Special Education

Hypnosis and Criminology

2012-01-29T18:42:00.001-08:00

Application of hypnosis in criminology is a hotly debated subject which has both vociferous supporter as well as opponents. In the legal and medical parlance, the term applied is 'Forensic Hypnotherapy' which in common parlance is understood as 'hypnosis in criminology.' It can be described as a technique used aimed at exploring the memories of victims and or witnesses of serious crimes to facilitate the recall of situations, events, conversation that could have taken place at the time when such a crime has taken place. The legal system in some countries go to the extent of permitting an examination of perpetrators or persons who are suspected to be involved in such a crime and this has attracted the attention of opponents of hypnosis to strongly raise their voice against it. However, even after taking into account such criticism, on a balance and from pieces of evidence available numerous scientific studies, there is a consensus to the effect that a regressive state obtained via hypnosis in a clinical setting of the subjects is found to help in the recovery of repressed memories. Nonetheless, it does not in any way prejudice of the rights of those involved in it to defend their position.

Those who argue in favor of hypnosis have produced adequate evidence to show that hypnosis does produce an altered state of awareness which however can not be equated with sleep. To state otherwise, hypnosis when applied correctly helps a person to transit into a state of relaxation. This is scientifically evidenced with the use of Electroencephalographic methods which has the ability to differentiate a hypnotic state from other types of states as waking, sleeping etc. Such findings have further attest to the fact that the voice of a trained hypnotist could block all but the auditory sensory pathways of the subjects being hypnotized. This has the effect of locking the mind of the subjects with the voice of the trained hypnotist and by resulting in a suppression of anxiety makes the subjects reedy to open up memories which otherwise are repressed. This is scientifically described as 'therapeutic catharsis' by which it is meant that the subjects when reaches a stage of regression are capable of visualizing earlier events along with capturing the original emotional experiences they underwent at the time when the event took place. Eye fixation technique as originally popularized by the Scott Surgeon Braid is found to be equally valid in application here except the fact prior to carrying out this process, the subjects would have to be put into a complete medical and psychiatric assessment prior to being hypnotized. When this is done, it improves the chances of the subjects establishing a rapport with the therapists which is seen as a key in the facilitation of induction and obtaining a correct assessment of the events.

Human mind works in complex ways. For instance, when it is clouded with anxiety, it represses the memory. The unlocking of repressed memory then is possible only if the underlying anxiety is removed. The advantage hypnosis confers in this regard is it helps in the relieving of the anxiety which the subjects suffer and makes them ready to reveal events as it had happened at the original time when it had happened. Additionally, it has been established when emotional factors play havoc with the subjects in the recall of repressed memories, hypnosis has been found to be an effective remedial tool. In one experiment where 14 instances of witnesses and victims of a crime were interrogated under hypnotized conditions, they were able to recall the incidents in an accurate manner. Again the reason attributed to this was the ability of hypnosis as a technique to relieve the anxiety in them.

In conclusion, while we can state with an amount of certainty that hypnosis has positive use in Forensic Science, yet we need to sound a word of caution also. This is because some scientific studies indicate the fact that in spite of sincere and genuine efforts put by a trained hypnotist, still some subjects can feign as though they were hypnotized but still hide critical information and all the more worse can even fool the hypnotists and investigating agencies.

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The INFJ Temperament

2012-01-29T18:41:00.000-08:00

If you've done the Myers Briggs test and know you're an INFJ, then hopefully, this discussion will be interesting for you. It assumes a working knowledge of Jung's typology system as adapted by Myers Briggs and also an understanding of the basic markers and characteristics of the INFJ temperament.

The Introversion/Extroversion Issue
The E/I issue has been debated ad infinitem in many places but the primary difference for the INFJ is biological (i.e. cannot be changed). It boils down to how much stimulation you can take in and still remain comfortable. For INFJ's, this threshold is low and you are going to have to accept this fact, frustrating though it is. Your ability for laser focus on one thing for long periods; your tendency to observe and reflect, and your need for time alone are all a direct result of a lower threshold for receiving external environmental input. If you take in too much, you will become overloaded. Because you don't depend as much on external stimuli for motivation as other types, you come to regard your internal concepts about life as primary and even once this picture this looks pretty solid, it is, in fact a work in progress that will never be complete. Why? Because introverted intuition is your dominant function.

Introverted Intuition
What is introverted intuition? It is the process of recognising and interpreting information you take in. It is a perceiving left brain function. What's interesting about this way of viewing the world is that you take in the material facts as do all the other types, but you are immediately aware of an ability to organize them in more than one way. You form many different conceptual patterns with information which changes its meaning and gives new options or potential outcomes. Your direct opposite, the extroverted intuitive types, do this too but unify information into multiple "outward" patterns or possibilities. For INFJ's the patterns aren't out there but inside and part of themselves. Everyone will at some time use introverted intuition to contend with some serious ambiguity in their life but what's unusual about the INFJ is that they use introverted intuition as their "dominant" perceiving function all the time! It is their primary method of understanding reality.The extreme end of this perception is experience of psychic phenomena. Something that seems to result from the combination of the F and introverted N function.

The immediate problem you face as an INFJ utilising your dominant function is that you are going to see things from many, sometimes conflicting points of view all at the same time! This can paralyze you from taking any action or expressing an opinion though usually your J function will overcome this problem. It's a rather strange combination of vision and practicality. You won't necessarily feel a need to declare that one opinion is inherently better than another. The great thing about this though is that unlike most other types, when you face what appears to be an insurmountable problem, it is often possible to solve it by just changing your perspective and defining the situation in some other way. The world could do with more people who have the ability to think this way. INFJ's make great councillors, teachers, mediators, managers, editors and even politicians for the very reason that if they can get another person to see beyond the fixed subjective paradigm of their own typological reality; there is the chance to move them past an unhelpful gridlock pattern of thought. It is so important for INFJ's to develop their secondary and tertiary functions because if they can do this, they become prepared to surrender some of their inner world and share their skills.

