Students with Diverse Abilities – Autism or ..
The Re-entry/Non-Traditional Scholarships sponsored by the Society for Women Engineers (SWE) assist women in obtaining higher education, through which they can make re-entry into the job market as engineers. SWE offers the BK Krenzer Memorial Re-entry Scholarship, Wanda Munn Scholarship and Olive Lynn Salembier Memorial Reentry Scholarship for nontraditional female students.
informed about the special needs of a peer with ASD
According to Bruder the research findings over the past thirty years demonstrate that it is beneficial for children with disabilities to interact with children without disabilities. Many teachers further concur in finding that inclusion has a beneficial affect on children during preschool years. They believe that the children with and without disabilities learn from each other and this learning and being together enhance their social development. As a result of the increased stance towards inclusion, many teachers have developed positive attitudes toward inclusion and this then has led to increased student learning. The teachers have claimed that not only is exclusion a violation of the part of the special education law that mandates a least restrictive environment, but it is also unacceptable to them. Those who have a negative attitude towards inclusion can be affected by a lack of sufficient knowledge about inclusive practices and not having enough support.
A 2006 study by the Council on Adult Experiential Learning (CAEL) on the use of assessment of prior college-level learning as a means of acquiring college credit found that 87 percent of responding institutions accepted College-Level Examination Program (CLEP) exams, 84 percent accepted Advanced Placement credits, 70 percent accepted credit for corporate or military training (evaluated by the American Council on Education), and 66 percent made provisions for faculty evaluation of student portfolios demonstrating prior college level learning (Klein-Collins and Hein 2009, 187). While portfolio evaluation was not the most common form of prior learning assessment (PLA), an increase in acceptance of this method can be seen when compared to previous studies conducted by CAEL in 1996 (when 55 percent of institutions reported use of portfolios) and in 1991 (when 50 percent of institutions reported use) (Klein-Collins and Hein 2009, 188).
Educating students with special needs.
“Reentry adults” appear to be a student population that is here to stay. Increasingly, higher education institutions have attempted to create programs and services that are responsive to adults’ life and learning preferences. This effort has challenged college faculty and administrators to think beyond traditional ways of teaching and delivering educational programs. A large number of institutions or program units have a long history of adaptation to the adult learner student population. For other institutions or programs this effort is more recent. Yet much can be learned from existing program’s experiences with various modes of distance learning, prior learning assessment, and intensive courses, some of which are profiled in other articles within this issue. Faculty can play an important role as change agents in creating supportive learning environments for adult learners both by incorporating theory and research on adult learners into their own classrooms and by advocating for adult-oriented programs and services on their campuses (Blair 2010). The design and delivery of these programs are key to successful undergraduate experiences for reentry adult students.
Educating Children with Special Needs Research Help
Executive Women International (EWI) sponsors this scholarship to encourage adult students who want to improve their self-esteem through various educational opportunities. EWI Chapters collaborate with local social service agencies and educational providers select the ASIST candidates. Throughout the United States and Canada, EWI has Chapters located in 65 cities.
SPE 226 Week 4 Assignment Educating Special Needs Students
A number of studies have explored the characteristics of adult learners in the college classroom, providing substantial but not unqualified support for the assumptions linked to the theoretical frameworks of adult learning and development described above. My own chapter in a 2003 volume of New Directions for Student Services focusing on the needs of adult students reviews in greater detail than possible here the numerous studies that substantiate adult students’ preferences for active learning strategies that support cognitive growth and transformational learning, along with their desires for immediate application of knowledge and opportunities for self-direction. Yet, this same body of research also points to the lack of self-confidence often exhibited by adults upon reentry to college and their frequent desire for highly structured learning experiences that provide a clear roadmap of teacher expectations This body of research suggests that while adult learners desire flexibility, they also often desire structure. They also exhibit varied learning styles and preferences influenced in part by their past encounters with higher education as well as by their social and cultural backgrounds, and are best not seen as a monolithic group. This is especially true when considering subpopulations of adult learners who have not consistently been included in the large body of literature on adult students, including students of color (Ross-Gordon 2005), veterans (Rumann and Hamrick 2010), and adults with disabilities (Rocco 2001).