address expiring special education services for students whose learning was disrupted by the COVID pandemic.

# data[].attributes.body
1. Pick two paragraphs

The State is failing children with special educational needs who cannot secure appropriate school places, a report from the Ombudsman for Children has found.

When these children are not included within the mainstream school system, it "constitutes discrimination", the report concludes.

It states that the State has failed to provide school places for some of these children, particularly in black spots such as Dublin and Cork.

2. Search for the keywords in the text (4 or 5)
School Place/ Children/ Failing/ Secure/ Appropiate/ Discrimination/ State

3. What is the general idea of the paragraphs you read?
In some parts of the USA, the State is not ensuring the right to have an appropiate place for all children, especially those with special educational needs

4. Why is it important?
Because it is a right of all children to have an appropiate school place for their learning

5. What is your opinion on the matter?
All children no matter their needs should be to a have an appropiate school place

# data[].attributes.attachment_link.readable_text
The State is failing children with special educational needs who cannot secure appropriate school places, a report from the Ombudsman for Children has found.

When these children are not included within the mainstream school system, it "constitutes discrimination", the report concludes.

It states that the State has failed to provide school places for some of these children, particularly in black spots such as Dublin and Cork.

The Ombudsman for Children's Office has received complaints in relation to children with Special Educational Needs (SEN) who have not been able to secure appropriate places in primary and secondary schools.

"This situation is a clear failure on the part of the State, which has an obligation to respect, protect and fulfil the right to education of every child," Ombudsman Dr Niall Muldoon says in the report's foreword.

The report makes recommendations on how the State can address the problem of children across the country who are still waiting to secure school places for the upcoming academic year.

The Department of Education should prioritise the publication of a plan to ensure that there are enough school places to meet the forecasted needs of children with special educational needs in local communities, it says.

The report also urges the Department of Education to mandate schools to build or re-purpose appropriate existing accommodation to meet the needs of these children in the short-term.

The report also recommends that data on the number of children without an appropriate school place is published centrally every year.

In particular, the report stresses the need for appropriate school places to be made available for children with special educational needs close to their homes.

Some 15,500 children currently have to travel outside of their school catchment area every day.

The report also says that it is "not acceptable" that another 1,455 students are in receipt of home tuition as a result of the lack of specialised placements, and that as many as 270 autistic children require the support of a special school and do not have an offer of a school place for September.

The ombudsman's office recommends that home tuition should operate as intended - "as a time limited emergency measure and tool of last resort".

Parents have described to the ombudsman's office how the onus is on them to put their child's "name forward everywhere and simply pray that a door is opened to them".

In another testimony in the report, a parent described how finding a school place is akin to having an additional part-time job.

Approximately 25% of students in Ireland are estimated to have special educational needs. The ombudsman's office predicts that the situation will deteriorate further unless proactive steps are taken to immediately increase capacity building locally.

In a statement included in the report, the Department of Education and the National Council for Special Education said that "providing for an appropriate school placement for every child with SEN in a timely and supported manner is a key priority".

It noted that the number of special classes in the State has increased almost fivefold in the past decade, and said that adding capacity in schools to support SEN provision was also a priority of the National Development Plan.

Speaking on RTÉ's Prime Time, Dr Muldoon said that the "problem of a lack of school places, for children with special needs, is going to remain with us for another period of time".

In relation to the efficacy of s37a of the Education Act, whereby the Minister can compel a school to take children with special needs if they are not doing it, Dr Muldoon said: "It's a start. We investigated a case like this ten years ago where a child was refused 26 times a place in a school spent two years in home tuition and that is what led to a change in the legislation and led to s37a.

"But s37a takes too long to provide the changes that we want, it allows everything to be negotiated, for schools to say no and to opt out, and it takes maybe two and three years [to work].

"We need to find ourselves in a situation where the Government can insist that schools will provide the resources they need and schools have to take it on board, and to create that local capacity so that a child can have an inclusive education in whatever school is nearby."

