I need this to be a continuation from a previous order #A2071362 and with the writer "Cathii"

The problem: Elementary learning disabled students are being negatively affected in literacy as a result of being pulled-out of the classroom for resource.

Emphasis on the following areas:

Social Outcomes (this area started in the first order)
Effective teaching in the Inclusive Environment
Student Performance (this area has been started in the first order)
support -school leadership, training, collaboration (this area has already been started in the first order)

Continuing to tie this problem in to the need for a study.

I need a Literature Review of 10-11 sources with about 10-11 pages. I tried to contact customer service on how to do the continuation, but I did not hear back and I can' wait. If I need to pay for additional pages, please let me know.
PLEASE MESSAGE ME ABOUT THIS ASAP. THANK YOU!
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Customer is requesting tha
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Customer is requesting that (Cathii) completes this order.

Please make sure you receive the fax document xinyuResearch.doc. All instructions are in this doc.
Here is the doc:

Hello. I am in a four-member group that is working on the final project of an introductory master level qualitative and quantitative research course. The general research structure is following.

I. Introduction
? Introduce topic
? Significance of the study
? Purpose of the study and Research Question

II Literature Review
? Discuss and synthesis literature hypothesis
? Present research if there is one

III Methods
? Participants
? Instruments
? Procedure

IV Results
? Actual findings and responses, etc

V Discussion
? Interpret findings
? Implications
? limitations

I am required to the introduction part of our research. The research question is following.

?Are there effects (including academic achievement and performance) of teachers? usage of labeling such as learning disability on students with learning disabilities??

Our conclusion is that there are negative effects. To get better feel of this research project, please read the literature review and the survey attached at the end of this document.

The following is the requirement of the introduction part.

? Four full double spaced pages, APA style.
? No direct quotes, all quotes must be in ?according to Smith (1998)?.? formats. Paraphrase all quotes.
? Use at least six quotes. Three of them must come from the references of the literature review at the end of this document. The other three should come from other sources. They are not necessarily research studies. An article in USA Today on this topic is OK. However, each source must have a workable web link.
? Attach a complete reference page at the end of the four-page introduction.
? Please discuss the significance of the study so readers know why this research study is very important.




Literature Review of the Effects of Labeling on the Academic Performance and Experience of Disabled Youth

The uses of high incidence disability labels, such as learning disability, behavioral disorders, or attention deficit disorder, have long been debated. Critics of labeling argue that the labels themselves have a negative impact on the academic performance of children with those labels. Conversely, proponents of labeling note that the labels are necessary to provide all children with the educational assistance they need. This paper will examine current research labels in schools, and the effects of those labels on the academic performance of students.
Labels affect academic performance both directly and indirectly. In a study by Clark (1997), ninety-seven general education classroom instructors of classes grades kindergarten through sixth grade were studied. The participants, 84 women and 13 men, were from five separate school systems. Random sampling was not used, but rather, intact faculty groups were used (Clark, 1997).
In this study, eight depictions of hypothetical males were created. The hypothetical males had taken a test and failed. For each hypothetical story, three types of information were included. Those were a statement of the hypothetical students? abilities, the typical effort exerted by the student, and an additional informative section labeling four of the boys as learning disabled. Each of the ability and effort statements were matched for either high or low (Clark, 1997).
Following each depiction, each teacher was presented with four questions asking them to provide feedback, rate their anger level, rate their pity level, and rate their expectations. For feedback ratings, the scale from +5 to +1 for rewards and -1 to -5 for punishment was used. The anger and pity scale was from 1 to 7, as was the prediction measure (Clark, 1997).
The data was collected during faculty meetings in one hour sessions. The study found that greater punishments and less rewards were given to those students with lower abilities who expended high efforts and to those boys with learning disabilities. According to Clark, reward and punishments for test failures were not only decided by level of ability and amount of effort, but also by the knowledge of a child?s disability status. Additionally, the amount of reward given appeared to be at least marginally related to the level of disability. The boys with learning disabilities were given moderate levels of reward in all cases, and the non-disabled boys received higher amounts of reward (Clark, 1997).
According to Clark, the study also found that expectation of failure was linked to level of disability. The teachers rated those students with learning disabilities more likely to fail in the future than those without. In three of the four cases, teachers rated the disabled students as more likely to fail (Clark, 1997).
Clark concludes that teachers may unknowingly imply that students with disabilities are less likely to succeed. Clark continues the discussion by pointing out that schoolchildren throughout previous research have been shown to internalize their teachers? opinions and expectations, and that this lack of confidence from teachers may explain a part of the failure rate of children labeled learning disabled (Clark, 1997).
Clark and Artiles (2000) contrasted the above findings with a similar study in Guatemala to determine if the labeling of special education students had the same effect cross culturally. Using the same method and procedures, Clark and Artiles studied fifty-nine teachers who taught grades 1-5. The questions and rating scales were the same as in the initial study (Clark & Artiles, 2000).
Clark and Artiles found that there is a difference in labeling effects across cultures. The United States teachers provided consistently more rewards to the children with learning disabilities, regardless of their effort levels. They suggest that the findings show a cultural difference between the effects of perceived beliefs about individual effort and ability (Clark & Artiles, 2000).
Additionally, Clark and Artiles found that both sets of instructors held higher expectations for failure of those students with low abilities, low effort, and learning disability than those without learning disabilities. However, the study did find less variation between the hypothetical children in Guatemala than in the United States. This may suggest that the learning disabled label may have more of an impact in the United States than in other countries (Clark & Artiles, 2000).
Another study, by Shepard and Brown (1998) discussed the link between labeling and support for children with disabilities. In a survey of 30 special education instructors, only 10% of the subjects felt that general education instructors took ownership of those students who also participated in special education. The researchers note that there is a direct need, both for the educational success for the student and the acceptance of peers, for the instructors in general classroom settings to ?include? those children who are labeled as disabled (Shepard & Brown, 1998).
Shepard and Brown note that this lack of acceptance or ownership can lead to poorly implemented inclusion programs, which would be detrimental to the educational success of the students. Additionally, the researchers note that the support of disabled students in these cases is lacking, since neither the general education instructor nor the special education instructor feel responsible for the overall success of the student?s education (Shepard & Brown, 1998).
Other studies also note this link between perceived abilities of students labeled as disabled, and their abilities displayed in the classroom. In a discussion of the variety of effects of labeling, Levine and Swartz note the vast differences in the patterns of disability, even among students diagnosed with the same problem (1995). These differences, they note, are often not determined by standardized testing. Thus, they conclude, labels of specific mental, emotional, or social disabilities simply force children into narrow groups (Levine & Swartz, 1995).
Those narrow groups do not identify specific abilities or disabilities, according to the researchers, but instead suggest specific treatment and intervention that is broad in topic. The result, they note, is often groups of children falling through the cracks in education, due to a failure to identify and assist in the areas the student truly needs. They continue to propose that, instead of broad labels, students? educations are tailored to fit their specific needs. In this way, the disabling effect of labels can be minimized, and students can do better, even when labeled (Levine & Swartz, 1995).
Brody and Mills (1997) also found that expectations of teachers and peers in regards to disabled students played an important role in the development of those student?s abilities. Their study focused on those disabled students who are also gifted. The researchers noted that many children with special needs are rarely identified and are often not given the tools they need, either in their low-ability areas or in their high ability areas (Brody & Mills, 1997).
Brody and Mills note that there are main areas of problems with the label of ?disabled? that affect the overall outcome of a student?s achievements. First, they point out, students who are gifted yet disabled often have difficulty in school, both academically and socially. They are labeled ?deviant?, or underachievers, which are attributed to lack of motivation or laziness. Since testing rarely identifies these types of students, and since the educational system relies on labels to place students in special education, the students continue to do poorly. By the time anyone is able to realize they are ?disabled?, they are significantly behind their peers (Brody & Mills, 1997).
Secondly, Brody and Mills review of current literature discusses the fact that those students labeled as ?disabled? are rarely tested for gifted programs. Inadequate assessments and depressed IQ scores discourage administrators from testing these labeled students for abilities other than those already identified as problem areas. Because of this, their actual potential may not be realized (Brody & Mills, 1997).
Research on the effects of labeling students as disabled is limited. However, the research that exists points significantly to the idea that labeling students as disabled is not always beneficial to the student. Instead, current research suggests that labeling can lead to lower acceptance, lower levels of expectations and goals, lower support, lower feelings of responsibility of instructors, and a lower likelihood of success. While more advanced research should be done, it is clear that labeling alone is not enough to ensure the success of disabled students.

References
Brody, L., and Mills, C. (May, 1997). Gifted children with learning disabilities: A review of the issues.? Journal of Learning Disabilities, 30(3), 282-286. Retrieved Oct. 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/gt_ld/jld_gtld.html.
Clark, M. (1997). ?Teacher response to learning disability: A test of attributional principles.? The Journals of Learning Disabilities, 30 (1), 69-79. Retrieved Oct 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/self_esteem/teacherresponse.html.
Clark, M. and Artiles, A. (2000). ?A cross-national study of teachers? attributional patterns.? The Journal of Special Education, 32(2), 77-99. Retrieved Oct. 4, 2004 from LDOnline. Web site: http://www.ldonline.org/ld_indepth/self_esteem/attributional.html.
Levine, M., and Swartz, C. (1995). ?The disabling of labeling: A phenomenological approach to understanding and helping children who have learning disorders.? Plain Talk About K.I.D.S: A Summit on Learning Disorders. Retrieved Oct 4, 2004 from LDOnline. Web site: http://www.ldonline.org/mminds/levine_paper.html
Shepherd, T., and Brown, R. (2002). ?Preclusion: The solution to inclusion confusion.? Electronic Journal for Inclusive Education, 1(5). Retrieved Oct 4, 2004 from Wright State University Electronic Journals. Web site: http://www.ed.wright.edu/~prenick/JournalArchives/Fall-2001/article_sheperd.htm.

Learning Disability Student Survey


I am writing a graduate research paper on students identified as having a learning disability. Please answer the following survey questions on your observations of these students.

Your gender: ____male ___female

How long have you worked in education?

____ Less than 1 yr ____ 1 ? 5 yrs ____ 6 ? 10 yrs
____ 11 ? 15 yrs ____ 16 ? 20 yrs ____ 21 ? 25 yrs
____ 26 ? 30 yrs ____ 30 + yrs

Please choose the title, which most accurately describes your current teaching position:

____ School Counselor
____ School Administrator
____ General Education Teacher
____ Substitute Teacher
____ Special Education Teacher
____ Health Care Professional
____ Instructional Assistant (aide)
____ Pre-Service teacher (student teacher)

You have observed during your teaching experience that students with a learning disability:

(Answer each question in Strongly Agree, Somewhat Agree, Somewhat Disagree and Strongly Disagree scale)

1. Are inattentive and easily distracted
2. Leaves seat in classroom or in other situations in which remaining seated is expected.
3. Displays unpredictable behavior
4. Shows a lack of interest in schoolwork
5. Fails to finish schoolwork
6. Argues with adults
7. Actively defies or refuses to comply with adults requests
8. Has a short attention span
9. Restless, always up and on the go
10. Fails to finish things he/she starts
11. Excitable, impulsive
12. Temper outbursts; explosive
13. Fidgets with hands or feet or squirms in seat
14. Interrupts or intrudes on others
15. Only pays attention to things he/she is really interested in

Are students with a learning disability participating in general education classes in your school? ______ Yes ______No

Do you have students with a learning disability in your classroom? ______ Yes _______No

How often do students with a learning disability in your classroom display defiant behavior?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom display a short attention span?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom disturb other children?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom show a lack of interest in schoolwork?

___Everyday ___ 1 -3 times a week ____Never

How often do students with a learning disability in your classroom fail to finish schoolwork?

___Everyday ___ 1 -3 times a week ____Never


Do you feel that once a student is labeled with a learning disability, that their academic achievement suffers? Explain.

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________


Thank you for your response



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Presentation: Study Skills for Students with Learning Disabilities

Students with learning disabilities may have difficulty developing strategic skills for learning new information and retaining and/or recalling information. This is one of the reasons that they may do poorly on tests even after they have spent many hours studying the material. The time spent studying does not always equal quality studying. For students with learning disabilities, this is very frustrating and demoralizing.

Write a Presentation on "Study Skills" that one might present to future students with learning disabilities.

Then create eight (8) strategies that will assist learning disabled students in improving their study skills. This presentation will be useful for all students, not only students with learning disabilities.