A major pitfall to watch out for as an INFJ is that because it's so instinctual to see the systems or the scaffold that underlies cultural, religious and personal assumptions you will immediately see the flaws in these structures. You see the aspects of reality that aren't being acknowledged. INFJ's can get stuck in the habit of mentally tearing these away (whereas others will just consider them fixed and live within them). However, unless you can articulate something better, and find the language to describe it, this part of the INFJ temperament turns into a pointless and unhelpful exercise. A lot of INFJ's try to address this constructively in some form of art, poetry, music, writing or political commentary. Others will do it by trying to work within, and subtly alter, distorted economic or business structures. They will instinctively try to break through simplistic, fixed patterns and assumptions which create distortion, inefficiency or suffering of some kind.

Self Identity
From the INFJ's perspective, the self cannot be defined by external circumstances. On the contrary, reality is what INFJ's bring to something from within. You will, of course, create a personal external identity just as other types do but you tend to place much less importance on it, sometimes even seeing it as a kind of character to assume in certain circumstances. If, for example, you are at a party and you're asked what you do (a perfectly reasonable conversation opener) you might find yourself struggling to give a suitable answer. This is because INFJ's simply don't view themselves in terms of externals (what they do or who they are in relation to others). To them, the self is something that cannot be explained in a sentence and involves not just the individual self but also the universal self that exists within the INFJ. To complicate things further, the line between the individual self and the universal self starts to get blurry as the INFJ gets older. This is complete lunacy to other types, particularly those who are dominant sensates but it is the reality of the INFJ.

Many INFJ's long for some kind of religious/spiritual succour, but they will generally outgrow any belief system once structures creating separation (e.g. the saved and the sinful) are uncovered. This is because separation is fundamentally at odds with the inner world of unity that most INFJ's ultimately arrive at. You won't find it easy to explain all this to someone you've just met, while clutching a wine glass at a cocktail party. My advice on this? Get over it and tell them what they want to hear! What you can and will recognise about these types of social situations which all INFJ's hate, is the underlying unifying need for all types including yourself to connect with others. You might feel horribly inauthentic expressing yourself in this way in a social setting that's looking for a short sound bite of information that skims the surface but the world won't grind to a halt. If you can begin to recognise that the majority of the population are E's and sensate not intuitively based, then you'll realize that most other people feel depleted and overtaxed by the kind of inner mental processes and discussions that motivate and energise yourself. INFJ's are the rarest (less than 1% of the population) of the personality types and it really helps to remember that other people are not experiencing reality as you do.This sense of both the universal and the individual self residing within is both the curse and the blessing of the INFJ and the older you get the more important and insistent the universal part will become as you look to contribute in some way to making the world a better place. As you agonise your way through your early years, try to remember that the real beauty of The INFJ type lies in the fact you are not at the mercy of your external environment for your sense of identity and self in the way that extroverts or introverted sensate types are where things need to be reflected back to them in order to be real. Conversely, remember too that too much introspection on your part will deprive you of your ability to share your views and yourself with others. Some level of extroverting is important because it forces The INFJ to become aware of the reality of others and you need to understand clearly what exists in the external world in order to bring about any kind of change. You share this need to make a difference with many other types and while INFJ's are idealistic, there is no naiveté (or even thoughts of success) attached to the INFJ's perception of the process.

If you are young and struggling, just realize that many INFJ's spend the first half of their lives just trying to work out what it is they are actually perceiving and then trying to coordinate it into a coherent big picture. Unlike ST's or NT's who tend to focus primarily on detail the NF is always striving for the biggest picture possible that they can create.This is a big job and many INFJ's only start to feel comfortable as they enter midlife.

Extroverted Feeling the Secondary function
Each personality type has one dominant and one secondary function. The secondary function for the INFJ is "extroverted feeling". The dominant function will come naturally and easily to you but the secondary function will be harder and take much more effort. Our two best functions are meant to work together but because their attitudes are directly opposed, their integration initially creates inner conflict. The attempt to use both creates a certain amount of mental and emotional friction. We need this friction to stay conscious no matter what type we are. An unopposed dominant function leads to a one dimensional life and a vague sense of feeling incomplete.

In some ways, it is easier for the INFJ type to assimilate the secondary function because they experience conflict all the time between their inner and outer reality and between their individual self (which can feel very different from others) and their universal self which feels intensely connected to others.

Regardless of what type you are, if you get stuck in your dominant perspective (refuse to grow) you tend to start to lose touch with who you really are and what you want. The problem is rectified (regardless of whether you are an E or an I) by some level of introspection to find out what is truly important to you and not just rely on feedback from others.

As an INFJ, one of the greatest challenges is finding out what feelings coming in are yours and what are not. You'll have already worked out that picking up others feelings will often cause you a considerable level of pain and discomfort. Because you do this, it's a very important discipline for the INFJ to come to understand that taking on other peoples pain will only weaken and distract from any assistance you can give. You need to recognise the feelings as not yours as they flow in, and then learn to immediately release them so you can focus clearly and objectively on the problem. At the same time when something is yours, you must somehow articulate and own it. The idea of being emotionally vulnerable is frightening to an INFJ because there are no natural filters. This can and does result in becoming very self protective in certain situations but your innate understanding and ability to experience the feelings of others provides a universal bridge that gives a unique ability to find common ground in resolving difficult, conceptually challenging problems of all kinds in all walks of life.