The Ombudsman for Children, Niall Muldoon, spoke to @SarahAMcInerney about a report that concluded the State is failing children with special educational needs who cannot secure appropriate school places#rtept pic.twitter.com/wy5XFIUF4J
- RTÉ Prime Time (@RTE_PrimeTime) June 21, 2022

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State 'failing' children with special educational needs

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The State is failing children with special educational needs who cannot secure appropriate school places, a report from the Ombudsman for Children has found. When these children are not included within the mainstream school system, it "constitutes discrimination", the report concludes.

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1. Pick two paragraphs
-Tens of thousands of Moldovan students have had to accommodate to online education due to the COVID-19 pandemic. This was not an easy task for the students nor for the teachers. However, it was even more difficult for children with special educational needs, as they require much more attention and pedagogical involvement through special methods.

-The Special School no.12 is also part of this last category. Currently, this school is the only remaining specialized educational institution in the country for children with hearing impairments. All the other schools were transformed, and children went to schools in community to learn together with their peers, in regular classes

2. Search for the keywords in the text (4 or 5)
-Covid-19; students; online educations; special school; special educational needs.

3. What is the general idea of the paragraphs you read?
- The general idea of the paragraphs is the difficulty of online classes for students with special educational needs.

4. Why is it important?
- Because special school n°12 is the only one for children with hearing disabilities and they had difficulties attending classes.

5. What is your opinion on the matter?
- I agree that the greatest difficulties of the online classes were for students with special educational needs, because they need more face-to-face support.

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How the pandemic influenced children with special educational needs.

UNICEF

Available in:

Română

English

русский

Tens of thousands of Moldovan students have had to accommodate to online education due to the COVID-19 pandemic. This was not an easy task for the students nor for the teachers. However, it was even more difficult for children with special educational needs, as they require much more attention and pedagogical involvement through special methods.

The Special School no.12 is also part of this last category. Currently, this school is the only remaining specialized educational institution in the country for children with hearing impairments. All the other schools were transformed, and children went to schools in community to learn together with their peers, in regular classes.

“All other similar schools in the country were closed as a result of the implementation of the goals of the Inclusive Education Development  Program to promote inclusive education as an educational priority in order to prevent the exclusion and / or marginalization of children, youth and adults, as well as to reorganize general / special education, optimize the network of inclusive education institutions. Children with special educational needs are admitted to general education schools, where they study according to individual curricula, and they are provided with psychological and pedagogical assistance”, said Virginia Rusnac, director of the Republican Center of Psychopedagogical Assistance. In Moldova a National programme for inclusive education was adopted and is being gradually implemented since 2011.

“Inclusive education allows students of all backgrounds to learn and grow side by side, developing necessary skills and competencies. UNICEF supports the government in taking children with disabilities from special institutions and integrating them into their families, communities, and schools” said Liudmila Lefter, Education Specialist at UNICEF Moldova.

COVID-19 has significantly influenced the Educational system in Moldova in general and the promotion of inclusive education in particular. For children with special educational needs it was extremely challenging to adapt to distance learning.

Gabriela Ichim, a ninth-grade student, feels more confident when she studies in the classroom rather than online. During the quarantine, she missed her classmates and teachers, especially her speech therapy classes. For Gabriela and other children like her, it is especially important to read the teachers' message from their lips, thus the distance learning was a challenging experience for the students with special educational needs.

„When teaching regular school subjects, teachers apply not only specific methods, but also adapt the curricular for the specific needs of the children. Some children, in addition to hearing impairment also have other disabilities, and the teacher has to modify, to adapt the texts and tasks individually, for each student ", said Nina Rusu, speech therapist and Head of the School no. 12.

"The family was the biggest support during the times when we had to transfer all the classes online. Students could not perform the tasks on their own, especially primary school children, so it was a great joint work of all: teachers, students, and parents. Today we are glad that we returned to school ", said Nina Rusu.

During the quarantine period, Eudochia Brașoveanu, specialist in psychopedagogy and speech therapist, developed explanatory videos for children and parents with concrete tasks to support them during the online classes. Parents worked on these tasks with their children and sent the videos of their work for teachers’ assessment.

"Our students communicate more with gestures,. In speech therapy classes we focus on verbal communication. Online classes are complicated, because it is exceedingly difficult for students to read labially [Editor’s note: articulate sound with the help of the lips] - and it is better when we study in the classroom”, shared Eudochia Brașoveanu.