3 pages-APA

Read the following journal article "Gifted children with learning disabilities: Theoretical implications and instructional challenge", by Vaidya, Sheila R., Education,

Compose at least a one paragraph summary of the article.

Compose at least one paragraph describing your reactions, opinions, and/or beliefs about the article.

This paper addresses a specific group of children: the gifted children with learning disabilities. The paper describes innovative strategies for identifying such children, instructional approaches to address their strengths and weaknesses, and theoretical implications.

John W., a fifth grader in the learning support self contained class, sits in front of the room, his mind focusing on issues unrelated to the language arts lesson in the classroom. The teacher noticing his wandering look, asks him to focus on the task at hand. For awhile, he attends to the classroom lesson, only to drift back into his distraction. Whatever the cause of his in attention, he tends to spend a lot of time daydreaming, not engaged in the classroom and, is at risk for falling behind academically. However, in a one - to - one interaction with a peer or a teacher, he tends to be captured by ideas and demonstrates higher order thinking of a high quality.

Recent advances in our understanding of individual differences in learning make us aware of the importance of educational practices that consider how children learn while taking into consideration the quality of their thought. While educators have always noted differences among learners, and the current literature makes many references to learning differences and learning styles, classroom practices often assume that all children learn in similar ways. This assumption works out well for some students. However, there is a large group of students who may approach learning in ways that are so different that they do not mesh with the regular approaches. Some of these students are identified as "learning disabled." Others continue to function in the average range in the regular classroom. Those who are identified as learning disabled receive support for their learning disability, others are in the regular classroom and not quite motivated or highly involved in school work. Very few are in gifted programs. Because the learning disability may mask their giftedness, this is a group that is difficult to identify as gifted. Thus, although some of these students may receive instruction for their learning disability, they are rarely screened for giftedness.

Although the field has moved considerably from the point at which it was ten years ago when most professionals found it difficult to handle the idea that a child could be both gifted and learning disabled (Torrance, 1992) the concept is not yet universally clear and acceptable. Conventional methods of identification have been criticized as inappropriate for atypical gifted children (Minner, 1990). Baum and Owens (1988) conclude that while high ability/LD students seem to have characteristics in common with both learning disabled and the gifted populations, they may also have unique traits. They also conclude that high ability/LD students tend to have poor academic self-concepts and believe that they do not fit in well with their peers. Confusion about their mix of special abilities and sharp deficits may lead to feelings of helplessness and a general lack of motivation. Because of the limited research with these children, not much is known about such characteristics.

The paper will address a specific group of children: the gifted children with learning disabilities. Discussion will also include strategies for identifying such students, instructional approaches to address their strengths and weaknesses, and the theoretical implications.

How to Identify/Assess Gifted learning disabled Students
Underachievement in gifted children has many sources. However, systematic research involving the identification of and educational intervention with young gifted underachievers is scarce (Janos and Robinson, 1985). Often, the intelligence of creativity displayed by many of these children is noted in one-to-one learning situations with adults. The problem may be a mismatch between the school's curriculum and testing procedures and the children's learning styles, that is, a person - environment mismatch (Reading, 1989), or a mismatch between the teaching style and learning style. Failure to consider the relationship between the students' unique needs and the school environment has left learning disabled gifted underachievers misunderstood and poorly served within the educational system.

A typical gifted student with learning disabilities may suffer from an auditory processing problem, a visual perception problem or an attention deficit disorder or exhibit a deficit such as difficulty in following a sequence of verbal instructions. In any event, it is one of these disorders that has resulted in the learning "gaps" exhibited by the students in testing situations. Yet, many of these students may exhibit powerful imagination and higher order thinking or creativity as manifested in originality, novelty of thought or problem solving ability and motivation to learn, rarely measured by the tests. They may be described as potential which is buried treasure (Peterson, 1987) because their giftedness often goes unrecognized and uncherished.

Identification of the gifted students with learning disabilities might be accomplished better by portfolio type assessments and by creativity tests, supplemented by information from IQ and achievement tests. Additional supplementary information should be obtained from parents and teachers. Since awareness results in early identification, teacher preparation inservice and preservice programs should focus upon educating teachers about the gifted learning disabled. The following approaches to assessment are recommended.

1. Portfolio Assessments -


A portfolio consists of a student's assembled work. The steps or phases through which students pass in the course of developing a project are contained in the portfolio. The typical portfolio contains a record of ideas, drafts, critiques, journal entries, final drafts and teacher's suggestions, parent's suggestions or suggestions of those who influenced the project in a positive or negative way. Thus, portfolios provide an insight into the child's process of thought and uniqueness of ideas, from a developmental perspective.

2. Psychological Tests -


(1) We recommend the use of creativity tests which measure divergent thinking, such as the Torrance Tests of Creative Thinking. Such a test measures divergent thinking areas such as originality , fluency, flexibility in thinking, and performance on such a test determines the nature of thinking rather than specific skills in performing at academic tasks. (2) IQ assessments should be used to determine learner's strengths and weaknesses, while achievement test scores may be used to determine giftedness in a specific subject area.

3. Information from parents and teachers.


(i) Parents- While many parents may recognize the high quality of their gifted child's intellectual ability, they may be focusing on addressing the difficulties posed by the child's learning disability and therefore, not nurture the giftedness. Hence, awareness on the part of the parents of such a combination of high quality talent and disability in their child, is necessary. Information obtained from parents should consist of behaviors such as the expression of curiosity, abstract thinking. Examples of these may consist of demonstration of the understanding of concepts such as time or the use of metaphors in language (ii) Teachers can be extensive sources of information with regard to school related performance of gifted learning disabled students. Some of this information is found in teacher's progress reports and anecdotal records about the children's learning and talents exhibited in the classroom.

How to Teach Gifted Students with Learning Disabilities
Two approaches exist in special education. They focus on the two extreme groups and are either designed to address a weakness or to develop superior abilities, such as giftedness. Typically, learning disabled gifted students are placed in classes to provide learning support. There are no enrichment programs to address their strengths. Because of the unusual mix of strengths and weaknesses within these children, the strategies typically used with the gifted or the learning disabled learner do not work. Although many educators have argued that gifted LD students require specialized programming to meet their unique needs (Baum, 1988; Whitmore & Maker, 1985) practical limitations make separate programming an unlikely administrative option, especially in the face of the move to integrate special education and regular education. Hence, the strategies recommended here are meant to address their needs in either a regular classroom, a learning support classroom or a classroom with gifted children.

We recommend that instructional needs be met along with psychological needs. What do theories of learning tell us about teaching gifted children with learning disabilities? To address children's instructional needs, it is recommended that the following aspects should be considered:

Theoretical Considerations
Individual Differences in Learning Styles
Understanding learning strategies used by gifted learning disabled students can help teachers improve effectiveness in all learners. An understanding of the child's style of learning, thinking and operating in the world, is essential. Children's styles of learning focus upon differences such as visual, auditory, kinesthetic-tactual (Dunn, 1984) or field dependent or field independent style (Witkin, 1977) or the many intelligences manifested by children (Gardner, 1990).

Styles of Attribution
Children's styles of attribution, (Seligman, 1990), used extensively in cognitive therapy approaches with adults and children, have not been studied with reference to their impact in the classroom. Attributional style is a habit of thinking that determines how people attribute success and failures in their lives. According to Seligman, the style of attribution often determines the degree of optimism or pessimism that characterizes an individual's personality. Typically, a person who attributes successful events in his/her life to their own abilities or effort while attributing failures to external circumstances, is likely to expect optimistic outcomes and therefore, operate in a more successful way. On the other hand, pessimistic or helpless persons attribute failure to their lack of ability or perseverance while attributing successful situations to events beyond their control. Hence, being "helpless" results in a style of operating in the world in which, events and situations are beyond a person's control. Seligman believes that a person's style of making attributions or explanatory style is a demonstrable risk factor for subsequent depression. Hence, cognitive therapy for depressed children is usually used to change their attributions. Attribution training emphasizes the direct relationships between strategies and effort, encouraging students to persist when they encounter failure.

When we meet a gifted learner who is confident of his capabilities, we may expect that such a child is well aware of his strengths and attributes his strengths and successes to himself and to his efforts. Attributional styles among learning disabled children are known to be outer directed, especially when they succeed, that is these children blame themselves for their failures and do not give themselves credit for their success. Therefore, awareness of their own strengths is minimal in such children. Because of failure experiences, they may pay more attention to their weaknesses, disregarding their strengths. Although gifted, they may be negatively affected and often confused by their mi of strengths and weaknesses. Hence, early awareness of the giftedness and nurturance of the giftedness is essential. Teaching approaches should focus upon making a child's attributions more "inner directed." This may be accomplished through metacognitive approaches, whereby children are instructed to pay attention to their success and consistent feedback from the teacher which draws attention to the success in a concrete manner, using approaches like written comments or verbal discussion.

Generic Influences on Learning
Reisman and Kauffman (1980) have proposed that there are generic factors that influence learning. They group these into four categories: Cognitive influences, psychomotor-influences, physical and sensory factors, social and emotional factors. Cognitive influences are described as those that relate to processing and retrieval of information such as, retention of information, ability to draw inferences, make decisions and judgments, ability to abstract and cope with complexity. Psychomotor influences are related to visual and auditory abilities such as visual perception, visual-sequential memory, auditory perception. Physical and sensory factors include those related to physical impairments or vitality versus fatigue. Social factors are related to an individual's ability to interact with others, using diplomacy, understanding another's point of view. Emotional factors relate to fears, moods such as happy or sad. (Reisman and Payne, 1987 p. 23, 23). The generic influences proposed by Reisman and Kaufman may be considered to be compatible with Garner's idea of multiple intelligences, implying that abilities vary along the dimensions of cognitive, emotional, social, physical and psychomotor aspects as do the different intelligences. This implies that if teachers become aware of the various factors that influence learning, in the extreme, these may represent handicaps or talents. Awareness through observations of these various factors and how they come into play with the learning situation is an important factor of consideration for teachers.

Personality Patterns and the Cultivation of the Gift
While most of the instructional approaches focus on the learning characteristics, personality characteristics are invaluable assets in developing intellectual talents. Personality characteristics such as a high level of competitiveness and a determination to do their best at all costs have begun to enter into the definitions of giftedness, especially as traits necessary to cultivate giftedness. Energy, enthusiasm, persistence, perseverance, striving are described as characteristics that are identified as especially important in the cultivation of early identified giftedness. The cultivation of the gift is a major concern when gifted children are handicapped because the handicapping condition or the disability interferes with the development of the gift.

Teaching Approaches
The teaching approaches should consider the cultivation of the gift and an awareness of the ways in which the disability interferes. There is no single approach that is likely to be satisfactory in meeting instructional needs with a wide disparity in giftedness and disability. However, a framework emerging from the above theoretical considerations and which considers psychological needs along with learning needs may specify direction for teachers and parents. Based on some of the described characteristics of gifted learning disabled children it appears that teaching approaches may emerge from a teacher's awareness of generic influences on the learner, multiple intelligences, learning style differences and differences in styles of attribution.

Learner Diversity
Diversity among learners should be considered, especially from the standpoint of generic influences and multiple intelligences. This awareness enables teachers to address specific weaknesses in specific ways. For example, if a child has a cognitive difficulty in sequencing, Reisman and Kauffman (1980) recommend presenting small amounts of the sequence to be learned in an organized format in order to facilitate retrieval. To combat distractibility, Reisman and Kauffman (1980) recommend a structured environment and metacognitive self-instruction.

While remediation efforts are important, the gifted LD student's instruction must also address strengths. Hence, in instances of exceptional oral language abilities or exceptional analytical abilities, problem-solving skills should be addressed with enrichment activities. The child's ideas, thoughts, knowledge or theories and intuitions should be considered in developing an educational program, accompanied by evaluating strengths and weaknesses. For example, emphasis should be on developing the learner's strengths and becoming self-directed learners.

Metacognitive Strategies
Emphasizing the motivation to achieve, Heckhausen (1982), emphasizes that the child should attend to the outcome in a way that leaves no doubt that the outcome is recognized as "self-produced." This concept relates to the idea of locus of control and attributional style and metacognition. Assisting students in the development of metacognitive strategies is a useful general approach. Metacognitive understanding about the value of effort may be an important determinant of performance, particularly for Gifted/LD children. Metacognitive approaches involving self-assessment and reflection are essential strategies for teaching gifted/LD students and need to be investigated further. Because teachers sometimes are not explicit or detailed in providing strategy instruction, children are often left to their own devices in deciding when and how to use a strategy.