As a general conclusion, INFJ's can sometimes feel a bit sorry for themselves with all this going on but the truth is that each personality type will face different and just as difficult challenges. All of them in some way ask us to take responsibility for taking raw unformed talents and transforming them into something beautiful. Often we stubbornly won't develop our secondary and tertiary functions until the price of that imbalance becomes greater than we can pay. In other words a crisis of some kind. When we feel in conflict or stuck, this is the prelude, if we allow it, to re evaluation of our usual coping mechanisms and to further typological growth which can lead to a happier and healthier life.

Kristen Claire Jones

Philosophy And Psychoanalysis

2012-01-29T18:39:00.001-08:00

Being acquainted with the philosophy of Plato, Freud might draw out ideas about the unconscious as Plato reflects on the problem of the unconscious person's knowledge. Yes, and other topics, developed in the framework of Greek philosophy and is directly adjacent to the problem of the unconscious, whether it be dream or motivations of human activity, could not interest the founder of psychoanalysis. It is no accident, justification or excuse for his psychoanalytic postulates it, though not often resorted to the authority of Empedocles and Aristotle.

In the philosophy of the eighteenth century XVII-to the forefront of understanding the fore issues related to the understanding of the nature of the mind, the definition of the role and place of consciousness in human life. One of the main question was about whether to consider the human mind as endowed with consciousness only if you can avoid it in the presence of something like that, that does not possess the properties of consciousness, or as part of the processes that take place automatically, unconsciously and spontaneously, it should make for mental limits of human life.

In Descartes (1596-1650) deals with this question are clear: he proclaimed the identity of consciousness and mental, believing that the human psyche, there can be nothing other than deliberately running processes. The maxim "I think, therefore I am" becomes the starting point of his philosophy. This does not mean an absolute power of the mind and reducing everything to a mental conscious. Descartes did not recognize the existence of passions of the human soul. On the contrary, in his treatise "The Passion of the soul," he attempted to understand the problem. In this treatise, Descartes not only provides a classification of the passions, but also writes about the struggle taking place between the "lower" part of the soul, which he called "sentient" and "higher" part of it - a "reasonable". However, he believes that the parts of the soul have no fundamental differences and, therefore, the soul actually is one. At the same between the two parts of the soul, there is no struggle, because the mind is the determinant. The struggle in the soul of man is only when one and the same is the passion and the reason which has an effect on the body. In this case, human passion is like an unconscious body movement, while holding back their soul.

Against the absolute power of intelligent design made in a man Spinoza (1632-1677) believed that "people would rather follow the leadership of a blind desire, than the mind...". In contrast to the Cartesian philosophy Spinoza proposed a provision that the inclination or desire is the very essence of man. These representations of the relationship between reason and passion, mind and instincts of man are reflected in the works of several philosophers who expressed doubts about certain provisions of the Cartesian philosophy.

One of these was the philosopher Hume (1711-1776), who opposed the restructuring of that any rational being is into conformity with the mind of his thoughts. Hume attempted to prove that, first, the mind itself can not motivate an act, and, secondly, that reason does not prevent the flow of emotions. Thus, Hume believed that, in principle, it affects the mind and can not stand each other or challenge each other priority in the management of human will, and therefore there is no need to talk about a struggle between them. In the arguments of Spinoza and Hume, there were many similarities with what was later expressed in the psychoanalytic Freud. This, above all, is that the position that human life in predetermining the role played by his unconscious desires or inclinations, than the consciousness of the mind. In addition, Spinoza treats desires and impulses of man as his most intimate, the fundamental fact entirely separate founder of psychoanalysis.

Along with the problem of the relation of mind and passions an important place in the philosophy of XVII-XVIII centuries, had the question of the relationship between conscious and unconscious perceptions, ideas and opinions, which refers to a philosophical understanding of the nature of human cognition. Descartes recognized the existence of man "vague" and "dark" perceptions that arise because of the dual origin of the perceptions themselves, because according to the Cartesian philosophy, some of them occur in the body, the other in the human soul. In turn, Spinoza distinguished between "clear" and "vague" idea.

In the philosophy of Leibniz (1646-1716), this problem was seen through the prism of the so-called "small perceptions," "subtle perceptions." In his view it is difficult to explain the emergence of conscious perceptions and ideas, if you do not admit the existence of something like that, that is not characterized by the property of consciousness, but still dormant in the human soul. Way of speaking about the need to recognize the unconscious and reasoning, which uses Leibniz and Freud, in many aspects is identical. Thus, if Leibniz indicates faulty connection between the processes of perception in the case of non-recognition of previous states of consciousness of the human soul, then, similarly are also constructed arguments by Freud. He proceeds from the assumption that the unconscious is necessary because of the existence of such acts of consciousness, which is required to explain the recognition of the other acts that are not conscious, because consciousness in the data, there are many gaps. Only in this case, he believes, is not disturbed psychic continuity, and it becomes clear the essence of the cognitive process, with its conscious acts.

The problem of the unconscious, clad in the form of considering the possibility of the existence of unconscious representations is reflected in the philosophy of Kant (1724-1804). Kant says that we can realize that we have the representation, though we can be not aware of it. On this basis, he distinguishes between two kinds of representations, "vague" and "clear." Kant does not doubt, not only in the presence of a person's "vague" ideas, but also in the existence of sensory intuitions and feelings that the sphere of "vague" ideas of a man is quite extensive, while the consciousness of the available "clear" views are not so numerous.

You can find much more information about Psychoanalysis and Sigmund Freud on my psychology blog http://www.freud-sigmund.com.

Tips For Offering Psychological First Aid In Schools

2012-01-29T18:38:00.000-08:00

Psychological first aid is defined as offering immediate, compassionate support after a traumatic event which helps children and adolescents identify coping strategies or healthy, adaptive coping methods for dealing with the crisis. Psychological first aid for children and adolescents refers to the specific steps that adults can take to help children deal with their own flight, fight or freeze response to a crisis or traumatic event.