Radion Tambur, a ninth-grade student with hearing impairment is incredibly happy to be back in the classroom. "I feel better at school. I communicate with teachers and friends. When I was at home I listened to the teachers and it was interesting, but it was extremely hard to do it alone", said Radion.

"In the pandemic we lacked physical presence in the classroom, because one of the main aspects of formation of the verbal communication is to have a direct contact with the child, to feel the vibration of the voice, rhythm, tempo, to benefit from all the specters of senses", said Head of the School

Now, when students are back to school, teachers emphasize the importance of following the hygiene rules and taking measures to limit the spread of the virus as this is the only way students can remain in the classroom and study together.

UNICEF Moldova with the support of USAID funds supports educational system in the Republic of Moldova in various ways. As part of the support, UNICEF procured and delivered soap and sanitizers to each school and pre-school in the country, aiming to cover their needs over the first three months after school re-opening. Over 68,000 litres of liquid soap, 454,000 pieces of solid soap and over 136,000 litres of liquid hand sanitizer were delivered to more than 2,600 schools and preschools in the Republic of Moldova, providing 480 thousand students with the means to respect the hygiene measures.

To ease the process of school reopening UNICEF supported the development of Students’ and Parents’ Guides, which explained in a simple and straightforward way the process of re-opening of schools in Moldova, rules, and hygiene measures, as well as advice for supporting learning and mental health.

UNICEF, in partnership with national NGOs and in coordination with Ministry of Education, Culture and Research, has been developing the training materials for teachers and managers in the context of preschools and schools reopening. These materials are used in large-scale capacity building of administrators and teaching staff from all schools and preschools on hygiene practices, the application of protocols for COVID-19 and infectious diseases prevention and control (IPC). The training will cover 34,000 staff in preschool, primary and secondary education settings.

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How the pandemic influenced children with special educational needs.

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1. Pick two paragraphs
2. Search for the keywords in the text (4 or 5)
3. What is the general idea of the paragraphs you read?
4. Why is it important?
5. What is your opinion on the matter?

# data[].attributes.attachment_link.readable_text
The Department of Education is "failing" children with special needs who do not have school places for next September, according to a report by the Ombudsman for Children.

Latest figures indicate there are dozens of children with additional needs in Dublin without a school place, while campaigners say hundreds more have been forced to accept inappropriate school places that do not meet their assessed needs.

The report, Plan for Places: Forward Planning, says that despite the known population of students with special needs, there are shortfalls in the system's capacity to meet their needs.

"For children who live in provision 'black spots', most notably Dublin and Cork, the system can fail in its response. That such failings occur is not acceptable," said Dr Niall Muldoon, Ombudsman for Children.

The report estimates that as many as 15,500 children have to travel outside their local school catchment area every day to access a school place.

Meanwhile, nearly 1,500 students are receiving home tuition, which the report recommends should only be used temporarily and as a last resort.

Dr Muldoon added: "There are also around 4,000 children currently waiting for a diagnostic assessment in order to qualify for a school place in the first place. These children need to be given access to a psychologist via the available State services to establish whether they need a special class or school place in the short term."

The heavy toll on parents who are left to source appropriate services for their children is also highlighted in the report.

Many say they have been forced to apply to dozens of schools and "pray" that a door opens to them. One parent described how a State agency warned that if they opened up school places too early, "children would come out of the woodwork".

The report also raises concern that too much onus is placed on the shoulders of parents to get the system to respond to their children's needs.

With about 25 per cent of the student population in Ireland estimated to have a special educational need, the situation will continue to worsen unless steps are taken to increase capacity locally, the report states.

The Department of Education has pointed out that it is spending more than €2 billion - more than 25 per cent of the education budget - providing a wide range of schemes and supports for children with special educational needs.

As a result, it says the number of special education teachers, special needs assistants and special class and school places are at "unprecedented" levels.

Dr Muldoon acknowledged the investment made to date, but said authorities needed to reimagine the education system if children with special needs are to fully enjoy their right to education.

He said the decentralised nature of our education system means it is largely up to individual schools to decide whether they will provide school places for children with special needs.

