Transitions occur in many different educational, societal, and familial situations. Among the more common situations where problems of adjustment might be encountered are changing from one school to another, a change in grades, the shift to regular participation in afterschool programs and childcare, and going from school (non- special education) into the workplace.
(Taylor & Adelman, 2003, p. 122) Various programs have been devised, and services provided, that meet each of these import transitional needs. Children with emotional or behavioral disorders may be as much in need of transition services and programs as those challenged by physical or cognitive disabilities. Children with such conditions are frequently moved from school to school, or form program to program, either through the actions of their own families, or in an attempt to find the right form of treatment for the difficulties they face. These constant changes may, in and of themselves, result in almost insurmountable problems and pressures on the developing youngsters. Heather M. Baltodano and Robert M. Gable et al. cite the importance of interventions in any one of a variety of settings, including within the family, the school, and the community. (Hester, Baltodano, Gable, Tonelson & Hendrickson, 2003) Treatment of children with emotional or behavioral problems, or both, necessitates an attentiveness to a virtually identical set of pre-existing characteristics, each of which goes into creating the social and familial background to the child's situation. In addition, patterns of interaction; how ideas and goals are communicated from authority figures to children, etc. play roles in either helping children toward developmental goals or keeping them from those goals:
Child characteristics, parent characteristics, the dynamics of the interaction between the parent and child, and how that relationship is influenced by economic, cultural, and social circumstances... all impinge on the development of children. The long-term efficacy of that intervention process is dependent largely on its continuity and consistency across persons, across settings, and over time. Various authorities assert it is the complex interplay between child and child-partner (parent/teacher/peer), along with variables within the context of the setting that shape the quality of behavior. (Hester, Baltodano, Gable, Tonelson & Hendrickson, 2003)
In terms of when to conduct interventions, the younger the child the better. Hanna Wasik reports that a program for children aged four months to eighteen months, called the Abecedarian Project, has seen phenomenal success in increasing IQ and language scores. Such programs are accompanied by transitions programs in order to ensure that these gains are carried over into actual school. (Fuligni & Brooks-Gunn, 2004, p. 119) the transition program or service represents a way of linking together the lessons of an earlier environment with that of a later, yet to be experienced, environment. In this way, transition programs and services assist individuals in a wide variety of circumstances and situations, helping them to move on with their lives in a productive fashion.
Transition programs, in the form of intensive counseling, have been used to assist students at inner city schools in making the leap from school to work. In the first instance, in a program described by Paul J. Hartung and David L. Blustein, young men and women are taught to locate their "true reasoning" within the context of their own lives. (Hartung & Blustein, 2002) Counselors conduct an intervention in the form of helping the student in need "locate a mentor." (Hartung & Blustein, 2002) Through such a program, young people are enabled to take charge of their own lives by being a course of introspection. By discovering how they view they world, and how they make decisions, these students can, in true transition fashion, work toward the goals of the future. They can see where their own ideas do or do not fit in the world of the workplace. They can take the attitudes of high school and modify them in such necessary ways as make it possible for them to emerge from the school experience as competent and goal-oriented adults. The program provides students with written assignments that cause them to come up with clear definitions of work, to focus on their own backgrounds and experiences by writing autobiographical essays, and to enhance basic skills that will enable them to achieve success in any future career. (Hartung & Blustein, 2002) Transition programs and services that are geared toward assisting...
While both gender and race are positionalities that are difficult to hide (not that one should need or want to, anyway), sexual orientation is not necessarily something that is known about a person, and its affects on the learning process can be very different. The very fact that sexual orientation can be hidden can create a situation where the learner closes off, hiding not only their sexuality but demurring away
By providing more time for children to be in school, the program takes away dangerous time that students will be on the streets making negative alliances. Additionally, by increasing home-school interactions and providing greater access to teachers, the program may offset some of the negative conditions caused by single parent homes. Because studies have suggested that juvenile alliances and socioeconomic status, as well as other social conditions, are some of
Education In the U.S. The conflict between progressive and traditional education has been going on for over 100 years, and E.D. Hirsch and John Dewey are polar opposites in this pedagogical and philosophical conflict. Dewey was indeed a support of the Left in politics who wanted the U.S. To become a social democracy and move away from more traditional conservative ideas. He thought that democratic socialism would be the wave
In Level 1 almost all of the adults can read a little but not well enough to fill out an application, read a food label, or read a simple story to a child. Adults in Level 2 usually can perform more complex tasks such as comparing-contrasting, or integrating pieces of information but usually not higher-level reading and problem-solving skills. Adults in levels 3 through 5 usually can perform the
This qualitative research uses a Delphi study to explore the perceptions of special education teachers regarding retention. This Delphi study includes twenty-five to thirty special education teachers of K-12 in two California districts of less than 40,000 students. The information gathered provides leaders in the field with successful practices in retaining special education teachers. Purpose of the study The primary purpose of this study is to explore the perceptions of special education
Athletes as role models has been a topic of discussion for many years. The debate of whether athletes who are only famous because they know how to throw a ball or catch one is debated among those who believe that to worship such superficial individuals is to do our society harm (Kelley 2010). For years athletes themselves have denied the idea of being role models and have at times refused
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