Strategies associated with psychological first aid can be used by teachers to effectively reach and respond to students who have recently experienced or are currently experiencing a crisis or traumatic event. Further, early intervention may also prevent children from experiencing complex, long terms symptoms as a result of the trauma.

In many communities, schools are viewed as hubs of social interaction, information and at times, support. Schools can be ideal locations for children and adolescence to receive psychological first aid after experiencing a crisis or traumatic event. Students bring their social and emotional needs to school and it is often the classroom teacher who must intervene and provide support, particularly if a teacher has been charged with a teacher-counselor role within the school.
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In this article,i outline steps teachers may engage in psychological first aid practices to assist their students who have recently experienced traumatic events.

Making contact refers to building a trusting relationship with a child and establishing contact so that the child feels that someone is available and that the adult will listen, validate, support and care for them. For teachers who have established strong relationships with their students, making contact may also mean noticing subtle or pronounced behavioral changes in a student and making time for one on one contact with the child to listen. It is important that teachers establish contact but do not force a child or adolescent to tell the teacher "what happened" or "what is wrong". Children and adolescents may be asked if they would like to talk about the event or crisis, but should not feel forced to tell "the story" if they are unable or unready to do so. Some children may simply want to discuss how they feel, how their body feels or what they are worried about rather than telling intimate details of a traumatic event. Teachers should allow students to determine the course of the conversation.

Providing safety is the second step. It involves specific verbalizations or behaviors by the teacher that encourage a child to feel safe at school. This may include specific statements, such as, "You are safe here with me" or "I will do my best to keep you safe here at school". Specific safety behaviors may include allowing a student to hold a special stuffed animal, sit in the teacher's chair or near the teacher, sit near a friend in the classroom or sit in special place in the room with comfortable pillows and blankets. Adolescents may feel a greater sense of safety by talking with the teacher in private, sitting with a group of friends or near a best friend. Expressive arts can also be used to help develop a sense of safety. For example, children and adolescents may draw or paint pictures of a "safe space" or write a poem about a safe place or safe person. Children who do not feel safe at school will not be able to sustain their attention, function optimally or retain academic content or information.

The third component of Psychological First Aid, stabilizing affect, refers to helping to stabilize a student who is expressing strong emotions related to the traumatic event. Anger, sadness, fear and confusion are common affective states that may occur after a child has witnessed a traumatic event. Despite the structure of the school environment and the school day, students may experience extreme emotional states at school and may need assistance with returning to a more homeostatic emotional state. Assisting a child in this manner often involves finding a private space to sit with the child or adolescent, calmly accepting the emotion being displayed, and if the child is listening, reflecting back to the child what is happening in the moment. For example, a teacher may state, "I can see that you are very angry and frustrated right now and you are not sure what to do" or "You are so sad right now and crying very hard". Simple reflections such as these help children feel validated and help them make sense of their extreme emotions. Additional strategies for stabilizing affect may include naming the behavior that the child is displaying as a result of the emotion ("You are pounding your fists on the table because you are mad") and reminding the child that they are not alone while facing the problem ("I am here with you and I care about you. I am going to listen to you".)

Addressing needs or concerns refers to asking questions about what the child needs in the immediate moment or what concerns the child has as that time. Students who have just experienced a strong emotional outpouring may ask to use the bathroom, for a drink of water or to have a few minutes in private before going back to class. Some students may want to go home and be with family members to feel connected to and sheltered by their families. Traumatic events frequently invoke a yearning for attachment and closeness with caregivers. Other students may pose existential questions to the teacher in attempt to understand death, grieving or the "why" of man-made crises or natural disasters. Teachers should calmly respond to student needs and concerns to the best of their ability and admit when they do not know how to respond. Children and adolescents will still benefit by being able to state their needs and concerns and have a compassionate adult listen to them.

Facilitating coping is an important step in psychological first aid because it reminds students of how they are coping with the traumatic or stressful event as well as gives them time and space with an adult to identify other strategies that they can engage in to cope with their thoughts and feelings. To begin, the teacher may want to praise the very basic steps the student has taken up until that time. For example, teachers may state that a student is brave and strong for attending school despite the crisis or teachers may praise a student's wisdom for asking for support or letting an adult help him or her. Additionally, if the student is calmer at this point, the teacher can ask what the student would like to do to begin to feel better. Students may name coping skills that have worked for them in the past when they are upset and teachers should validate these instincts. A teacher may say, "You just told me that during the last time that you were really scared, you talked to your mom and dad and cried. But afterward, you felt better". Students may decide that they want to talk to trusted adults in their family or community about how they are feeling and what they worry about. Students may also reveal that they would like to draw a picture, read a book, and play with or sit with their friends. All are examples of children or teens "reminding themselves" of their innate coping skills and the different actions that they can take to cope. Students who are psychologically stuck or unable to name coping skills may benefit by having the teacher gently brain storm with the child or suggest specific coping strategies.

Finally, the last two steps in Psychological First Aid involve Linking with collaborative services and Referral to other professionals for follow up. Because of the nature of these steps parents of the student should be contacted if the teacher has not already done so. Linking with collaborative services and referrals simply means providing parents or caregivers with information about community resources which may help the student and/or family deal with the crisis or traumatic event. For example, information about services or agencies which provide food, clothing, shelter, water or which address basic needs should be shared with the parents. If those basic needs are not an issue, the teacher may then want to help the parents consider how to ensure a sense of safety, comfort and support at home. Again this may include linking families with outside services (e.g. a church leader, counselor, etc.) to provide additional intervention. This may be particularly true when the parents are too impacted by the traumatic event to be the sole source of support for the child.