Dr Muldoon said there was a need to recalibrate the balance between government oversight of education and schools' autonomy.

"This recalibration needs to occur in order to ensure that the State assumes an appropriate level of responsibility for advancing and protecting children's rights within the education system," he said.

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Special needs pupils without school places are being 'failed' by department, says children's ombudsman

# data[].attributes.attachment_link.description
The Department of Education is "failing" children with special needs who do not have school places for next September, according to a report by the Ombudsman for Children. Latest figures indicate there are dozens of children with additional needs in Dublin without a school place, while campaigners say hundreds more have been forced to accept inappropriate school places that do not meet their assessed needs.

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1. Pick two paragraphs
The program reinforces concepts familiar to what students are exposed to in the classroom during the school year. It also aims to provide support in all areas of communication (verbal and non-verbal), socialization, and general life skills.

“School subjects and classroom experiences are vital, but it’s also crucial to expose children with intellectual disabilities to experiences that promote independent living as the student matures into adulthood,” Jim Hanophy, Ability Connection CEO, said. “With C.O.R.E., students will focus on Learning Labs involving a variety of critical skills that promote independence, including time management, meal prep and the importance of creating a routine to enforce responsibility.”

2. Search for the keywords in the text (4 or 5)
reinforces - aims - provide support - independent - skills - responsibility

3. What is the general idea of the paragraphs you read?
The paragraphs explain the program that helps children in all areas of communication, socialization, and general life skills. This help promotes children's independence for adulthood.

4. Why is it important?
It is important because children have the right to be independent.

5. What is your opinion on the matter?
It's a very good idea because that should be a priority.

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A brand new, one-of-a-kind summer camp for special needs children is coming to Dallas next month.

The Potter's House Church is teaming up with nonprofit Ability Connection, a Dallas-based nonprofit specializing in care for all types of intellectual and developmental disabilities. The two groups, which are collaborating for the first time ever, will launch The C.O.R.E. Dimensions Skills Camp.

C.O.R.E. stands for Communication, Organization, Responsibility, Empathy.

The program reinforces concepts familiar to what students are exposed to in the classroom during the school year. It also aims to provide support in all areas of communication (verbal and non-verbal), socialization, and general life skills.

"School subjects and classroom experiences are vital, but it's also crucial to expose children with intellectual disabilities to experiences that promote independent living as the student matures into adulthood," Jim Hanophy, Ability Connection CEO, said. "With C.O.R.E., students will focus on Learning Labs involving a variety of critical skills that promote independence, including time management, meal prep and the importance of creating a routine to enforce responsibility."

The partnership came about when Ability Connection learned of The Potter's House program, also serving the special needs community, called Capable Minds, Hearts & Hands: The Potter's House IDD Outreach.

It's open to children ages 10 to 17 and lasts for just one day, catering to the specific needs of families, especially during the so-called "summer slide."

Local

The latest news from around North Texas.

"These are families that sometimes would be reluctant to send a kid to a camp for four weeks or five weeks. So we felt like this was just a great little tune-up for the summer and to really kind of focus on the skills," said Hanophy. "There is evidence that during the summer, especially kids in special education, the skill set tends to regress during the summer."

Teachers say their program focuses on fun learning labs that promote independence like time management, meal prep and creating their own routines. When each Learning Lab concludes, camp attendees are guided through the process of self-reflection, and assistance in developing a plan to react to their environments and develop lifelong problem-solving skills.

"This is not your average camp. Because it's a one-day pop-up, we are having to make sure that we're very purposeful and making this fun even though it's academic and life skills-based," said Meghan Payes, program director for the C.O.R.E. Camp. "These activities are going to be fun and these kids are going to come out, gaining more knowledge but also having a time of their life."