Psychological Needs
Senf (1983) suggests that gifted LD children are more often referred for assessment not because of academic deficits but rather because of non-academic reasons, such as the psychological distress resulting from the discrepancy in their abilities. Thus, their social and emotional needs are of major concern. Counseling and one - to - one mentoring may be useful approaches to help the child cope and manage his/her learning disability. Through enrichment activities in areas where the child shows strengths, develops strengths, children should be encouraged to take pride in their accomplishments and strengths, thereby encouraging students to compensate for their weaknesses by developing strengths. Instruction should focus upon making the child's attributional style more inner directed and thereby improving student's motivation to learn by circumventing difficulties emerging from psychological issues.

Future Implications
The developmental perspective of how knowledge is constructed by a child within the framework of this or her own perspective and personality is important.

More research is needed to investigate successful techniques of teaching for the gifted learning disabled students to learn in spite of their disabilities. Torrance (1992) refers to the use of "right brain" learning techniques, especially, the use of music and dance as a facilitator in teaching. Innovative methods are necessary and many of these will possibly be invented by creative efforts by children, teachers and parents.

The need for collaborative interventions between parents, teachers and school psychologists, to meet the needs of the students is necessary. Mentorship programs provide gifted learning disabled students with an opportunity to learn and experiment, develop their potential skills and gain competencies. These benefits and learner outcomes are what makes a valuable part of education for the gifted student with learning disabilities.

I need a paper on mental retardation with autism. This paper is directed to children in physcial education with cognitive disabilites and physical disabilites. Gear the paper towards a physical education aspect, realting to learning how to teach disabled students. Don't forget to include some autism information throughout the paper too! It has to be a full 10pgs. Each page will start with a new heading. The refernce page needs 5 references and 3 must be non-internet.The references must be citied throughout the paper. Please don't forget this it is very important!!! The the margins need to be one inch and 12 font. The headings for each page are:
pg.1- disability defintion,causes or theories of causes, how it is diagnosed.
pg.2- described characteristics if that disability(or those disabilites).
pg.3- List and describe the health and safety precautions to take including health & medical concerns specific to the diagnosis and related to physcial activity and learning.
pg.4- Modifications to physical activity and tips for inclusion into general PE that is specfic and linked to the disability and characteristics.
pg-5 - Sport and physcial education participation organizations outlets.List and describe at least one at the national and one local. How they are specific to the diagnosis or related to it. Please include local outlets and the addresses for national and local with also phone numbers.
pg.6- reference page, 5 references, 3 non internet and must be citied throughout the paper!!
I put 10 pages because I would like you to elaborate on pgs.1,3,4,5. This paper needs to be 6pgs single spaced but I know that you only do double spaced papers so I figured this would make up the difference.
Thank You very much! If you have any questions email me at [email protected], please don't hesitate!

Refunded/Reposted Paper!

Experienced writers take this!!!

Qualitative research paper, APA style is to center around
"the voices of students", (at risk and learning disabled students)who have
had experiences with transition from school to work or college. I have had
less than ten percent of my students make it to any type of college in the
past 14 years. The paper should be a standard research paper addressing
the typical areas of Lit. review, methodology, which is to interview
students who have be successful but centered around those who have not had
good experiences with high school transition. WHY? Table of contents,
conclusion, etc. If it would make more sence, I would be glad to write
the introdction. My concern is about the data collection! I want real
information and data(tables) to reflect the failure of our IEP/ITP''s. Our
independent transition plans (ITP) address those issue manitory with IDEA
but are rarely followed. I am not looking to solve the issue of what is
the best way to deal with implementing a wonderful transition plan but I
want to hear from those individuals that have actually been through the
process and where it failed them. Please contact me with any further
questions, Brandin Shost

You are to write 2-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!


Disabilities and Other Learner Characteristics
When I was reviewing submissions for our new issue I was glad to see that among the top candidates for publication were several about the characteristics of learners. (Aspiring authors might like to know that when selecting articles for publication, editors and reviewers give an especially sympathetic eye to well-grounded research about learners and learner characteristics.) There have been many calls over the years for more research on learners and learning, and although the situation may be improving as regards the
quantity of submissions, the quality of many studies falls short of what is acceptable for publicationand so the call for good research in this part of the field bears repetition. On the subject of quality, the most common problems concern the representativeness of the sample of learners about whom data is gathered as well as the persistent problem (that I acknowledge I seem to mention frequently) of failure by researchers to ground their study in an adequate review of previous research. Selecting the articles for this issue occurred, by coincidence, right after the publication of some comments I made in a previous issue on the subject of learner support. In the editorial in the American Journal of Distance Education
17 (3) I wrote,
In a good learner support system there should also be provisionperhaps in the person of contracted specialistseven if only on a part-time, on-call basis for support for certain at-risk groups. These are groups for whom identifiable conditions can be expected to cause stress beyond that experienced
by the general population. Examples include students with visual, auditory, or other disabilities, inmates of correctional institutions, persons with diagnosed learning disabilities or inadequate study skills, and members of the armed forces. Other specialists might also provide advice regarding career development, particularly as it is related to the selection of courses within the educational program. (143)

Two articles in this issue take up the subject of students with visual or auditory or other disabilities. First, Kinash, Crichton, and Kim-Rupnow report their analysis of the literature of the past three years about online teaching for persons with disabilities. In the rationale that they present for distance delivery as away to level the playing field for students with disabilities, they point out how this approach succeeds because of planned redundancy of modes, a concept I have long advocated as a central principle in setting up all programs and designing all courses, not only out of consideration of students with disabilities, but for all students. Its not only the disabled who benefit from what in the latest jargon is called universal design.
All students have different preferences and strengths, and we all tend to become more different as we grow older and acquire more experiences. I have long thought how silly it is to put a group of individuals into a room and call them a class.One of the great advantages of distance education isexactly as Kinash, Crichton, and Kim-Rupnow saythat it provides (or let me emphasis provide) a range of different combinations of resources and experiences (far beyond what is possible in a classroom), to meet the different needs of a variety of learners and learning styles. As regards the disabled, however, it is surely a matter of concern that of the (small) total of forty-three publications located on online learning and disability, most were found in the literature of disability studies, not distance education. In light of that finding, it seems that repeating once again the call for grounding more research about learners in the framework of the literature and theory of distance education does not seem misplaced. Another article directly related to the disabled is Edmondss discussion of the legal obligations and issues involved in meeting the needs of this population and some of the technical standards that should be applied in meeting minimal accessibility requirements. One particularly telling observation in this article is where the author distinguishes between first and second generation accessibility and proposes that although first generation accessibility (such as ensuring html structure does not impede visually disabled students) is in the hands of courseware developers or Web designers, the responsibility for second generation accessibility is in the hands of the faculty member creating the course. Edmonds does not go far to elaborate on the implications of this, but it is a challenging point, and readers might want to follow up the article with some reflection of the status in their own particular cases. As a professor who turned out one of his courses with a substantial component of audio on CD-ROM, it certainly has given me something to consider. Moving from the focus on the disabled to a more general discussion of student characteristics, DeTure adds to the literature in a relatively well established area of research, which is that of cognitive style. Of course the context of the investigation is new (i.e., online delivery), but the test, the Embedded Figures Test, is the oldest and best-validated measure of cognitive style. The results of this new study, as is so often the case, are not unidirectional, and there are still more questions than answers. The research does at least add some further insights into the nature of the problem of learner treatment interactions. In other words, it adds to the formulation of questions, conjectures, and hypotheses regarding the characteristics of each possible (and affordable) instructional treatment, including communications technique, that best assists each different type of learner and cognitive style. A long time ago I theorized that there is a wide range of solutions to this question, with many possible degrees of teacher-learner dialogue and course structure from which the learner should be able to select a personally appropriate mixture depending on his/her degree of learner autonomy (a characteristic that even in 1972 I related to the cognitive style of field dependence/independence). Among the mix of variables that make up the instructional treatment are those of the instructor, including the instructors tolerance for the exercise of control by the learner. Instructor characteristics are the focus of the fourth article in this issue, a study of teaching styles reported by Dupin-Bryant. Obviously we are a long way from the day that our providing agencies will allow students to choose instructional treatments depending on an analysis of their learning styles, let alone be able to choose from among different teacher styles. The ultimate goal, however, should remain in focusand here we can return to, and express it in terms introduced by, Kinash, Crichton, and Kim-Rupnowto find the universal design that has a redundancy of instructional responses that will allow every learner to be successful, whatever that persons individual experience, ability, or learning style.

This is a formal paper, use readings below to help aid in answering the discussion questions. You must quote from the readings in order to substantiate your points. Use APA format when quoting from the readings. Do Not Use Outside Sources!

Discussion Questions
1.How can the quality of distance education be measured reliably and validly? What criteria are appropriate for assessing the quality of distance education? Are those same criteria appropriate for assessing the quality of classroom-based education?
2.Do tertiary institutions have clear policies about distance education course in program quality? Are procedures for monitoring quality in place? Is responsibility for monitoring quality clearly identified?