In conclusion, the school environment is impacted by the social and emotional needs of its students. The psychological and emotional impact of trauma on children and adolescents will impair a student's ability to function in a school environment in a variety of ways. The steps of psychological first aid can assist teachers with providing a sense of safety, support, stability, nurturance and reassurance through practical counseling strategies.

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Freud and Neofreudianism

2012-01-29T18:36:00.001-08:00

If we view psychoanalysis as a scientific body of knowledge on the attitudes, psychology and philosophy (part of psychotherapy), Freudianism is the common name of various schools of thought seeking to apply psychological teachings of Freud to explain the phenomena pertaining to man, society and culture. A. Adler, and Jung are members of Freudianism. In the late 30s came neofreudianism linking the Freudian psychoanalysis to sociological theories. It criticized several provisions of classical psychoanalysis in the interpretation of intrapsychic processes, but leaving its key concepts (irrational motives of human action, the inherent limitations of each individual), representatives of neofreudianism shifted center of gravity for the study of interpersonal relations. This is done in an effort to answer questions about human existence, about how people should live and what to do. The cause nf neuroses in man they consider anxiety that appears in a child in a collision with an initially hostile to him world and the growing lack of love and attention. Later for this reason it becomes impossible for an individual to achieve harmony with the social structure of modern society that shapes in a person a feeling of loneliness, isolation from others, alienation. That society is seen as a source of universal alienation and hostile indigenous recognized trends of personality development and transformation of social values and ideals. After healing of the individual also it should happen cure all of society. Among the most famous representatives of neofreudianism are Karen Horney (1885-1953), Erich Frome (1900-1980), W. Reich (1897-1957), Herbert Marcuse (1898-1979), etc.

Leading representative of neofreudianism was Erich Fromm. Significant role in shaping the views of Fromm was the fact that in the period 1929-1932 he was a member of the Institute for Social Research in Frankfurt am Main, where in those years evolved the Frankfurt School (M. Horkheimer, Adorno, Marcuse). Fromm accepts that interpretation of Marxism, which occurred at this school in an effort to synthesize the ideas of the "young Marx" of psychoanalysis and other contemporary philosophical trends (existentialism, philosophical anthropology, etc. ). He believed that a person is nothing innate. All of his psychic manifestations are a consequence of submergence of the individual in different social environments. However, unlike Marxism, Fromm takes the character of the formation of a particular type of personality not from the direct impact of the social environment, but from the duality of human existence: "existential" and "historic. " By the existential component of the human being, he considers two facts:

1. man, in his words, initially located between life and death, "he is thrown into this world in a random place and time" and "gets out of it again by accident, "

2. there is a contradiction between the fact that every human being is the bearer of all the potentialities inherent in him, but can not implement them due to the short duration of his existence. A person can not avoid these contradictions, but responds to them in various ways, according to its nature and culture.

The historical contradictions, according to Fromm, have a completely different nature. They are not a necessary part of human existence, but are created and resolved by the person in his own life, or in subsequent periods of history. Elimination of historical contradictions Fromm connected with the creation of a new humanist society. In his book "Revolution of Hope" (1968), Fromm presents his ideas on ways to humanize the modern society. He had high hopes for the introduction of a "humanistic planning, " "revitalization by replacing individual methods" alienated bureaucracy "methods" of humanistic management ", change the way towards increased consumption " activation "of man and the elimination of its passivity, the proliferation of new forms of psychospiritual orientation, " which should be "the equivalent of the religious systems of the past. " At the same time Fromm put forward the idea of â<â

On the work of one of the leaders of neofreudianism K. Horney had a major impact situation of social upheaval, which has entered the world during the Second World War, associated with the establishment of fascist rule in Germany and the Nazi occupation of Europe. Like other followers of Freud, she attached great importance to unconscious processes and the mental life of the individual. K. Horney originality was manifested in the fact that the main motive she considered desire for security is constantly being born out of fear and anxiety of the individual. Anxiety and worry that Horney believed basic to the behavior of individuals, in her opinion, accompany the person throughout life. It can be caused by a lack of respect, a hostile atmosphere and the violent suppression of desires through the power or authority. Horney shows all the conflicts that arise in childhood, are generated by the child's relationship with his parents. It is because of the nature of the relationship that he has basal anxiety, reflecting the basal anxiety over potentially hostile world. Neurosis is nothing but a reaction to anxiety, as described by Freud and perversion of the aggressive tendencies are not the cause of neurosis, but its result.

In the book, "Our internal conflicts" (1945) K. Horney generates three types of orientation of an individual's behavior in relation to the surrounding people:

1 to. people as the need for love

2. from people like the need for independence

3. against people, as demand for power.

In the persistent domination of one of these vectors in the behavior of an individual are formed three types of neurotic personality:

1. obliging, seeking love and approval at any cost

2. trying to turn away from society

3. aggressive, thirsty for prestige and power.

Since all these forms of reactions are inadequate, it creates a vicious circle: the anxiety persists, but rather increases, generating more and more conflicts.

Nefredianism's ideas, despite its psychological concepts, had an enormous influence on public life, ethics, and culture. The views of neofreudians were particularly famous in the mid 60s during the performances, "New Left" who were enthusiastic about the idea of Reich's "sexual revolution", Marcuse's "one dimensional" man and the need for a "great failure" of capitalism as well as socialism, that distorted the totalitarian system of power.

Please check my psychology blog http://www.freud-sigmund.com.

Learn Why You Need Psychotherapy

2012-01-29T18:35:00.001-08:00

Carl Jung discovered that our dreams are produced by the wise unconscious mind, which possesses undoubtable wisdom. However, he was afraid to completely trust the unconscious mind because he couldn't see the entire content of the human psyche.