Registration is now open for several dates in July:

Friday, July 8, 10:00 a.m. - 3:00 p.m. at Cochran Chapel UMC

Friday, July 15, 10:00 a.m. - 3:00 p.m. at Highland Park United Methodist Church

Saturday, July 23, 10:00 a.m. - 3:00 p.m. at The Potter's House Church Dallas TBC

Friday, July 29, 10:00 a.m. - 3:00 p.m. at Senter Recreation Center in Irving

CLICK HERE to sign up for the C.O.R.E. Dimensions Skills Camp

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Unique New Camp for Special Education Children Launches This Summer

# data[].attributes.attachment_link.description
A brand new, one-of-a-kind summer camp for special needs children is coming to Dallas next month. The Potter's House Church is teaming up with nonprofit Ability Connection, a Dallas-based nonprofit specializing in care for all types of intellectual and developmental disabilities. The two groups, which are collaborating for the first time ever, will launch The C.O.R.E.

# data[].attributes.body
My students can play football
My students can't run in the classroom
My students can read books
My students can sing
My students can't eat in the classroom

# data[].attributes.headline
What my students/users can or can't do Francisca

# data[].attributes.subject
What my students/users can or can't do Francisca

# data[].attributes.body
- My students in the morning can play in gardeen
- My students in the classroom can`t sing
- My students before lunch can't concentrate sometimes

- My students can talk with your problems
- My students can sing vocals song
- My students can't jump in de table

# data[].attributes.body
-My students can draw
-My students can jump
-My students can dance

-My students in the pre school can´t concentrate
- My students can´t read
-My students can´t write

# data[].attributes.headline
What my students can or can't do - Almendra Pradena Riquelme

# data[].attributes.subject
What my students can or can't do - Almendra Pradena Riquelme

# data[].attributes.body
my students cannot interpret information
my students cannot read
my students cannot write

my students can play on their own
my students can dance
my students can speak

# data[].attributes.body
- My students in the master's program can speak in English today
- My students in one company can't speak in Chinese
- My students in the university can't concentrate sometimes

- My students can talk
- My students can't sing
- My students can't hear

# data[].attributes.headline
Advantages and disadvantages Francisca Casanova

# data[].attributes.subject
Advantages and disadvantages Francisca Casanova

# data[].attributes.body
- The advantages of being a education psycologist is that you can work with special childrens
- The disadvantages of being an Education Psycologyst is that sometimes people believe you are a the solution of their problems

# data[].attributes.body
-The advantages of being a special education teacher is the affection of the students
- The disadvantages of being an special education teacher is that sometimes they think we are assistants in the classroom instead of teachers

# data[].attributes.headline
Advantages and disadvantages- [Catalina Toloza]

# data[].attributes.subject
Advantages and disadvantages- [Catalina Toloza]

# data[].attributes.body
The advantage is that we can provide individualized support to students.

The disadvantage is that we cannot individually support many students.

# data[].attributes.headline
Advantages; Disadvantages by Araceli;       

# data[].attributes.subject
Advantages; Disadvantages by Araceli;       

# data[].attributes.body
The advantage of being a special education teacher is that you learn while you teach...
And a disadvantage is that Chile's education system doesn't favor either students or teachers.

# data[].attributes.headline
Advantages and disadvantage - Almendra Pradena Riquelme

# data[].attributes.subject
Advantages and disadvantage - Almendra Pradena Riquelme

# data[].attributes.body
the advantage is to be able to help people with disabilities

the disadvantage is our salary

# data[].attributes.body
Look at the following examples below:

The advantages [Upside] of being a teacher are:
- meeting different people
- helping others
- building a better society
- getting winter and summer breaks

The disadvantages [Downside] of being a teacher are:
- working a lot of extra hours
- not being paid enough
- not being recognized for what you do

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For example:
- Zoom
- Teams, Meet
- Classroom
- Padlet
- Tally
- Kahoot
- Menti
- Wordwall
- Notion
- Quizizz

# data[].attributes.body
https://tally.so/r/3jaMLJ

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Name

I. Before we start:

Why did you decide to study special education teaching?

What is your favorite part about special education teaching?

II. Watch and listen

Watch the video below and complete the activities afterwards:

What is the name of the student in question?

What did the student create?

What did the student create?

A

A new design for school bags

B

A new design for food trays

C

A new design for school uniforms

How old is the student who designed this object?

How old is the student who designed this object?

Where does she study?

Why did she create this design?

Why did she create this design?