Distance Education Policy Issues: Towards 2010
Peter Dirr
At the time the authors suggest six questions that researchers might address to develop baseline information on the newly emerging field of distance education. Those questions are as follows: how needed is distance education in the US? How are the clients for distance education? What are their needs? Who should pay for distance education and how much? Can newer technologies help distance education overcome some of the barriers to traditional education opportunities? Where will our next generation of distance educators come from? What types of training will they need? What are the research needs of distance education as we approach the year 2000? Some of those questions are as valid today as they were in 1990 expressly given the growing number of persons participating in distance education in the US. In writing his 1990 chapter that Arthur relied entirely on issues from his own experiences in reviewing hundreds of proposals for finding and in in overseeing several of the leading distance education projects of that time. In comparing the current chapter, he relied on a review of articles on distance education that have appeared in the Chronicle of higher education, the American Journal of distance education, and various other sources of distance education literature the variety of articles almost defy classification but certain issues emerge from the midst more central than others. Some issues were identified in composite list develop a national or regional organizations such as accrediting bodies or governing boards. Others emerged as single issues but were cited by many sources.
Composite List of Issues
some groups especially national and regional planning organizations have compiled composite list of issues facing distance education. For example, the American Council on education issue to publication in March 2000 developing a distance education policy for the 21st Century learning. In it the American Council on education identify the following seven areas in which policies must be review or developed: intellectual property policies, ownership of distance education courses, faculty issues (e.g. teaching load, preparation time, and class size); student issues (e.g. increased access, privacy issues, and disabled students); limiting liability; commercialization (e.g. direct agreements, consortia, and royalties for licenses); and teaching beyond state and international borders.
The council for higher education accreditation has contracted with the Institute for higher education policy to conduct a series of literature reviews and original research called distance learning in higher education 1999; Council for higher education accreditation. Those report documents the expanding universe of distance learning and the growth of statewide virtual universities. Among the issues identified are the following: equity gap, digital divide, lack of teacher training, battle over encryption, works made for hire, contractual transfer (as faculty member switch institutions), and security/privacy. Student aid for distance learners: charting a new course, a separate report from the Institute of higher education policy 1998, the new rates several student aid policy issues that are unique to student pursuing distance education. They suggest that student aid should be holding learners centered, following the student through his or her academic program, available without regard to the mode of instructional delivery, awarded only to student in accredited program of study, and try to standards of academic progress and not arbitrary measure of time. They also suggest a regulation should allow flexibility on the part of institutions and that any amounts and limit should focus on lifetime standards rather than annual or institutional maximums. Working for a consortium of the six regional accrediting association, the Council of regional accrediting commission's 2000 prepared a draft of guidelines for the evaluation of electronically offered degree and certificate programs. Those guidelines focus on the following areas, indicating policy issue for institutions of higher education to consider in developing distance education programs: institutional context and commitment, curriculum and instruction, faculty support, student support, and evaluation/assessment. Reviewing contemporary research on the effectiveness of distance learning in higher education, Phipps and Merisotis 1999 cite the following gap in research: students outcomes for program rather than courses, differences among students, investigation of reasons for dropout rates, differences in learning styles related to particular technologies, the interaction of multiple technologies, the effectiveness of digital libraries, and a theoretical or conceptual framework. The review identifies three broad implications of the current research: the notion that distance education provides access the computer mediated learning requires special skills and technical support that might not exist; technology cannot replace the human factor; and technology is not nearly as important as other factors, such as learner cast, learner characteristics, student motivation, and the instructor. The same pair also wrote quality on the line: benchmark for success in Internet based education Phipps and Merisotis 2000, in which they identify 24 benchmarks considered essential to ensuring excellence in Internet based distance education. The benchmarks fall into seven categories: institutional support, course development, teaching/learning, or structure, student support, faculty support, and evaluation and assessment. This author in a review of the status of distance and virtual education in the US in 1999 Dirr, identify the following as important trends in the profession: the pervasiveness of change, growing commercial interest in education, the importance of partnership and alliances, and unbundling of the educational process. An Internet search for policies of distance education reveals a robust body of literature on the policies of individual institutions. In one instance, a group of researchers studied the written distance education policies of all the tertiary institutions in the state of Nebraska. They found that most existing policy dealt with: academic areas, faculty issues, students, and technical issues. Academic issues emphasize course integrity, especially ensuring the equivalents of distance education program with regular on-campus instruction. Measure of the code and see included class time, course content, student services, prerequisite skills, and instructor qualifications. The University of Nebraska system had the most policies (103), followed by community college's (48), state colleges (32), and independent colleges (32). The researchers found that legal and cultural issues were not addressed in any sector. They also found that written policies were more structured were collaborative efforts exist. They attributed this to the need to develop and communicate rules of participation for the collaborative efforts. They concluded that multi-instructional arrangements might be an excellent opening to cultivate and generate fundamental policy actions. Looking across these composite lists of policy issues facing distance education, one sees the faculty and student issues appear on almost all the list, as to academic and curriculum issues. Beyond those categories the list presents a quite disparate grouping of additional issues.
Singular Citation of Policy Issues
In addition to the composite lists of policy issues more than 100 articles over the past two years in the Chronicle of Higher Education alone have dealt with the policy issues that affect distance education in the US. The articles might have been labeled as policy issues but they certainly have policy implications for the future of distance education and in some cases the higher education in general. In most cases the issues addressed in those articles are also found in the composite lists of policy issues cited above. For the convenience the single citation have been classified by the author in the following categories: quality issues, equity and access, collaboration and commercialization, globalization, intellectual property rights, the roles of technology in distance education, faculty issues, student issues, and research and evaluation. Because many of the citations in this section are drawn from the Chronicle of Higher Education reporters Blumenstyk, Carnavale, Carr, and Young will be referenced often.
Quality Issues
Several articles have addressed the issues of how to maintain quality in distance education courses and programs. At a September 2000 meeting of education officials from 30 nations, but is it is recognizes education as a means learners to become exchange students without passports of costly plane tickets. They sought to identify ways to foster coordination among institutions. High on their list was the development of ways to measure the quality of distance education courses and programs (Young, 2000). Sometimes the issues of quality is dealt with subtly. In an editorial in the American Journal of distance education, Michael Moore 2000 notes that two articles in fact issue address the question of whether distance teaching requires more or less work from the faculty than traditional teaching. Just below the surface of that question, however, live the issues of quality of instruction and the amount of interaction between the instructor and student. Following up on an announcement of the development of the new guidelines for distance education developed by the Council regional accreditation commission for the six regional credit rating agencies, interviewed Charles M. Cook of the New England Association of schools and colleges that observed that although the guidelines sought to ensure a quality distance education experiencing a half also anticipated new pedagogy one that shifts toward the learner and away from the teacher. This carries an important message for researchers will in future will be setting the quality of distance education courses. Charles Cook points out that because the assumptions of what happens in a traditional classroom cannot be made about an online course distance education will be held to a more explicit and possibly more detailed set of criteria and would be applied in a traditional classroom. If explicit criteria are developed for distance education courses might those same criteria be used to challenge the assumptions that underlie traditional classroom experience? It is not possible that holding distance education to higher standards may have ripple effect raising the standards for all of higher education? There is also an emerging body of evidence that distance education might be having qualitative impact on how students learn. For example, Lang 2000 and skeptically whether an asynchronous environment can foster suspension critical thinking given the lack of gestures and subtle nonverbal clues that students have in face-to-face instruction. In the end, he argues that online discussion can develop high level thinking skills, citing the experiences of faculty and students involved in an online writing across the curriculum course. Because words do not disappear and can be read, remit, and revised all online participants have an equal opportunity to organize your thoughts clearly. Furthermore since the conversation is not confined to an artificial time limit all participants have an equal opportunity to speak. The Pew Charitable Trust have been influential in encouraging new ways to evaluate the quality of learning experience. With $3.3 million in funding the trust have supported the development of the national survey of student engagement. The survey measures the extent to which colleges encourages actual learning by scoring student responses to 40 questions. More than 63,000 undergraduates filled out a questionnaire in spring 2000. The questionnaire actresses five benchmarks: the level of academic challenge, the amount of active collaborative learning, student interaction with faculty members, access to in reaching education experience (e.g. internship and study abroad programs), and the level of campus support (e.g. social life and help in coping with nonacademic responsibilities). Not all of efforts to improve the quality of distance education have come from within the traditional higher education sector. Blumenstyk and McMurtrie 2000 reported on the tension being calls in higher education should go buy a fairly new a credit-rating agency, global alliance for transnational education. Created by Glyn Jones, founder of Jones international University the first fully online university accredited in the US, global alliance for transnational education is an international accredited agency for technology-based education programs and institutions. Originally run by a nonprofit group global alliance for transnational education has now become one of Jones's several for-profit businesses related to distance education. Critics charge that as a for-profit company tied to Joneses other businesses, global alliance for transnational education is riddled with conflicts of interest resulting from the marriage between the corporate and academic worlds. In a letter to the editor responding to critics, Jones 2000 noted that for-profit corporations are increasingly playing a leading role industry-leading education and that traditional nonprofit institutions are no longer the sole gatekeepers of quality education. Other solutions of the quality issue might also emerge from the private sector. Recognizing the vacuum in cyberspace when he comes to reliable information with which to evaluate online courses some web sites such as new promise.com, ecollege.com, and hungry minds have become to allow students who have taken online courses to post evaluations of those courses, similar to the way Amazon.com posts evaluation of the books in sales or eBay allows buyers to rate sellers of auction items (Carnavale, 2000).