Jung knew that there was craziness in the human brain, but he didn't know where it could be. Therefore, he didn't completely agree on obeying the unconscious mind. He concluded that the unconscious mind is a good counselor. However, he believed that we should make our decisions based on what our own conscience decides.

I discovered the anti-conscience, the wild side of our conscience, which has satanic characteristics and is totally absurd. The anti-conscience occupies the biggest part of our brain. This means that we are basically wild primates. We must develop our intelligence and our sensitivity in order to be balanced.

I discovered that the unconscious mind has a saintly nature and I accepted to precisely obey the unconscious guidance, without doing what my ignorant, absurd, and evil conscience desired. This is why I was cured from my dangerous neurosis. This is why I was able to continue Carl Jung's research and cure numerous people through dream therapy since 1990. Only thanks to my obedience to the unconscious wisdom, could I surpass my teacher, and discover a lot more.

Carl Jung's method of dream interpretation gives us a solution we didn't expect to find. He managed to discover how we can understand the wise guidance of the divine unconscious mind that works like a doctor and teacher. The unconscious mind is our savior.

All dream images contain messages with information and lessons that protect your tiny human conscience from the attacks of our satanic anti-conscience. The anti-conscience is a demon. Since it occupies the biggest part of our brain, this means that we are merely monsters who possess a tiny human conscience; which is absurd and must be developed because it is one-sided.

The terrorism, the violence, the poverty, and all the other horrors that characterize our world prove that we are totally insane.

The cruel indifference to the misery of the poor by those who have a comfortable life proves that we are not really human. We are merely demons who possess a tiny and deficient human conscience. This is why our world is a living hell and so many mental disorders torture the human race.

The divine unconscious mind helps us eliminate our evil anti-conscience and cultivate real goodness in our hearts.

Only goodness can save us from suffering, but we are constantly induced to choose what is bad. We live in a world ruled by immorality, violence, and greed. Money is most people's god because those who have money decide our destiny.

Our planet is gradually being destroyed by wars and pollutions, and by our absurd indifference to what is bad.

We need psychotherapy.

Only if we obey the precious unconscious guidance in our dreams (and the religious teachings from all religions) can we be cured from our absurdity and completely develop our intelligence. We must also develop our sensitivity. Otherwise, we will never be balanced.

My work opens your eyes showing you the truth as it is. If you want to find balance and live happily, you must transform your personality. This is indispensable. You have no choice.

Even if you believe that you are a normal person and you feel that you are sensible and sensitive, this is not true. The biggest part of your brain belongs to your evil anti-conscience. Only because you have inherited this content in your brain, this means that you are already crazy from birth.

The minimum logical balance you have acquired thanks to divine providence is not enough to protect you from the craziness you have inherited. You have received a human conscience because you must obey the unconscious guidance in your dreams in order to completely develop your intelligence through consciousness.

You have to also develop your sensitivity and find peace. You have to discover your spiritual reality behind the material one. Only wisdom, love, generosity, sincerity, and compassion can help you find sound mental health and happiness in life.

Therefore, stop believing that evilness is something 'smart'. Stop being indifferent to your own absurdity and to the absurdity of the world.

Stop following the crazy mindset of your civilization. The knowledge of the absurd world cannot help you find balance. Your idiotic conscience cannot help you find peace. You need superior help.

Follow the wise guidance of your unconscious doctor, and learn how to be wise. Learn how to always be calm. Learn how to always be self-confident.

Your psychotherapy is very important, not only for you.

We need your contribution.

What can you do in order to save humanity from suffering?

We need your creativity. We need your extraordinary personality.

Christina Sponias continued Carl Jung's research into the human psyche, discovering the cure for all mental illnesses, and simplifying the scientific method of dream interpretation that teaches you how to exactly translate the meaning of your dreams, so that you can find health, wisdom and happiness.
Learn more at: http://www.scientificdreaminterpretation.com
Click Here to download a Free Sample of the eBook Dream Interpretation as a Science (86 pages!).

Six Types of ADD

2012-01-29T18:34:00.001-08:00

There is so much information out there on Attention Deficit Disorder that people often do not know which thing to even begin to believe. Some say it is overdiagnosed. Some say it is a rising problem. The truth about ADD is that it can be seen in the brain. Scans of the brain show that ADD affects the prefrontal cortex, the anterior cingulate gyrus, the temporal lobes, the basal ganglia and the deep limbic system. There are actually six main types of ADD. By knowing which type a patient different treatments are prescribed.

Classic ADD is the age old disorder by which most people categorize patients with ADD. Most with this type will have difficulty paying attention and leave tasks unfinished. They also are usually hyperactive and impulsive.

Inattentive ADD can often be described as a patient that is a daydreamer. They exhibit most of the common features of ADD, but they are not hyperactive. They actually have little to no energy. They are sluggish and enjoy to drift away from paying attention.

Overfocused ADD has all of the regular traits of ADD, but the patient may have trouble shifting attention and be negative. This type of patients worries excessively and is argumentative.

Temporal lobe ADD patients are often inattentive, irritable and aggressive. They often have memory and learning problems. This type of patient will show severely impulsive behavior traits in their decisions.

Limbic ADD is basically the basic ADD combined with depression. This patient is usually not motivated and has low energy.

The Ring of Fire ADD patient will show signs of ADD combined with bipolar disorder. They are not only moody and aggressive, but will also show large swings of anger to contentment.

Children are by nature hyperactive bouncing from topic to topic. This is not ADD. ADD comes into question when they begin to show signs of impulsive behavior such as darting across a crowded parking lot, when procrastination becomes a glaring problem when it comes to schoolwork or when a child cannot focus on schoolwork at all and will stare at a page for what seems like hours.