A

For a government project

The students had to think about their communities and how to benefit others

The students had to think about their communities and how to benefit others

The student who created this design was inspired by a film she watched on TV

The student who created this design was inspired by a film she watched on TV

The student used the 3D printer she had at home

The student used the 3D printer she had at home

The student spent 15 dollars in materials

The student spent 15 dollars in materials

The student tested the project with her teacher first

The student tested the project with her teacher first

What is the main idea of the news report?

What is your opinion on this news report?

# data[].attributes.attachment_link.description
Made with Tally, the simplest way to create forms.

# data[].attributes.headline
1. Discussion: online, hybrid, or in-person? 

# data[].attributes.subject
1. Discussion: online, hybrid, or in-person? 

# data[].attributes.body
1. Which one do you prefer: online, hybrid, or in-person teaching? Why?

I prefer in-person teaching because I can see my students face-to-face

2. Which of these types of teaching is best for students in your opinion?

3. What type of platforms do teachers use to teach online lessons?

# data[].attributes.body
https://tally.so/r/3xXp5y

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Page 1 of 1

Dear students, this is the second evaluated workshop [20%]. Based on the different contents and skills practiced in class, complete the following activities.

Instructions:

1. Select one of the four abstracts below about different topics about Special Education and Psychopedagogy.

2. Skim the text for general information.

Instructions:

What is the main topic/idea of the abstract? (3 points)

3. Scan the text for specific information.

Untitled checkboxes field

Identify connectors (6 at least; 0.5 point each)

Identify unfamiliar items and provide a synonym you understand per each (6 at least; 1 point each)

Identify at least 4 important concepts for your field of expertise (0.5 poinst each)

Provide at least 3 extra pieces of information about the text (2 point each). Use connectors when possible.

Formulate at least 3 different questions about the text (2 points each)

Provide your opinion on the matter. What do you think about it? Do you agree or disagree with it? (3 points)

Abstract 1: Psychosocial and Behavioral Effects of the COVID-19 Pandemic on Children and Adolescents with Autism and Their Families (Kreysa et al., 2022)

Since COVID-19 has become a pandemic, everyday life has seen dramatic changes affecting individuals, families, and children with and without autism. Among other things, these changes entail more time at home, digital forms of communication, school closures, and reduced support and intervention. Here, we assess the effects of the pandemic on quality of life for school-age autistic and neurotypical children and adolescents. First, we provide a comprehensive review of the current relevant literature. Next, we report original data from a survey conducted in several countries, assessing activities, well-being, and social life in families with autism, and their changes over time. We focus on differences between children with and without autism from within the same families, and on different outcomes for children with high- or low-functioning autism. While individuals with autism scored lower in emotional and social functioning than their neurotypical siblings, both groups of children showed comparable decreases in well-being and increases in anxiety, compared to before the pandemic. By contrast, decreases in adaptability were significantly more pronounced in autistic children and adolescents compared to neurotypical children and adolescents. Overall, although individual families reported some positive effects of pandemic restrictions, our data provide no evidence that these generalize across children and adolescents with autism, or even just to individuals with high-functioning autism. We discuss the increased challenges that need to be addressed to protect children and adolescents’ well-being under pandemic conditions, but also point out potentials in the present situation that could be used towards social participation and success in older children and young adults with autism.

Abstract 2: The Impact of ADHD and Autism Spectrum Disorders on Temperament, Character, and Personality Development (Anckarsäter et al., 2006)

The authors describe personality development and disorders in relation to symptoms of attention deficit hyperactivity disorder (ADHD) and autism spectrum disorders. Consecutive adults referred for neuropsychiatric investigation (N=240) were assessed for current and lifetime ADHD and autism spectrum disorders and completed the Temperament and Character Inventory. In a subgroup of subjects (N=174), presence of axis II personality disorders was also assessed with the Structured Clinical Interview for DSM-IV Personality Disorders (SCID-II). Patients with ADHD reported high novelty seeking and high harm avoidance. Patients with autism spectrum disorders reported low novelty seeking, low reward dependence, and high harm avoidance. Character scores (self-directedness and cooperativeness) were extremely low among subjects with neuropsychiatric disorders, indicating a high overall prevalence of personality disorders, which was confirmed with the SCID-II. Cluster B personality disorders were more common in subjects with ADHD, while cluster A and C disorders were more common in those with autism spectrum disorders. The overlap between DSM-IV personality disorder categories was high, and they seem less clinically useful in this context. ADHD and autism spectrum disorders are associated with specific temperament configurations and an increased risk of personality disorders and deficits in character maturation.