Equity and Access
At the turn-of-the-century, the professional literature and the public press were full of references to the digital divide -- the gulf between the affluent and the poor in terms of access to telecommunications services and computer technologies. There was general concerns that the digital divide would have a major impact on access to distance education opportunities. Phipps and Merisotis 1999 pointed out that even though most studies of distance education courses concluded that these courses compare favorably with classroom based instruction and that students in these courses enjoy higher satisfaction than students in traditional classes the notion that distance education provides access to higher education opportunities might be mistaken. Many distance education courses require computer mediated technology and skills and technical support that certain students might not have. Increasingly colleges and universities are attending to the need to make online courses accessible for all students, including the handicapped. In colleges strive to give disabled students access to online courses; Carnavale 1999 reported that colleges are finding that they must include the virtual equipments of Wiltshire ramps when building online courses. To understand the requirements colleges are urged to consider the guidelines developed by the California community college systems.
Collaboration and Commercialization
An overriding theme of much of today's literature in the extent to which alliances among colleges and between colleges and commercial interests are playing leading roles and the development and delivery of distance education at the higher education level. More has been written on the topic than any other. However since this theme is covered in depth elsewhere this theme is only noted briefly here. Many collaborations are driven by the need of the partners to provide their offerings to more students each year thereby increasing their revenues each year. This is as true for colleges and University as it is for commercial firms with whom they partner. For although enrollments in the US colleges and universities are growing steadily and tuition costs are growing along with them the increase enrollments by themselves cannot provide sufficient fuel for expansion. The scope of collaboration and the factors that motivate them are quite varied. Some are region-wide alliances, such as Kentucky virtual University (Young, 2000), Western governors University, and the Southern regional educational board electronic campus (Carnavale, 2000). Others bring together groups of institutions that share interests such as Jesuit-net, a collaborative effort of 24 and the 28 Jesuit universities in the US, and Universitas 21, a network of 17 or 18 procedures universities in 10 countries. The collaborators often struggle to devise relationships that draw on the strengths of each to create and deliver new products to meet the perceived needs of vast populations of adult learners. Sometimes, the collaborations involve a commercial partner most notably a publisher along with institutions of higher education. Other times institutions of higher education have established their own commercial distance education programs to extend their academic programs to new groups of learners. Cornell University, for example, formed a for-profit distance education entity named e-Cornell, Temple University created virtual temple, and the University of Maryland formed UMUC online.com a for profit arm to market its online courses to new groups of students. Temple University quietly shut down virtual temple in early 2001, less than 18 months after its and adoration, because it was not economically viable. One rather recent distance education collaborator in the US federal government especially the military, education opportunities are seen as a key incentive for attracting and retaining recruits to volunteer service. In the final days of 2000, the US Army found its six-year $453 million project to deliver distance education courses to soldiers all of the world. The project, Army University access online, involves a commercial company Price Waterhouse Cooper, 10 companies, and 29 colleges. By the middle of 2001 it had already enrolled more than 4000 persons in distance education courses. The U.S. Navy initiating similar program around the same time.
Globalization
Interwoven into many of the collaborations is the theme of globalization. The very technologies used for distance education today make it possible for an institution to think beyond its traditional borders. The technologies also make it possible for potential students to sink education opportunities from tertiary institution throughout the world. This trend holds the potential of having a major impact on traditional institutions because this theme is dealt with in depth elsewhere in this handbook, only a few examples will be mentioned here as evidence of its importance. Many US universities have already begun to extend their distance education programs into other countries as a way to expand their student population. Currently enrolling about 75,000 students in the US, the University of Phoenix plans to I had another 75 students in such diverse countries as China, India, Mexico, and Brazil. Carnegie Mellon University plans to offer online programming courses to 15,000 students in India. The University of Bar-Ilan Israel and developing virtual Jewish universities to deliver in Jewish studies courses to learners throughout the world. And on any more global level, the World Bank is setting up distance learning centers in countries that lack the telecommunication infrastructures so that learners in those countries might have access to education opportunities offered in other parts of the world. One challenge that will face all institutions offering distance education over the next decade will be to develop new guidelines and policies that allow the expansion of education opportunities through distance education while its same time providing learners with appropriate course of instruction and student support services.
Ownership and Intellectual-Property Rights
The issue of ownership and intellectual-property rights is one of the importance in all sectors of education today. This issue shows up on many of the composite list of issues facing distance education. Developing a distance education policy for 21st-century (American Council on education, 2000) in this intellectual-property rights first on the list of issues that must be reviewed and address. Distance learning in higher education cites works made for hire and joint works are two of the policies that must be addressed. Written policies of many tertiary institutions that offer distance education programs addressed issues of intellectual-property rights of institution and of individual faculty members. Policy at San Diego State University requires that faculty and the university must agree on who owns an online course before the course begins. A faculty committee at the University of Illinois has recommended that professors retain ownership and control of online courses. Aside from the issue of ownership of online courses the issue of copyright raises many questions for which there is no clear answer. In fact, the congressional web-based commission referred to the copyright law as a horse and buggy on the information superhighway. The Napster case in the US and the icrave.com case in Canada have provided vivid examples on how the law and policy lagged behind practices supported by new technologies. It is safe to say that it is not currently clear just how the copyright laws will apply to digitized content.
The Role of Technology in Distance Education
Colleges and universities in the US have been increasing their spending on information technologies including those used in distance education. A study of liberal arts colleges by David L. Smallen of Hamilton College and Karen L. Leach of Colgate University shows that in the decade of the 1990s the typical liberal arts college doubled its spending on information technology services. Information technology spending at liberal arts colleges at the end of 1990s was typically 3.5% to 5.2% of total institutional spending. PC replacement costs accounted for 14% to 24% of the total. A broader annual study of technology using by tertiary institutions, the campus computing project, by Kenneth Green, showed that in spite of increased expenditures on information technology institutions of higher education still have a long way to go. The study in 2000 found that 60% of all college courses uses e-mail as a tool for instruction, and 30% of all courses have web sites. In spite of that high level use of the technology by faculty members, administrators remain skeptical about its value. Only 14% of administrators agree with the statement, technology has improved instruction on my campus. Green believes that in the absence of empirical evidence of impact the increase in technology use might begin to slow. He noted that some technology trends in society at large have yet to catch on in academe, citing the absence of any meaningful use of personal digital assistants (PDAs) by colleges. He further noted that academe is far behind the private sector when it comes to e-commerce. Only 19% of colleges have e-commerce services such as tuition payment. Perhaps educators have reason to be at least slightly timid about jumping on the technology bandwagon. That many businesses are suffering because they bet on web-based growth rates that are well beyond what could be delivered. That has led to the downfall of several dot com companies. Rather than banking completely on the Internet, Noguchi 2000 encourages business to think of the Internet as enhancing what they already do, and extension of the business rather than a revamping of it. That is not bad advice for colleges and universities with distance education programs. Distance education has existed through correspondence courses for more than a century. Access to distance education was accelerating in the 1970s with the introduction of television bass lessons that were broke faster of the US on public television stations the advanced capabilities of Internet based courses have greatly expanded the reach of distance education courses open new opportunities for learners to continue their education. But the sad fact is that we know little about the impact that these technologies have on the access or quality of education being provided. One question that has been raised Ridley for at least three decades is, how effective is the use of technology in education? This question has been very specifically about distance education. Some studies in recent years have addressed the issue of the roles and effectiveness of technology in distance education. Unfortunately many of those have been a dimensional, that is, they have focused on a single technology is isolation from many other variables from the horse race syndrome; that is, they attempted compared a technology base course with a traditional course to see which came out ahead in terms of student learning. This approach suffers from two flaws: first, it holds up the traditional course as the standard to be emulated rather than asking whether things might be done differently (and may be better) by using the power of technologies, second, it overlooks the sample bias that is inherent in the research methodology when potential students cannot randomly assigned to traditional or distance education courses.
Faculty Issues
Many faculty issues emerge from the literature. Faculty concerns our needs are referenced in most of the composite list of issues cited at the beginning of this chapter. A study of 402 college faculty members drawn from the 85,000 members of the national education Association found that faculty members who have taken part in developing and/or offering distance education courses are generally enthusiastic about the experience and benefits of teaching distance education courses. They might feel that they put in more work on distance education courses than on traditional courses but they also believe the benefits outweighed the extra work involved. Some faculty members have used students as a shield questioned the appropriateness of distance education courses when Fairleigh Dickenson University decided to require that all its undergraduates take at least one distance education course annually in part to help students become global scholars who are able to use the Internet for IT purposes, the American Federation of teachers question whether that was an appropriate requirement for students who do not do well in distance education courses. Nevertheless, some pouty members expressed fear about distance education, some fear that they might be replaced by Barry distance education courses they help develop. Others fear that distance education might take jobs away from Ph.D.'s and put them in the hands of business executives and poorly paid part-timers. Still others resist this is education because they fear it will increase competition from foreign institutions. One thing that seems to increase faculty opposition to distance education is when administrators commit to distance education programs without adequate consultation with the faculty. This became a major issue when Cornell University established e-Cornell to deliver distance education courses and when Temple University established virtual temple. The San Diego State University policy on distance education, developed by the faculty senate, contains several requirements that reflect the concerns of faculty: professors must oversee online courses in their fields, students must have substantial, personal, and timely entry action with faculty members and other students, faculty and the university must agree on who owns the course before it begins, students must be assured of access to appropriate resources and services, and full-time professors must not be replaced by part-time instructors. Another concern of faculty members is that distance education might be leading to a new learning paradigm and changed roles for the faculty. The concern seems to be supported by some of the literature. The draft guidelines for the Council regional accrediting commissions to help colleges and University review the quality of electronically offered online degrees and certificate programs anticipate a new pedagogy won the shifts toward the learner and away from the teacher. Some see the emergence of multi-University portals and statewide virtual universities as evidence of new learning paradigm in which the faculty role changes from teacher to designer of interactive materials and guide for students. Perhaps the most interesting train in terms of potential impact on the roles of about 20 members in distance education is the unbundling of the parts of education process. This phenomenon was identified by this author in 1999 as one of the leading trends in distance and virtual learning in the US (Dirr, 1999). Since then the team had appeared several times. In September 2000, John Stone noted that the task of teaching and supporting students learning are becoming unbundled. One way of breaking out of this components is as follows: curriculum development, content development, information delivered, mediation and tutoring, student services, administration, and assessment. As these functions most of which have traditionally been done by individual factor members are unbundled, it becomes possible to ask who might best performed each function and which of the functions might be contracted out. Distance education provide a fertile testing ground for exploring such arrangements. A growing number state line institutions and consortium provide administrative services for online students. Follet, Amazon.com and others offer electronic bookstores and library services. Others offer testing services the most recent addition to the field is smart thinking.com, an online tutoring service with coverage 24 hours a day seven days a week. The theme of contracting out unbundle services appeared again indecent or 2000. A new digital library company announced plans to offer students online access to searchable books and journals. For a fee of about $20 to $30 per month, students would have access to 50,000 scholarly books and journals (150,000 by the end of 2003). The resources would be searchable by keyword leading some faculty to fear a cut and paste approach to the research and report writing an approach that could lower the effort that students put in to their studies. About the same time the faculty union at New York University was expressing his concern that new roles for faculty hired by the University online subsidiary would begin to break down the teaching functions into a series of discrete tasks performed by different people which would lead to disassembling and de-skilling of the profession. A counterbalance to such faculty affairs can be found in a monograph issued by the league for innovation. The faculty guide in moving teaching and learning to educational networking is intended to encourage faculty members to break a course down into component functions and explore how they can for field each component without meeting any fiscal classroom.
Student Issues
Distance education programs and courses have become known for being more student centered than many other university programs in part because many distance education programs are developed in response to specific perceived needs for the students. But how well our distance education programs doing responding student needs? Few empirical data exist. Young 2000 interviewed seven adult students who were taking online courses. For several the courses provided a chance to be back in college and opportunity they would not have had absent distance education. Many reported a nagging guilt -- that they should be logging-on to their courses web pages more often. Those who were most successful had developed a regular schedule for working on their courses. The oft-reported isolation of distance learner were supported to some extent by these interviews. The students stated that the dismissed instant feedback from their professors. They also found taking exams a logistical challenges especially if they had to travel to campus to take the exam. Although generally satisfied with the distance education experience the students recognize the distance education is probably not appropriate for everyone. Hara and Kling 1999 also studied a small group of students six enrolled in a web-based distance education course. They identify several frustrations that inhibited student performance in the course. These included a felt need to compete among each other on the volume of e-mail messages submitted, a perceived lack of feedback because of the lack of physical presence of the instructor and other students, technical problems and the absence of personnel to provide technical support and ambiguous instructions from instructor. The students dealt with these frustrations by venting them with each other over the Internet. The authors do not end up condemning distance education but rather causation institutions against advertising only the virtues of computer mediated distance education when promoting courses. These studies possibly reflect the way that many distance education courses have been developed they have devolved out of campus base courses in faculty member focus almost all their attentions on getting the content of the course transferred into a new medium the Internet. However a new emphasis began to emerge in the late 1990s spurred in part by a funding program of the fund for the improvement of postsecondary education. The fund encourage institutions amending proposals for funding to think about the entire student experience when designing distance education courses as much emphasis was placed on making quality student support services accessible at a distance as was devoted to quality presentation of the course content. One of the recipients of the fund for the improvement of postsecondary education grant was the Western cooperative for educational telecommunications an organization that has played a leading role in looking at how support services are provided to students studying at a distance. The goal of the Western cooperative for educational telecommunications -- the fund for the improvement of postsecondary education Project was to identify colleges and universities that had developed quality suites of student support services that were delivered to students at a distance. From a survey of 1028 institution the project learned that most institutions that offer distance education courses that concentrated on delivery of existing courses without developing new support services for students studying electronically. Most held firm to traditional structures and policies for student support services. The findings of that study led Western cooperative for educational telecommunications to create its guide to developing online student services. This guide offers a series of the practices for delivering student services via the Internet. It ends with a section call outstanding web-based student services system, which highlights some institutions that have shifted from a provider perspective to a customer centered orientation for providing student support services. The most advanced institutions have three decision-support systems that offer students variety of opportunities for self-help and customized services. The guide notes that within the past couple of years a number of software companies have been gone to develop products that assist institutions in making the transition to a customer centered orientation. For-profit and nonprofit companies are also developing resources that help students sort through the thousands of online courses that are available and to choose a course that best fit each student's needs and interests. Rose 2000 evaluated 21 online course database is designed to help students locate the right courses or program. Criteria for evaluating databases include user friendliness, search capabilities, reliability, course offerings, course information, and connectivity. Another student issue that continues to work in the background distance education is the number of dropouts from distance education courses. It is generally recognized that enrollments in distance education courses are increasing but so is the number of dropouts. National figures do not exist but anecdotal information suggests a sum that dropout rates are higher in distance education courses than in traditional courses. Direct comparisons across institutions are difficult because institutions in a report completion and dropout rates in any consistent way. Some speculate that distance education dropout rates are higher because distance education students are older than traditional students and have busier schedules. Others argue that the nature of distance education courses is at fault in that they cannot supply the personal introduction that some students crave. This is certainly an area that deserves further research. Some colleges have entered the world distance education without fully considering the implications for disabled students they were surprised, for example, that they must include the virtual equivalents of wheelchair ramps on the web sites when building online courses. This can raise the cost of developing online courses. Provisions of the American with a disability act and the vocational rehabilitation act are generally interpreted to apply to online education programs even though the US office of civil rights has not yet issued rules for online courses. In the meantime colleges are being urged to use guidelines developed by the California community colleges system. The report of congressional web-based education commission has already reference above. The report recognized the students in distance education courses and programs are penalized by existing laws and regulations. One regulation is that specifically targeted is a requirement that to be eligible for full student aid a student must at least take 12 hours of classes each semester. The whole question of student aid for students enrolled in distance education courses was studied by IHEP 1998. In its report student aid for distance learners: charting a new course, IHEP suggested several principles future policies regarding student aid for distance education: student aid should be available without regard to mold of institutional delivery, delivery of student aid should be learners center, with eight following the student through the academic program, aid should be awarded only to those an accredited programs of study, awarding of age should be tied to standards of academic progress and not average really measures of time, regulations allow flexibility on the part of institutions, and aid amounts and limit should focus on lifetime standards rather than annual or institutional maximums.
Research and Evaluation
The need for research and evaluation distance education generally recognized however that the need is really get in shape. Consequently although many studies can be found there is little organization among them and cumulatively they did not add up to a significant body of research on topics that are critical for guiding the future of distance education. As in 1990 the author will encourage the research community to concentrate their energies on a limited number of questions so that the sum total of the research efforts might have far more impact on the future of distance education than if they were without a focus. Certainly some quality research and evaluation is done in distance education, Phipps and Merisotis 1999, of IHEP with backing from the American Federation of teachers and the national education Association analyze what current research tells us and does not tell us about the effectiveness of distance education. They found that many of the questions educators have about distance education are unanswered by existing research in their opinion although there is a not insignificant body of original research, little of it is dedicated to explaining or predicting distance education phenomenon. From their perspective, three Bourque measures of effectiveness dominate the research: student outcomes, student attitudes, and overall student satisfaction. According to Phipps and Merisotis most of the studies of distance education conclude that distance education compares poorly with classroom base instruction and that students enjoy higher satisfaction with distance education courses then with classroom base course. However their review of research suggests that many of the research studies are of questionable value, rendering the findings inconclusive in the opinion of the reviewers. The current research suffers from key shortcomings: it does not control the extraneous variables and cannot show cause and effect, it does not use random selection of subjects, and the validity and reliability of the issue mints are often questionable. In looking at gaps in current research Phipps and Merisotis identify the following needs: studies of student outcomes for complete programs of study rather than the single courses, careful attention to the differences among students, investigation of reasons for dropout rates, research on how differences in learning styles relate to different technologies, research on the interaction of multiple technologies, research on the effectiveness of digital libraries, and development of the theoretical or conceptual framework. Using a modified Delphi technique, Rockwell, Furgason, and Marx 2000 surveyed educators in Nebraska to identify needs for distance education research and evaluation. They identified for topic areas: cooperation and collaboration among institutions including postsecondary and secondary schools, designing the educational experience to meet the unique needs of distance learners, teach preparation especially in competencies that are unique to distance education, and educational outcomes expressing participation and completion rates. Smith and Dillon 1999 tackled a difficult problem of how to conduct comparative studies that will withstand critical review. They know that most comparative studies have suffer from confounding factors in their methodologies making the findings suspect. They propose a schema to address the issues of confronting factors, the media attribute theory, a framework based on identifying the defining categories of attributes that are embedded within each delivery system and media used in distance education course. The categories of attributes they suggest include realism/bandwidth, feedback/interactivity, and branching/interface. Writing in the Chronicle of Higher Education, Dan Carnavale 2000 reported on a study criteria for an excellent online course, Lee Alley chief executive officer of world-class strategies Inc. Alley stated that some aspects of distance education that were considered novelties if you years ago are now considered essentials for quality distance education. He specifically cited regular into action between student and faculty and among students, a student centered approach, and a built-in opportunities for students to learn on their own. He concluded that distance education is changing the theoretical underpinnings of tertiary education by forcing an understanding that you don't transmit knowledge; knowledge is constructed. This will inevitably lead to a change from faculty centered to student centered instruction. Ongoing tracking of developments in issues in distance education has been a characteristics of the work of the CHEA and IHEP. Since at least 1998 these two organizations have worked together to issue an annual report, distance learning in higher education. The report looks at the status of distance education at the tertiary level in the US, tracking growth, identifying trends, and raising issues. The organizations have also undertaken focus studies of distance education, such as IEHPs what's the difference? A review of contemporary research on the effectiveness of distance learning in higher education and quality on the line call in benchmarks for success in Internet base education. One issue that has gotten sporadic attention from researchers and the cost of distance education. Brian M. Morgan, a professor at Marshall University has developed an interactive spreadsheet that will help an institution compute the likely cost it will incur in offering distance education courses. Morgan 2000 also wrote and extensive background paper, is distance learning worth it? Helping to determine the cost of online courses, in which he identified the research he did several original surveys to obtain the data on which he based the algorithms used in the interactive worksheet. The paper contains many helpful references and insights. Business might be even more concerned about the cost of providing learning opportunities than some colleges and universities. Writing and the Washington Post, Evans 2000 noted that Internet base lessons are rapidly overshadowing traditional manual and face-to-face classes and many corporations. According to international data Corp., which falls more than 200 e-learning companies, the e-learning market will grow from $550 million in 1998 to $11.4 billion in 2003, especially in the view of the need of companies to deliver up-to-the-minute training to workers all over the globe without having them leave their place of work. Not all e-learning is online because not every place on earth have the bandwidth needed to accommodate interactive learning over the Internet. Whalen and Wright 1999 use the case study approach to analyze the cost benefit of web-based telelearning at the bell online Institute. They examined the relative importance of several design elements and presented a detailed cost-benefit analysis model of courses that Bell uses to train employees and customers. Treat courses each equivalent to a two-day classroom course were developed and offered on for learning platforms (WebCT, Mentys, Pebblesoft, and Symposium). Fixed and variable costs were computed for each, including the cost of delivery platforms and transmission costs, salaries, hardware, and license fees. The author concluded that web page training has higher fixed cost than classroom base training but those costs are offset by lower variables costs in course delivery given a larger enough number of students overtime.
Conclusion
There are many policy issues concerning distance education that must be addressed over the next decade. There is little evidence in the literature to indicate that they will be addressed in any systematic way. That along with the fact that distance education holds the potential to have a greater impact on higher education than any other single phenomenon for several decades, leads this author to suggest that the education community consider adopting a framework, a focus, and funding that will permit systematic development of policies that can advance quality distance education. A systematic approach will also facilitate the documentation and validation of the impact distance education has on the lives of learners. At a starting point, the author suggests that the policy issue areas identified above serve as the framework for policy development. The focus might be created by carefully crafting the few questions in each policy area.

