#specialschool

[thirdeyecenter]

Looking for a supportive and specialized learning environment for children with autism? ThirdEye Center's autism school offers personalized education plans and sensory-friendly classrooms. Learn more today! see more :http://www.thirdeyecenter.org/ contact us: 80987 59200

[sonaidey]

Special schools that provide inclusive education and extra support to specially-abled children are always one step ahead for their overall betterment.

[hopeforspecial]

Wondering what is special school? What are the benefits of special school near me? Read our post to find out.

[specialsaathi]

Special Needs Schools: Enabling Growth for Autism Individuals

Short Musings by Juhi Saxena Special schools dedicated to catering to the specific needs of children with autism have proven to be transformative in empowering individuals and facilitating their growth. These specialized educational institutions create a nurturing environment that recognizes the unique strengths and challenges of students on the autism spectrum.One of the key advantages of…

[mummyofasquarepeg]

Today, Edward’s wonderful teacher brought her baby rabbits into school. Look at Edward’s face! He was so excited and had to show his teacher his bunny hops! 🐇🐰 #autism #autismuk #autismblog #specialschool #babybunnies #bunnyhops https://www.instagram.com/p/CqYU5WlsqH1/?igshid=NGJjMDIxMWI=

[decibat]

what do you mean i cant just pick up my fucking highschool transcripts what do you mean we have to ORDER IT ONLINE???? AND IM NOT GONNA GET IT UNTIL AFTERRR SCHOOL STARTS. GET REAL

[isupportfoundation]

The following activity can be done with consistency to encourage jumping. As it is an important developmental milestone.

#grossmotordevelopment #jumping #devlopmentalmilestones #toddleractivities #specialschool #lucknow

[assscb]

'AUTISM' Awarness Day ...

#autismawareness #autism #handicap #education #specialeducation #specialschool #special #fbreels #eventdance #helpingothers #donation #ngo #helpingpeople #help

[niwasimatimand]

'AUTISM' Awarness Day ...

#autismawareness #autism #handicap #education #specialeducation #specialschool #special #fbreels #eventdance #helpingothers #donation #ngo #helpingpeople #help

[vagabundler]

📖🎁 The two founders George Dogbey and Kofi Kakari created the idea of this non-governmental-organisation years ago during their study time at the university in Cape Coast. They called it "Advocacy for Rural Development International" or in short ARDI. The main focus is on supporting institutions with all educational and social issues especially in the rural areas. These institutions are schools, facilities for disapled people, orphanages and care center. Check out the interesting article and interview we did with them! @hita_ev - Volta Region - [GHANA🇬🇭] _____________________________________________ . . ↘️ Link to the article with photos and interviews: https://vagabundler.com/ghana/ardi ↗️ . . _____________________________________________ #ghana #ardi #ngo #nongovernmentalorganization #children #ngos #supportvolta #streetworkers #specialschool #education #volta #africa #voltaregion #orphanages #vagabundler #teachers #helpchildren #helpafrica #teacher #helpghana #educationforall #interview #podcast #charity #supportafrica #voluntary #volunteering #donations (hier: Ho-Volta Regional Capital, Ghana) https://www.instagram.com/p/CiR_B9zrcaL/?igshid=NGJjMDIxMWI=

[thirdeyecenter]

At ThirdEye Center, we believe every child deserves the best education tailored to their needs. Learn more about our specialized autism school today! see more:http://www.thirdeyecenter.org/ contact us: 80987 59200

[ashrayakruti]

Ashray Akruti Wishes You A Happy New Year 2020

CALL US: +91-40-40042250

EMAIL US: info@ashrayakruti.in

[ianscott360]

From Wikipedia. The National Record of Achievement was a folder given to secondary school pupils in the United Kingdom in the 1990s and early 2000s. It was a portfolio of documentation related to a pupil's academic and non-academic achievements, typically including GCSE certificates, certificates from extracurricular activities, school reports and anything else of relevance, presented in an official-looking folder. Adopted by the Department for Education in 1991 and rolled out in 1993, the Record was intended to allow pupils to demonstrate skills and achievements beyond their exam results, potentially of use for further education and higher education admissions and to employers. It was hoped that pupils would continue to add to their Records after leaving school. In practice, the National Record of Achievement failed to meet these aspirations. In the mid-1990s it was common to use them for further education admissions, for instance to sixth form college, but university admissions tutors never found them relevant. Neither further nor higher education institutions encouraged students to continue to update them. Only a small number of employers (typically those used to recruiting large numbers of school-leavers) made use of them alongside the traditional application form, and found them of limited use. In 1996, a review of 16-19 qualifications by Ronald Dearing recommended the winding up of the National Record of Achievement scheme. By the mid-2000s they had become scarce. #nationalrecordofachievement #school #schoolsout #recordofachievement #record #of #achievement #secondaryschool #specialschool #specialeducation #southeasternrecords https://www.instagram.com/p/B22ETpvhp7r/?igshid=73got8dzgyw0