Abstract 3: Future time perspective, procrastination, and academic motivation in Argentinian college students during the pandemic (Brenlla et al., 2022)

Numerous studies have addressed psychological aspects of students’ life during the pandemic; however, data related to the role of future time perspective and sociodemographic differences -age and gender- in the relationship with procrastination and motivation is scarce. It was hypothesized that the relationship between future time perspective and procrastination would be negative, but positive with motivation, and that age and gender would have a differential moderating effect on those. This study was online and questionnaire-based. 257 undergraduate Psychology students aged 18–44 from the Catholic Argentinean University took part in the study. The results of moderation analysis allowed accepting partially the hypothesis formulated for procrastination, but for motivation the hypothesis was partially confirmed, since the relationship between future time perspective and motivation was not significant for men or for older students. These findings provide some insight into the role of future time perspective in behavior outcomes, especially in critical contexts like one of the pandemic, and how internal differences might enhance or diminish it. Moreover, the inclusion of certain psychological measures could be taken in order to compensate negative effects that higher procrastination and lower motivation can have in students.

Abstract 4: The Effects of Music Therapy Incorporated with Applied Behavior Analysis Verbal Behavior Approach for Children with Autism Spectrum Disorders (Lim & Draper, 2011)

This study compared a common form of Applied Behavior Analysis Verbal Behavior (ABA VB) approach and music incorporated with ABA VB method as part of developmental speech-language training in the speech production of children with Autism Spectrum Disorders (ASD). This study explored how the perception of musical patterns incorporated in ABA VB operants impacted the production of speech in children with ASD. Participants were 22 children with ASD, age range 3 to 5 years, who were verbal or pre verbal with presence of immediate echolalia. They were randomly assigned a set of target words for each of the 3 training conditions: (a) music incorporated ABA VB, (b) speech (ABA VB) and (c) no-training. Results showed both music and speech trainings were effective for production of the four ABA verbal operants; however, the difference between music and speech training was not statistically different. Results also indicated that music incorporated ABA VB training was most effective in echoic production, and speech training was most effective in tact production. Music can be incorporated into the ABA VB training method, and musical stimuli can be used as successfully as ABA VB speech training to enhance the functional verbal production in children with ASD.

Name

1. What is the main idea/topic of the abstract? (3 points). (e.g. The main idea/topic of the abstract is...)

2. Identify 6 connectors at least (0.5 points each) (e.g. while, because)

3. Identify 6 unknown words and provide a synonym per each (1 point each) (e.g. breakdown -> collapse)

4. Identify 4 different concepts related to Special Education or Psychopedagogy (0.5 points each) (e.g. Autism)

5. Provide at least 3 extra pieces of information using connectors when possible (2 points each) (e.g. The text discusses...)

6. Formulate 3 questions about the text (2 points each) (e.g. What do teachers do when teaching online lessons to children with disabilities?)

7. Provide your opinion. What do you think about the abstract? Do you agree or disagree with it? (e.g. I think/I believe that... / I agree/disagree with the author because...)

# data[].attributes.attachment_link.description
Made with Tally, the simplest way to create forms.

# data[].attributes.body
1. What are the advantages and disadvantages of being a special education teacher/psychologist in your opinion? (2 each)

e.g.
- The advantages of being an English teacher is that you can work in many areas
- The disadvantages of being an English teacher is that sometimes people believe you are a walking dictionary

Francisca:
- The advantages of being an education psychologist is that you can work with special children [child]
- The disadvantages of being an education psychologist is that sometimes people believe you are the solution of their problems

2. What are the advantages and disadvantages of working/studying from home? (2 each)

3. What are the advantages and disadvantages of in-person working/studying?

# data[].attributes.body
1. I always plan my lessons at home.

2. Secondly, I often start my lessons with a game

3. Then, I teach different types of contents based on the intervention plan.

4. Finally, I always give positive feedback to my students.

# data[].attributes.headline
A day at work as a special education teacher 

# data[].attributes.subject
A day at work as a special education teacher 

# data[].attributes.body
[SAMPLE]

First... I always plan my lessons at home.