I had to interview two subjects. One a teacher and the other a administrator. I asked them both the same 10 questions. Below is the questions and both subjects answer. I need an essay that compares and contrast their responses. What things did they have in common? What thinngs stood in stark contrast? What did you learn about being and insider in the education profession. Please encorperate all the questions that I have asked. Here is the interview:

1. Why did you choose to go into education as a career?

Teacher Answer: I have always loved babies and little kids. When I changed colleges, University of MD was just too big for me, I came home for a while. My mom was a para in a K classroom and she was going to have surgery and be out of school for about 6 weeks. So the teacher she worked with talked with me and asked if I would apply to substitute in her place. I LOVED IT!!! and that is basically how it all began 24 years ago.

Admin. Answer: I choose this profession because I felt I could make a difference in the lives of children, particularly the disable and less fortunate. I also choose it because it is very rewarding once you wade past the challenges. I also choose it because I felt more christian educators in the public sector was needful.

2. Would you recommend the education profession to others? Why or Why not?

Teacher Answer: I would if they have a spouse who works and makes a better income than they would, especially in this county.

Admin. Answer: Only if they feel that children are a priority and not just a "job". I sincerely believe it is a calling and a person must love the field of education or they will not be successful as measured by student success.

3. Are there any other teachers in your family? If so, who?

Teacher Answer: . My second to oldest sister is a teacher, and she an I have always been close. As I said before, my Mom was a para in Kindergarten

Admin. Answer: My daughter for a period of time, but now she is in PA school, my sister has been a social studies teacher and now is a media specialist at the public school level.

4.What is your highest level of education?

Teacher Answer: . I have a Bachlors in Elem Ed, plus 30 grad class credits.
Admin. Answer: Master in Administration and Supervision


5.How long have you been an educator?

Teacher Answer: This is my 24th year
Admin. Answer: 8 years as a principal, prior to that, 19 years as a teacher

6.What is your greatest challenge as an educator?

Teacher Answer: The greatest challenge is all of the BS that comes from the "higher ups". There probably isn't a teacher out there that would like for "them" to come back to the classroom for a month and see if they can get it all done. Other challenges are non supportive parents who would rather question and argue instead of work with you to help their child. It seems like as soon as you mention there is a problem, right away they think you are going to want the child on medication and that is NOT always the case. Can't tell you how many kids come to school tired, hungry and unclean. Just a real shame.

Admin. Answer: The greatest challenge I faced was my attempt to get the regular ed. teachers to understand modification and accomodations for the needs of disabled students.


7. How do you balance the demands of your profession with the political realities of the education system?

Teacher Answer:. I focus on the kids. Everyday. If I didn't I think I would go crazy. I do what is asked as far as the "educational system" but bottom line, the students are MY kids for 180 days and I do what I think is best for them.

Admin. Answer: I have made it clear to the central office that I will not do anything unethical and I have also been politically incorrect at times due to that standard.

8.Do you live in the community that you work in? If yes, do you believe that it is important for educators to live in the community in which they work? Why or why not?

Teacher Answer: . I am from the same county not the same community. One of the first pieces of advice my sister gave me was "Don't teach in your backyard." I think that is wise. It's good to keep some distance from you and your students and not see them each weekend at the grocery store. That way they still think that you live at school

Admin. Answer: NO, but there is a definite advantage to living in the community---one you can be at community affairs very qucikly, you get be readily available to the students, parents, and other community persons.

9.Who was your greatest educational influence?

Teacher Answer: My fourth grade teacher Mrs. Balderston. When I got to fourth grade I couldn't tell time and was very embarrassed by that. When I finally got up the nerve to ask her to teach me, she would take a small clock out to recess with her and she and I would "secretly" work with the clock. She would tuck it into her pocket when other kids would come up to ask her a question. She NEVER made me feel stupid for not knowing how to tell time and would never put me on the spot during the "time" unit. When I had learned time very well, she gave me a beautiful little clock that I put on my dresser. She was an amazing teacher.

Admin. Answer: Mr Harold Lamb--he was always patient with the rowdy students in school and could direct our energy toward the educational perspectives

10.What is the greatest benefit of being an educator?

Teacher Answer: Watching the light-bulbs turn on. I love seeing kids master something that they didn't know or know how to do. Your students are like sponges and they are just waiting for you to let them soak up as much information as they can, as long as you present it in a fun, non threatening way..... this is my greatest benefit..... Of course I LOVE to get hugs from past students each morning as they walk on down the hall to 3rd grade too

Admin. Answer: As I assessed the learning, seeing every child involved and not child left behind or isolated from the others always brought me a feeling of well-being among the staff and students. I have always felt concern for the child shoved aside and left to themselves.




Ok....I hope that is easy to read. I just don't know how to write this paper and need alot of direction. Please email me or call if you need any additonal information. Im in a cruch on this. I need to get this back, so I can actually write my paper in some form or fashion, by my deadline on Sunday. Thanks for your help yet again.

Content should include: (This is EXTREMELY IMPORTANT)
1) A strong thesis ,making a logical argument which relates to the assigned topic of the essay.
2) Include at least two strong supporting arguments, contained within separate paragraphs.
3) Have a good logical flow,emphasizing both original thinking
4) Include a concluding statement, summarizing the main point of the essay.
5) Include supporting media (IN THE FORM OF APPROPRIATE ARTICLES)

Ok, now for the assignment question:
DO SCHOOLS KILL CREATIVITY?

What is your experience, are there more opportunities for students to express themselves creatively ?
What are the outlets for creativity, are they increasing or decreasing?
What research can you find about trends? What do you think these mean? What is the significance of the studies n creativity?


The following essay is my original essay ,but it was deficient. You need more structure, more research, and stronger arguments. What I want is something 100% better than this. completely different. Feel free to use some of the sentences for the essay you will write ,but at the most only use like 5-8 sentences if you must.



Schools have been killing creativity since the beginning of time. Teachers keep teaching students to think inside the box. Many people take creativity for granted, when in fact it is one of the most important things schools should be focusing on. Creativity is an art; it is to create an idea and to form imagination into reality, therefore it be further should promoted in schools.
Students cannot focus on their strengths in school because teachers kill any form of creativeness. When I was in Elementary school, I remember that my teacher would gasp at the sight of me drawing or dancing in class. It is not only in the classroom that this happens, but everywhere you go. We will slowly come to a point where math and science will be the only two things taught in school. In High School it became clear to me that society doesnt really support the arts as much as they support other subjects in school such as English. What society has done to schools is to maximize tests and discourage the arts.
It is my strong belief that there are not many outlets in which a student can express their creativity. We are all born with a tremendous amount of talent whether itd be in the sciences or arts, but our schools cripple these talents and therefore we are disabling students to expand their mindsets. According to an article on CNN Sir Ken Robinson states, In education, this vast waste of talent involves a combination of factors. They include a narrow emphasis on certain sorts of academic work; the exile of arts, humanities and physical education programs from schools; arid approaches to teaching math and sciences; an obsessive culture of standardized testing and tight financial pressures to teach to the tests. Although not realized, people are slowly becoming less and less creative which will impact our society in a negative way.
The main reason why studies started to focus on killing creativity was because it has become significantly increasing over the past years. Students should be encouraged to expand their creativity or else we will become a dead society. Not only should there be teachers that promote creativity, but schools that teach this kind of education as well.

You need more structure, more research, and stronger arguments.

Students in the security concentration are required to write a detailed document in their respective areas. The security project requirements will be dependent on the student?s security concentration. Each will require a series of security documentation suitable for a hypothetical or actual large corporation. Students completing the Computer Security concentration will include corporate security policies that address security related considerations, a detailed document describing the organization?s defense in depth measures, firewall design and configurations, and an audit checklist covering firewall, intrusion detection system, operating system security, and database security. Students completing the Security concentration will include corporate security policies that address security related considerations, a detailed document describing the organizations defense in depth measures, a corporate contingency of operation plan, and a corporate disaster recovery plan.

The first two weeks of this course were dedicated to developing a project proposal. The project plan was to include: project description, team members, roles of each team member, (note: team members in this context are fictitious in your project. detailed time-line describing goals of each week, data schema, graphical interface design, report design, testing plan, deployment plan, support plan, schematics, and other relevant information required for project planning in each concentration. The project proposal was approved but professor said timeline needed improvement.

I need the first 15 pages by May 4th and the last 15 by May 16th. I also need a 2 paragraph update as to work completed this week by Saturday April 28th.

Student should write a 6page paper utilizing the biopsychosocial model to assess an older adult (70 year old or older) and make appropriate recommendations regading a treatment plan. It is important to include any illness or disability that this elderly person may have and the medication(s) or therapy that he/she having to deal with such problem. Include some any theory,such as Erickson's Development or Jungian's Theory that can be relavant to the person's current issue(s).