ADD is being more properly diagnosed these days than many years ago; thus, the rise in it. Some studies suggest that society, dietary changes, excessive television watching and video games contribute to ADD. Correct diagnosis and treatment are key to helping the ADD patient. Most facilities will conduct a comprehensive evaluation to determine which one the patient has. When the precise dosage of medication is prescribed which corrects the specific chemical imbalance in the brain, there is often a swift and dramatic improvement.

Julie Adams is the Marketing Coordinator at Davisson Clinic's Diet by Design Weight Loss Center in Dallas, Texas. A forever West Texan Julie credits her achievements to her degree in Broadcast Journalism at Texas Tech University. She is helping the Davisson Clinic launch its social media platforms. This clinic offers prescription and non prescription weight loss programs all designed specifically for each client. Everyone on the staff is highly educated in both nutrition and weight loss. Julie has always been involved in fitness activities and sporting events. She enjoys sharing what she has learned at the clinic to change the destiny of others. Potential clients are welcome to get a free consultation at the clinic by visiting http://www.davissonclinicwellness.com.

Crucial Facts on Clinical Psychology

2012-01-29T18:30:00.000-08:00

Potentially the largest area of specialization, clinical psychology is a vast subject, with varying degrees of inter-discipline linkages. On one end, pursuing a career in clinical psychology gives you many options in terms of your preferred area of expertise. Be it research based, lecturing at College level, spear heading programs geared for improvement of public welfare; the options are limitless. It is important to bear in mind that Clinical Psychology, is, by no means a default program, one that you stumble on for a lack of options. It is a taxing profession that requires a lot of determination, drive and patience.

Therefore, the first and most important aspect is time. On average, we're talking about post-graduate training for about 4 years, maybe more-at Doctorate level. This is a bare minimum requirement for you to earn the title of a Clinical Psychologist. It's a calling, and at this point you ought to be conversant with your preferred area of expertise.

Another very crucial point, is the ability to differentiate between a Ph. D and a Psy. D. The Doctor of Philosophy (Ph. D) is more research oriented, in contrast to the Doctor of Psychology, (Psy. D) which is more inclined towards the professional aspect of Clinical Psychology. This essentially means that one needs to have a clear picture of the path one wants to take, and choose appropriately.

It is quite common for most graduate programs in Clinical psychology to accept undergraduate degrees from other disciplines, but the emphasis is more on a first degree in Psychology. This is mainly because clinical psychologists treat the most severe mental disorders; hence, a solid foundation in the subject gives you an added advantage. Many Clinical psychologists work in hospitals, the larger percentage, almost 70% are in private practice. This,however, does not mean they are licensed doctors, usually they are not allowed to prescribe medication to patients.

It is a relatively well-paying job, especially for the majority who ends up in private practice. It may be demanding, and highly taxing, but it is just as equally rewarding, even more so when you find your feet. This, in the sense that it presents a great opportunity to start your own practice, be your own boss. It also gets your creative juices flowing coming up with creative solutions to different diagnosis, there are no limits.

Clinical psychology does have its fair share of disadvantages, but as I said earlier, it's all a matter of determination. It's an exhausting field, with long hours, tons of paper work and the mere volume of work will wear you out. It's a field that links scientific knowledge, to psychological treatment. It specializes in research, professional practice, evaluation, consultation, public policy, program development, supervision-a quite extensive field, as it were. Therefore, you do have your work cut out.

Finally, Clinical Psychology is a rewarding career; whose advantages far outweigh its disadvantages-highly fulfilling, so by all means, go for it.

If you want to learn more, you may consider to visit The Definition of Psychology. Feel free to post any comments you may have about this topic at http://evolutionary-psychology.net/

The Baby in Dreams

2012-01-29T18:29:00.000-08:00

When you translate the meaning of dreams according to the scientific method of dream interpretation you understand the wise messages contained in all dream images, even if they seem to be mere repetitions of what happens to you during your daily life. All images in dreams have a symbolic meaning, even when they seem to be mere reflections of your daily actions.

The known dream symbols show you the basic meaning of each dream. For example, the baby in dreams indicates a moral mistake. The baby represents a sin related to a love relationship, like betraying your partner with someone else, or having a relationship with someone who is already married.

Only by seeing a baby in a dream you already know that the unconscious mind is warning you that you must be careful and avoid making a serious moral mistake.

However, the dream story is also very important, so that you may understand why the unconscious mind is sending you this message and what you have to do. The dream story will give you explanations, based on the dream symbols.

For example, you had a dream where:

'You saw a baby at your living room. Then, you were wondering how to feed the baby because you had never done it before.'

The dream story shows you that there is a moral mistake in an important part of your psyche (the living room). In other words, you are ready to make a sin.

You represent your ego in dreams. Your ego doesn't know how to feed your moral mistake because you have never betrayed your partner before. However, you are about to make this sin.

In a few words, this dream is showing you that even though this is the first time that you are thinking about betraying your partner or having a relationship with someone who is already married, you are making a moral mistake the same way. It doesn't matter if you were innocent up to this moment. Right now you are about to make a serious moral mistake that you must avoid.

At the same time, this dream is showing you that instead of avoiding what is bad, you are thinking about how to effectively make a sin (feed the baby).

Now, you have to think about what is happening to you and relate the unconscious messages to the issues you are facing in your daily life.

In this dream, the details of the dream story are represented by the fact that you were wondering how to feed the baby. This means that you don't understand that you are ready to make a serious moral mistake, which you shouldn't make.

The dream story is criticizing your attitude. You cannot see how wrong you are for desiring to make a moral mistake. You are thinking about how to effectively make a sin (without leaving clues), while you should think about avoiding it.