Secondly... I usually start my lessons with an ice-breaker.

Then... I often cover the main topics.

Finally... I sometimes review the main topics of the class with the students

# data[].attributes.body
What do you study -> What does she study?

# data[].attributes.body
1. How often do you work in classrooms?
2. How often do you work with students with disabilities?
3. How often do you work along with the teacher?
4. How often do you use sign language?

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Page 1 of 4

The following activities are based on last session's contents. Do your best. You can do this!

Part I: Introducing yourself

Name

How old are you?

Where do you live?

What do you do for a living?

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Made with Tally, the simplest way to create forms.

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1. What you study do? - What do you study?
2. Do where you work? - Where do you work?
3. Start when did you program your master's? - When did you start your master's program?
4. Like you do your occupation? - Do you like your occupation?
5. You studying are why program this? - Why are you studying this program?
6. Many how are there in class this students? - How many students are there in this class?
7. There are students with disorders language how many in class your? - How many students with language disorders are there in your class?
8. Is which favorite sub-discipline education special your of? - Which is your favorite sub-discipline of special education?
9. Time much how do you weekly to need prepare for work/university? - How much time do you need to prepare for work/university weekly?

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Briefly introduce yourself to the class:
- Name
- Age
- Occupation
- Current city / hometown

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Reading: Skimming and Scanning [The Standard, 2020]

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Reading: Skimming and Scanning [The Standard, 2020]

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Part I:
While hearing troubling stories from hundreds of parents of special education students, Christine Levesque said she too faced difficulties after classes resumed.

Levesque, a Niagara Falls resident and co-founder and chair of Autism Advocacy Ontario, said more than 600 people have filled out an online survey her organization launched three weeks ago, asking families if they have concerns about safety and the challenges their children might face returning to school.

She said 80 to 90 per cent of parents who completed the survey opted for online learning, concerned about ensuring support they needed in the classroom would be available.

"But they're struggling beyond belief," she said. "They're saying, 'I can't send my kids to school and I can't do the virtual learning. My kid is having mental breakdowns every minute of the day, basically.'"

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Part II:

Levesque said she too chose to enrol her eight-year-old daughter, Elihka, in online French immersion programs while home-schooling her son Larz, who has autism.

She said Elihka "loves to learn."

"She loves school and she loves her academic classes."

But after being verbally bullied by a classmate, she said, Elihka "went from an eager, happy learner to hating having to open that Chromebook, while in tears."

Levesque said it's clear from the survey responses she has received that her daughter isn't suffering alone.

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Part III:

Welland resident Fallon Chisholm said her son has been spared the bullying Elihka faced, but he is coping with undue stress while attending online grade 6 classes - without the supports he would typically have available to him in the classroom setting.

Part of the problem is delays in forwarding her son's updated individual education plan to his teacher.

"Here we are in October and we still don't even have it," she said. "It's 2020, you can't just email it?"

Chisholm said she too is considering home-schooling her son, although she would prefer to keep him in class if possible.

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Part IV:

Niagara school boards were unable to provide information for this article prior to deadline.

But Levesque said students elsewhere in Ontario have struggled, too.

"I have a couple of families in Ottawa whose children were removed from their specialized learning programs," she said. "They can't read or write and were told basically 'tough luck' when they have to use the chat room to ask questions."

She said special education students in other parts of the province such as the GTA have yet to even begin their classes due to a lack of teachers.

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Part V:

Levesque said many parents who completed the survey say they are now considering home-schooling their children.

Although school boards receive thousands of dollars in subsidies for each special education student attending classes there, that funding isn't redirected to parents who choose to home-school their child.

She said the survey asks how that funding would be used if available to parents.

"One-hundred per cent of the families said they would take the money for their child and run from the public education system - 100 per cent," she said.

"It's failing our kids."

Levesque said the organization will continue running the online survey for one more week, in the hope of getting more than 1,000 responses to share with the provincial government and school boards.

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Dear students,

Padlet is a platform we will use to learn and practice together.

Let's do this!