Biopsychosocial Assessment/Plan:

1. Biological-medical diagnosis, medications,acess to health care,excess dissabilities, pain, functional status...

2. Psychological- pre-existing mental illness, 3 D's (depression, delirium,dementia)

3. Social- social supports, caregiving issues, sociaeconomic status, culture, ethnicity, religion, language, sex life-active/inactive,socialeconomic status, multiple jeopardy (lower economic status,poor,non-educated)

4. existential- weaving in life, end of life issues (does he/she fell as if he/she has live a fulfilling life and accomplished his/her goals in life.

5. tratment recommendation- what are the things that you would suggest to this person to make his/her life more fulfilling, rewarding or and perhaps less painful (considering all of her issues/situation-economical, physical,emotional and social.

**These are suggested ideas that can be use to write the 6 page paper and things may not necessary apply to the elderly person in mind.
The book by Susan Krauss Whitbourne, Adult Development and Aging was the one used (only chapters 1-8)for this class.

I believe that both term paper # 1207 and 17521 can be a good sourse to complete paper.

Please, notify me as soon as posible if order can be completed.

Students will complete a 5-page literature review on a topic in psychology. Paper topics are about autistic children. Find at least 6 references and summarize and explain. NONE of your opinion and thoughts is included. Also DO NOT JUST SUMMARIZE THE REFERENCES IN EACH PARAGRAPH. Three of the references must be recent (e.g., books and/or journal articles published within the past ten years,).

Please use these sources as part of the 9 sources needed.

1) Children with Exceptionalities in Canadian Classrooms - Eighth Edition, Margaret Winzer.

2) Technology For Students with Learning Disabilitiies ( Educational Applications) by: Kyle Higgins and Randall Boone

3) Technology and Exceptional Individual, By Jimmy D. Lindsey 3rd Edition

4) Technology and the Diverse Learner: A Guide to Classroom Practice
By Marty Bray, Abbie Brown, Timothy D. Green (2004)

5) A Teacher's Guide to Using Technology in the Classroom
By Karen S. Ivers, Melissa Pierson, 2003.

If you have problems getting any of these materials. let me know right away. As I can retrieve too.

Thank you, please don't hesitate to contact me about anything. C

1) Requesting the same gentleman who wrote the previous Research Paper for me as I need for him to "fine tune" his previous paper.

2) Review must address the following:
a) address the educational issue/problem of
Students with Visual Impairments: Inclusion or Schools
for the Blind
b) address topics & subtopics NOT simply to summarize what
others have already found
c) 21 research articles from 1995 to present
d) include: introduction, body to include subtopics & what
reseach sais about them, a conclusion that summarizes
the findings & addresses limitations and sugestions
for future research
e) APA style
f) incorporate quotes, citations...not overly done,
however
Can you please attach a printout of the sources utilized so that I can go in and further edit, if needs be? This would be helpful vs. my searching under the title of the Journal and having to subscribe to open anything up!

I shall e-mail further sources as some are from before and some are newer.

PLEASE ENSURE THAT THE PAPER ATTACHES PROPERLY THE FIRST TIME...THE LAST TIME IT WAS NOT AND IT CAUSED A FURTHER DELAY! THANK YOU.

There are faxes for this order.

1. What were the two main findings in the PARC Case (1971) ?
2. Identify by exceptionality the students who were eligible for Exceptional Student Education under the provisions of the Education for All Handicapped Children Act (94-142) passed in 1975?
3. Do the parents have to pay for the education if their disabled child attends a public school?
4. Why is a regular education teacher included in the IEP (Individual Education Plan) team?
5. Define the term, appropriate education.
6. Define the term, Individual Education Plan or IEP.
7. What did the U.S. Supreme Court decide in the Rowley Case?
8. What did the U.S. Supreme Court decide the school had to provide in the Tatro Case?
9. In Cedar Rapids v. Garret, The U.S. Supreme Court decided that the school had to do what for the student?
10. What was the decision of the U.S. Supreme Court in Honig v. Doe?
11. Explain when a school must hold a manifestation determination hearing?
12. Explain when a school must develop a behavior intervention plan (BIP) for a student?
13. What is the definition of a least restrictive environment or LRE?
14. What is the definition of related services?
15. What did the U.S. Supreme Court decide in Schaeffer v. Weast (2005)?
16. What does the term: Response To Intervention (RTI) mean for public school principals and teachers?
17. What did the U.S. Supreme Court decide in Winkelman v. Parma City School District (2007) ?

Customer is requesting that (gibbs) completes this order.

Here is a basic rationale for the paper:
With the implementation of inclusive practices, students with disabilities are receiving educational and related services in the general education classroom. Professional school counselors are playing a more active role in providing comprehensive, developmental guidance and counseling program options to these students and their families.
The rationale does not need to be included and is for your reference only.

Please try to tie in 1 page of the 6 to the School Counselor's role with respect to Scientific Research-Based Interventions (SRBI)

Identify an issue that occurred within a school that you have read about concerning a student with a disability. If possible, interview those involved in the case to find out their perspectives regarding the situation and procure information regarding how the situation was handled.
I know it would be difficult to interview any particular parties, but Im hoping the issue you choose is within the last 5-10 years.

Write a case study of 1,250-1,300 words

1.Summarize the situation/story.
2.Provide a detailed analysis of your impressions of the perspectives and assumptions of each person involved in the situation (parents, teachers, administrators, student, others). Be sure to provide a balanced and fair analysis of their possible perspectives and assumptions in your discussion.
3.Discuss how a court might rule in this situation if it were taken to the court system. Be sure to include examples of case law (cite actual court rulings) and recent legislation to substantiate your hypothesis of how a court might respond to the situation.

How stress can affect students with disabilities.

Criteria:

-clear and coherent review of the issue
-info that provides a foundational knowledge of the topic
-relevant details
-info provided by formal sources
-multiple sources (at least 5)
-a balanced perspective
-APA format

1 paragraph on implications for the practicing Special Education Teacher Assistant ("use I")

The intent of this proposal is to give the student experience in making decisions related to research. Your assignment is not to actually conduct the research but rather to design an evaluation. Incorporated in your proposal will be a logic model of the program and how it relates to a policy issue/problem, a proposed work plan for an impact analysis and a process analysis. Within each of these work plans you need to include data collection methods and other issues related to analysis of the project. The criteria used to judge the proposal will be the amount of detail included in the proposal, the degree of integration evident in the proposal and the defense of the choices that the student has made.

Course project: Each student will design an evaluation proposal of a public, nonprofit, or health program. You will define the program you intend to evaluate, develop a logic model for the program, and establish the evaluation questions for your study. Next, you will design the evaluation which will address the question(s) of your study. The paper should include a data collection instruments and a plan which anticipates and addresses the problems and obstacles that are likely to be encountered. The next section should provide the detail of an analysis plan that will ensure that the questions that are posed are answered with appropriate data in the best possible fashion.
Literature Review: Review past social science empirical and theoretical literature which is related to your evaluation question(s). What are the central concepts in the literature? What methods and designs have been used? What findings or conclusions can be drawn from this literature? What are the explanations given for these findings? Develop a set of working evaluation questions for further analysis. The evaluation questions can be simple statements about the expected relationships deduced from current literature; or they can observations of gaps in the literature and your reasoned expectations of how gap(s) can be filled. Included in your literature review should be a theoretical/conceptual model that explains the interrelationships among factors. You are to hand in a typed, well reasoned and written document presenting the results of your literature review, conclusions, and evaluation question(s). The assignment should be between 5-10 typed double spaced pages.

Rough Draft of Executive Summary:

Executive Summary for the U.S. Department of Labors Disabled Veteran Outreach Program

Background: This study will be conducted in response to concerns raised by unemployed disabled veterans returning from operations in the Middle East. In 2005, an estimated 55,000 of the 2.5 million veterans with service-connected disabilities were actively seeking employment, and current military operations in the Middle East have or will increase these statistics in the coming years(GAO-07-594, May 2007). And in 2007, the unemployment rate among veterans who served in the U.S. Armed Forces since September 2001 was 6.1 percent, the Bureau of Labor Statistics (BLS) of the U.S. Department of Labor reported today. About 17 percent of these veterans, also called Gulf War-era II veterans had a service-connected disability in August 2007. The jobless rate for veterans of all eras combined was 3.8 percent in 2007. About 12 percent of all veterans had a service-connected disability in August 2007 (DOL, 2008). Since, 2002, the Department of Labor has helped disabled veterans find employment through the Veterans Employment and Training Service programs (VETS), which is administered through the Disabled Veterans Outreach Program (DVOP). This program is funded by a grant from the Labor department to the state workforce agencies. Since Americas disabled veterans continue to pay the cost of freedom, it is important to analyze this workforce phenomenon in more detail. It is the purpose of this proposal to examine the effectiveness of the DVOP programs goals and of the disabled veterans experience upon completion of the Disabled Veteran Outreach program.
In this study we will use a well-known dataset, the 2003 U.S. Department of Labor, Bureau of Statistics, which was conducted every two years since 1985, to examine the labor market outcomes of disabled veterans, non-disabled veterans, at ages 18 years and over. We will begin by describing the data-set, and then document what proportion of veterans are employed, unemployed, who served during the selected period of service of post September 11, 2001. This examination includes an analysis of how much veterans experiences vary by their characteristics, such as whether they are service-connected or non-service connected veterans. We conclude by describing the labor market trajectories of unemployed disabled veterans. Specifically, we analyze a random sample 25,000 reported disabled veterans from the 2003 (DOL) data set mentioned above. We also will send out a survey questionnaire, where questions will be asked of persons 18 years of age and older regarding their prior service in the U.S. Armed Forces and whether they had a service-connected disability in this sample. We conducted a literature review of studies on disabled veterans employment.



Work Cited:

Veterans Employment and Training Service: Labor Could Improve Information on Reemployment Services, Outcomes, and Program Impact. GAO-07-594. Washington, D.C.: May 24, 2007.

Employment Situation of Veterans: 2007. USDL 08-0456. Washington, D.C.: April 10, 2008.


There are faxes for this order.

Please answer the following question:
Should disabled veterans get preferential treatment over better qualified candidates who are not disabled veterans?
EXPECTATIONS:
? Make sure to contrast DVAAP to programs that involve affirmative action for women or minorities?
? Be sure to refer to the logic of the Affirmative Action arguments laid out in the background information. THIS IS VERY IMPORTANT; show me that you understand the logic of those arguments that are relevant to your answer.
? Be sure to set out the utilitarian and deontological considerations.
Please write a five page paper answering this question.
A Spin on the issue
After listening to my background lectures and reading what I wrote, you were probably thinking that I am going to ask you a question on affirmative action and race or gender. I won't disappoint you. But affirmative action goes beyond that. AA for the disabled is a very interesting issue. Make them veterans and you really have something worth thinking about.
Take a moment and Click Here to check out the Disabled Veterans Affirmative Action Program (DVAAP)
"Most departments and agencies in the Federal government are required to have an affirmative action program for the recruitment, employment, and advancement of disabled veterans. The law requires agencies to develop annual Disabled Veterans Affirmative Action Program (DVAAP) Plans." (site excerpt)
Go to the Proquest Cyberlibrary and read:
Affirmative action requirements
Charles J Muhl. Monthly Labor Review. Washington: Jan 1999. Vol. 122, Iss. 1; p. 48 (2 pages)
http://proquest.umi.com/pqdweb?index=9&did=40292833&SrchMode=2&sid=6&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236292443&clientId=29440
Please answer the following question:
Should disabled veterans get preferential treatment over better qualified candidates who are not disabled veterans?
EXPECTATIONS:
? Make sure to contrast DVAAP to programs that involve affirmative action for women or minorities?
? Be sure to refer to the logic of the Affirmative Action arguments laid out in the background information. THIS IS VERY IMPORTANT; show me that you understand the logic of those arguments that are relevant to your answer.
? Be sure to set out the utilitarian and deontological considerations.
Please write a five page paper answering this question.