[specialsaathi]

Mainstream or special schools which one is better

A video blog by Pinki Kumar on explaining about Mainstream or special schools which one is better for the kids with disabilities. Author Pinki Kumar Pinki is a special educator, play therapist and a mother of a neurodivergent kid. She has a YouTube channel Play and learn to teach different methods and strategies. These videos are a great resource for the parents to help their child learn…

[k12academics]

Acacia Academy #lagrangehighlands #il #illinois #add #adhd #adhdschool #attentiondeficit #attentiondeficitdisorder #attentiondeficithyperactivitydisorder #specialed #specialeducation #specialneeds #specialschool #specialeducationschool (at Acacia) https://www.instagram.com/p/Buygq1ehztQ/?utm_source=ig_tumblr_share&igshid=1wmzqxm4un46l

[craeioe]

Satellite classes: A promising model for educating children and young people on the autism spectrum

CRAE Research

Identifying the ‘right’ school for autistic children and young people is one of the biggest decisions that parents will face in their child’s education.

Parents want provision that focuses on the individual needs of their child, has a highly structured, yet flexible learning environment and employs experienced educators who are knowledgeable about autism. They also want a school with high ambitions for their child, strong role models and an inclusive environment that sets their child up well for the future.

The problem is that some of these characteristics might best be provided for in specialist provision and others in more mainstream school settings.

The lack of research to clarify which setting -- mainstream, specialist -- might work best for which particular child makes parents’ decisions all the more difficult.

New research from the Centre for Research in Autism and Education (CRAE) at UCL Institute of Education has examined one attempt to combine the best of both specialist and mainstream provision: a ‘satellite class’ model of supported inclusion in which the strengths of a special school education are kept in place for selected autistic pupils as they transfer to dedicated classes within mainstream ‘host schools’, all within the London borough of Tower Hamlets.

Over a two-year period, researchers from CRAE worked with a group of children and young people from Phoenix Special School, Marner Primary School and Bow Secondary School, involved in the Tower Hamlets satellite programme.  These pupils were identified based on both their perceived ability to cope with the transition and potential to benefit from the social and learning opportunities within a mainstream educational environment.  Perspectives of parents, teachers and, especially, the children and young people who had made the transition into mainstream were gathered.

What we learned from the research

The most striking finding in our research was that the children and young people, their parents and teachers, were unanimous in their endorsement of their experience in their satellite class placements and their belief in this version of the satellite model. Our findings suggested that:

Children and young people preferred their new mainstream placements, describing a multitude of benefits including larger outdoor spaces, the continuity of staff and peers, the ‘calmer’ atmosphere, more stimulating work, fewer incidents of challenging behaviour by peers and the presence of more social opportunities. One commented, “it’s more grown up”.

Children and young people met the challenges of transition well. One parent said, “He is getting a bit used to the size of the school and the noise and crowds. He didn’t like it but he has got better”.

Parents celebrated the inclusion of their child in the mainstream environment (“knowing that he’s there, generally for us as a family, just made us happy”), although some also reported feeling not quite belonging to either school: “You’re kind of floating in between”.

The teachers we interviewed were equally positive, stressing better behavioural regulation by children and better classroom focus, resulting in better educational opportunities: “I’m really, really happy. Some of the students, their behaviour has completely changed”. They also discussed the advantages of more similar class groups in terms of learning ability, which allowed more focused and more challenging teaching – prompting a “step up” in learning.

Several studies of inclusion for autistic children and young people have explicitly called for novel models of supported inclusion that offer effective teaching and support. The results of this study suggest that this model is particularly promising, with convincing advantages for young people with additional intellectual and communication difficulties, and for their families, guaranteeing their right to a supportive and successful educational experience.

Croydon, A., Remington, A., Kenny, L., & Pellicano, E. (2016). Satellite classes: A promising model for educating children and young people on the autism spectrum. London: University College London. 

You can also download the full report here and watch the 'Satellite Classes' video produced by Phoenix School as part of our collaborative research project.

CRAE launched the report at Phoenix School in January 2017. Pictured; lead researcher, Abigail Croydon (left), Director of CRAE, Liz Pellicano (centre) and Headteacher of Phoenix School, Stewart Harris (right).