Background
CLICK HERE for a video on discrimination (real player)
or
part 1http://www.youtube.com/watch?v=Ps_B27jE3es>
part 2
part 3
For a written explanation of the utilitarian and deontological perspectives on Affirmative Action, Click Here.
Required Reading
The following is a listing of sites with detailed information on Affirmative Action. Some sites provide information on the moral issues involved. Others present the legal and historical perspective. Some will link you to corporate and institutional policies.
You are only required to visit the first link and read up on the major topics discussed in my written analysis linked above. At the AAD Project you will find more than enough information. Use the remainder of the links to help direct your research when you need.
Click here. The Affirmative Action and Diversity Project: A Web Page for Research (2007). Retrieved 2009 from http://aad.english.ucsb.edu/
The AAD Project represents a variety of viewpoints. They wisely shy away from the simple minded for and against kind of thinking to expose the various facets of this complicated issue. (and I am not just saying this since it is my alma mater!) Use this page to delve deeper into, definitions, the current state of Affirmative Action, legal rulings, and issues like merit, quotas, and culture.
OPTIONAL
The American Association for Affirmative Action is the association of professionals managing affirmative action, equal opportunity, diversity and other human resource programs. Click here: The American Association for Affirmative Action (2007). Retrieved 2009 from http://www.affirmativeaction.org/
The University of Maryland's Diversity Database is a comprehensive index of multicultural and diversity resources. Click here: The University of Maryland's Diversity Database (2007). Retrieved 2009 from http://www.umd.edu/diversity/web/
www.hr-guide.com had a lot of information on the latest issues.
BE CAREFUL; THERE IS A LOT HERE, USE WHAT YOU NEED FOR THE CASE AND SLP BUT DON'T GET SWAMPED WITH THE TONS OF MATERIALS ON THE WEB; YOU ONLY NEED TO FIND WHAT YOU NEED TO DO YOUR ASSIGNMENTS, YOU CAN'T READ EVERYTHING!!
Modular Learning Objectives
By the end of this module, the student shall be able to satisfy the following outcomes expectations:
? Case
o Discuss the moral nature of discrimination
o Describe affirmative action programs
o Assess the utilitarian considerations of an affirmative action program
o Assess the deontological considerations of an affirmative action program
Ask yourself, is "discrimination" a good sort of thing or a bad sort of thing? I guarantee that 99% of you will say that it is bad. Discrimination, you might say, involves wrongly denying someone a benefit due to prejudice, e.g., race, religion, sexual orientation, etc.,. Well, not quite.
If I said to you that you are a discriminating person, have I just insulted you? I don't think so. To be a discriminating person is a good sort of thing. To discriminate, then, simply means to pick and choose. That is what human beings do! We are discriminators, we select based on discriminating judgment.
Ok Dr. Gold, you say, you are playing games with us. Of course discriminating in general is fine. But discriminating in the business arena (this is a business ethics course after all) is wrong. You should not discriminate in hiring practices. Well, not quite. When hiring one discriminates on the basis of education, job experience, qualifications, and more. A good manager does not simply hire the first person who walks in the door! He or she discriminates (I hope).
Ok Dr. Gold, you say, then it must be wrong to discriminate in the workplace based on certain things. It is wrong, you say, to discriminate based on, for example, religion, in the workplace. One should NEVER let religion come into play when hiring. I suppose. But how about the situation where you are hiring for your Methodist Church. When hiring a new Minister for your Methodist Church it is entirely proper to discriminate based on the religion of the applicant. It would be silly to insist that this Church must interview Catholic Priests.
Here is something we call a BFOQ, or bona fide occupational qualification. In this case, religion is a real qualification for that job. Similarly, one could insist on only interviewing women for a job as head of the women's studies program, or an African American to head the African American studies program. Race, gender and the like can be a qualification. I am certainly not saying that it is always a qualification. Rather, I am making the simple point that it can be. And if it can be acceptable to discriminate on the basis of race etc.,. in a hiring practice then it is not wrong to do so per se.
With this very general introduction to the moral issue of discrimination, we will now move to the substance of the issue, what do we do about it? One approach involves affirmative action, or actively preferring a person(s) from one group over another. In other words, affirmative action involves discrimination for the purposes of changing social inequality. We will be looking at this from a variety of perspectives.






TheUnited States, like most societies, is a society lives with division. While the principles of equality of opportunity are deeply rooted in theAmerican zeitgeist, in reality that is a goal. Apartheid and racialsegregation was something still very recent. The women's movement isbarely a few decades old. Other groups, like gays and lesbians, stillfight for their right to be treated fairly.
Equality is the goal - a goalwe move closer to each day. But there is still much to be done.
Affirmative Action is one wayto get there.
AffirmativeAction involves some sort of preferential treatment. In some way, aparticular disadvantaged group is given some benefit. This can be done intwo ways:
Quotas: Here there is a rulethat at least so many people in a given program will be from a certaingroup. For example, a medical school may require that 3% of all incomingstudents be African American.
Case by Case: Here certaingroup features are factored in to the selection process. There is noparticular number, simply an attempt to consider the group in some specialmanner. For example, a school may try to get a racial and gender balancein the student body by considering race or gender in the selectionprocess. There is no actual number. Simply the goal of seeing somekind of parity.
Obviouslythis kind of approach to workplace diversity has seen its share of controversy(that is why we are talking about it!) Let's list out the deontologicaland utilitarian issues that we will be considering:
Deontological For AffirmativeAction:
? Compensatory Justice: Those discriminated against in the past have a right to be compensated for that past harm. They deserve the job as compensation.
Deontological AgainstAffirmative Action:
? Reverse Discrimination: The white male who is denied the position is discriminated against based on his race/gender.
? Merit: Only the best deserve to get the job, i.e., have the right to the job.
? Quotas: All Affirmative Action involves quotas and quotas are necessarily wrong.
Utilitarian Arguments ForAffirmative Action:
? AA benefits minorities who would otherwise not have the opportunity.
? Helping these individuals will help the disenfranchised communities they come from.
? Diversity: a mix of people in any workplace makes it a stronger place.
? Non-minorities will benefit from cross-cultural exposure.
Utilitarian Arguments AgainstAffirmative Action:
? People will resent minorities who get preferential treatment. This is bad for morale and bad for the individual.
? Unqualified people will get positions they cannot handle. This may even lead to dangerous situations.
Asyour professor it is incumbent upon me to first, present the issue thoroughlyand fairly, second, present engaging assignments that give you the opportunityto think it through yourself, and third give you my assessment of the issue asan experienced philosopher. You do not need to agree with me. Youare graded on how well you answer the questions asked of you. Any side ofany issue can be argued for well, or argued for poorly. That is what Ilook for in grading. Think for yourself. But I cannot ask you tothink for yourself if I do not do the same. So, if you want my take onthese arguments ClickHere.
To my mind, the deontologicalissues on both sides fail.
Compensatory Justice:If Aharms B,then Ashould fairly compensate B. That is the principle of compensatory justice. But when minority person Agets the job instead of white male Bthis does not work. It is often the case that Ahas never suffered discrimination, and it is nearly always the case that Bnever did anything wrong. Compensatory Justice breaks down on theindividual level. As a class phenomenon it makes sense. But whenindividuals are rewarded and punished it fails.
Reverse discrimination:With affirmative action a white male looses the job because of race. Butas we saw above, discrimination based on race is not perse wrong. One can discriminate quite legitimately. I do not have time to defend thepoint, but let me at least say: discrimination is wrong based on thepurposes. When it was the case that no African Americans could work as,say, Doctors, the purpose was to keep African Americans out of positions ofpower; discrimination existed for the purpose of keeping people inbondage. However, with affirmative action the purpose lies breaking thatbondage. I suspect that this will not satisfy many of you. But thatis fine. We have time to make this out, and in the end of the day it doesnot matter if you agree.
Merit:Only the best deserve to get a job. First, merit is largely determined byopportunity. A rich kid, with lots of computers, at great schools, quietcommunity, where he does not need to work will always get better grades and testscores than the poor kid who works 40 hours a week, has pathetic facilities,lives in a dangerous areas, and the like. So merit is largely determined byopportunity. Second, "merit", i.e., what it means to be thebest, is largely determined by people in power. The tests are made up bypeople in power, the criteria are made up by people in power. I could fillyou with examples...and in fact I will...later.
Quotas:First, we saw that affirmative action need not be done by quotas. It canbe done on a case by case basis. Second, quotas are not inherently evil;it depends on the purposes. The argument typically goes: "just likequotas that said only 3% of the student body may be Jewish, quotas which areclearly wrong, quotas that say 3% of the student body must be African Americanare wrong". These are two different types of quotas. Oneis negative or exclusionary, meant to keep certain people out, the otherpositive or inclusionary, meant to insure that some people are allowed in. Neither is necessarily morally wrong. To have an exclusionary quota, nomore than 5% of the student body can come from out of state (a common quota forland grant schools) is perfectly acceptable given their mission for educatingstudents from that state. So quotas are not perse wrong, let alone necessary foraffirmative action.
This should show why I don'tthink much of the deontological arguments on either side.
To my mind, the question isstrictly utilitarian; does affirmative action work? Do you in fact get thegood results you say you will, or do the bad things overwhelm? I supposethat it depends on the program. Let me present an example each way:
I taught at a lovely littleliberal arts college in Minnesota that had its pick of students, since it hadunlimited scholarship money and an amazing reputation. In admissions theywere careful to select a diverse group. Honestly, sometimes it seemed likeNoah's Ark! We had two of everything in every class, every race, region,religion, and a 50/50 gender mix. All the good things that could possiblyhappen from this form of affirmative action did; and none of the bad thingsmanifested.
On the other hand, I workedwith a Sheriff's department in Connecticut that practiced something they call"dumping". They were trying very hard to rapidly hire as manyminorities as they could to make a strict quota. Any time a company hiresmassively and in a rush unqualified people get hired. I knew an officerwho worked in the jail where things got quite dangerous, given the violentoffenders he managed. It happened that a seriously unqualified person washired to work with him, just to fill a quota. The person was physicallyincapable of doing anything to help him when violence broke out (weighing in atan excess of 350 pounds). The officer nearly died in one attack when theother officer could not help. I do not need to explain why, from a utilityperspective, this is bad.
In sum, if you accept myrejection of deontological arguments, an affirmative action program is justifiedwhen it actually works for the greater good.

The purpose of this study is to see how different departments on a college campus effect student success. Different departments on every college campus are there to achieve common goals that contribute to the success of a student. The many different departments are unique to each students needs. Each student is unique and need some type of support system while they are in school.

You should incorporate a minimum of 10 articles, including the ones used for the Topical Reference List and both the quantitative and qualitative articles that you reviewed. This review should be a focused synthesis of findings in the literature. Thus, you should organize your discussion around themes that emerged in your review of the literature, rather than simply summarizing study after study.

Include the following elements in your review:

1. Title page with a running head
2. Abstract and keywords
3. Body
Introduction
Discussion of key terms
Review of the literature organized by themes
Conclusion/Summary
Reference list


There are faxes for this order.

TASK:
Design a plan for the INCLUSION of a real or imaginary child with disabilities into a GENERAL education class. Included must be a list of personnel assigned to the child, specific STRATEGIES, MODIFICATIONS or ACCOMMODATIONS needed for this child to succeed. The report should be presented in APA format and include a bibliography.

Please pick/create a specific disability.

NOTES:
My teacher defined accommodation as: services or supports used to enable a student to fully access the subject matter and instruction. An accommodation does not alter the content or expectation, instead it is an adjustment to the instructional methods. Accommodations should be specified in a student's IEP (for ex. books on tape, additional time to take tests, reduction of extraneous noise).

My teacher defined modifications as: involves adjustment to the instructional content or performance expectations of students with disabilities from what is expected or taught to students in general education. For ex, a reduced assignment, learning same info on a diff level, different expectations on what a student will learn.

We are expected to turn our assignment in through "turn it in" program ( it checks for any plagiarism) so please site everything and she doesn't like when we use wikipedia sources.

if you have any other questions please contact me at [email protected]

Whoever is writing this paper please make sure that person has an experience in special education field. Thank you.

Examine a student's learning disability to determine his/her handicapping condition, related services, methods of instruction goals and objectives and testing modifications etc. Using this information develop a plan of differentiated instruction on how to meet the special needs of this student in the general education classroom. Included in this plan should be a discussion of the student's handicapping condition, the best practices of instruction for such students, key school personnel to implement this plan and minimum of two lesson plans on how instruction was differentiated for this student in the class. Scholarly resources and proper citations should be utilized in developing this report.

My research looks at ways of making web based information more accessible to disabled people. I am specifically looking at users with impairments from the following groups: blind; short sighted; motor restricted; dyslexia. I want to find the best way of researching with disabled users.

I need a section written that looks at what methods are currently used to research the needs of disabled people in web site design. As well, to draw upon how research, in general, is carried out with disabled people. Are there any specific criteria? Are there any research models out there? Can current models of researching with non-impaired people be be modified?

I need 8 sources and 2 quotations. At least half the sources should come from relevant journals.

Thank you