Christina Sponias continued Carl Jung's research into the human psyche, discovering the cure for all mental illnesses, and simplifying the scientific method of dream interpretation that teaches you how to exactly translate the meaning of your dreams, so that you can find health, wisdom and happiness.
Learn more at: http://www.scientificdreaminterpretation.com
Click Here to download a Free Sample of the eBook Dream Interpretation as a Science (86 pages!).

A Brief Guide to PsyD Programs

2012-01-29T18:28:00.000-08:00

What the heck are PsyD programs? Why would you even care what they are? This is what this article is going to focus around, and will also discuss how online PsyD programs can benefit you.

Let's begin.

First off, let's begin by talking about what PsyD programs actually are. Well, you've surely heard of PhDs, right? Well, a PhD is all well and good, but they're very much focused around the academic side of Psychology, the theory and such. PsyD degrees are more focused around the practical aspects of psychology, and help to provide proof of preparation of a career in and around psychology.

So put simply, if you're looking to become a psychologist, and actually get stuck in and work in the field, then a PsyD might be a more suitable choice, rather than a PhD.

However, don't underestimate PsyD degrees; while they do have a more practical focus in terms of learning, they still contain large amounts of research and theory. This ensures practicing psychologists are able to keep up with new theories and are also able to help their patients with ever-increasing knowledge of their field.

So, now that you know what PsyD programs are, let's move onto the benefits of pursuing a PsyD degree through the easy use of the internet.

Now, many people are unable to attend physical classes for a variety of reasons, which could include any of the following:

    * Work responsibilities - You may find that main reason most people can't attend classes is because they already have full time responsibilities such as a job.

    * Traveling difficulties - A lot of the time, it's difficult for people to travel to and from these classes, and lack of money, availability or a combination of both prevents people from attending universities.

    * Your learning style - Perhaps you enjoy working in a classroom taught style. However, a lot of the time, people don't. Working in a class can often be distracting, due to other people's questions, antics and so on.

    * Financial situations - Many of us in this period of recession are in a state of financial difficulty. The cost of going to a university is quite expensive, and not all of us are able to afford it.

These types of problems are quite easily fixed by using the internet. Because of their ease of use and access, vastly reduced price (usually due to no rent costs, building payments etc) and personalised approach, online PsyD programs are quickly becoming very popular with people wishing to pursue a career in psychology.

So if you're looking to get a PsyD degree, but don't have the means, the motivation or the money to attend physical classes, why not look for online PsyD programs? They're easy, they're cheaper, and they're simply a whole lot better!

More about PsyD programs at www.psychology-courses.com

Tips for Your Business Writing

2011-12-30T07:40:00.001-08:00

Keep it simple - Write the same way that you would talk to a young but intelligent grandchild. You need to tell a story that is interesting enough to capture attention and simple enough to be understandable. Begin by stating why you are involved in telling this story and describe the characters who are involved. Use language that is easily understood and stay away from words that others might not know. Imagine that you are writing a story that will be found by historians hundreds of years from now. Would they be able to read it and not only know what you were talking about but also enjoy it? Sometimes, if I am stuck on a phrase or sentence, I will talk out loud. I begin with "What do I want to say?" and then answer as though I was asked the question by someone else. Then I write down my answer word-for-word. You see, the world is your audience - not just a judge, or a client, or a newspaper subscriber. You should be writing so that anyone could pick up your work and totally understand what they are reading.

The journalistic approach - Have you ever heard nf who, what, when, where and why? That is the way that journalists are usually trained to write their stories. You do not need to introduce the type of media sensationalism that is designed to capture the attention of a reader or listener but you do need to have enough details so that the reader isn't left with too many questions because of missing information. Think about driving throughout North America on a family holiday. You will likely benefit greatly from having a map and watching for signs along the highway. A good introduction will be the map for your reader. It will help the person to know where they are going and what places they will pass along the way. Headings or divisions with numbering or bullets throughout the report are the highway signs that help your reader to know where they are as they travel. Make it easy for the person who has decided to travel with you by breaking up the journey with interesting stops along the way!

Read aloud to yourself - When you have completely finished the work read it to yourself out loud. Use a slow and steady voice but always have an analytical ear. If someone was reading this report to you, would you understand what was being said? Are things organized in appropriate groups? Do you remember the lyrics to the Sesame Street song that asked "One of these things is not like the others. Which one is it? Do you know?" Challenge yourself to ensure that you have things that belong together in the same section. Remember, think like a child - with simplicity!

Writing, whether it is in the form of fiction, newspaper articles, love letters or formal professional reports allows you to express yourself and relay your knowledge to others. It will be most welcome, however, if the words that you use tell an interesting story that the reader can understand and enjoy.

And so, it is time for you to begin. Why don't you start thinking in the most widely-accepted format for story-telling? Once upon a time....

By the way, do you want to learn more about increasing your business profits fast?

If so, download my brand new mini-book "DISCOVER THE SECRETS TO INCREASING YOUR PROFIT BY OPENING YOUR BUSINESS FOR SUCCESS" here:

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Tips for Improving Your Technical Writing

2011-12-30T07:39:00.001-08:00

Technical authors, particularly early in their career, can often find themselves struggling to get their content right. It doesn't have to be difficult to get your writing to the next level. Here are few simple tips to improve your work.

Exercise Your Curiosity

The best writers don't just know the little bit it takes to write about a product but the read round their industry and their subject. They talk to experts in the field and they learn as much as they can so they can put their work into context for their readers.

Use Lists

Break up your data flow with bullet points and numbered lists, they make your work feel less like a "wall of text" for the reader. You can also use this technique to highlight important information.

Keep Your Language Current

Particularly in technical subjects language can evolve rapidly, make sure you're using today's terminology and not last years'.

Think Like a Journalist

Don't forget the "who? What? Why? Where? When and How?" Your writing will be infinitely more meaningful to a user who understands the basic principles of what you want to communicate.

Write for the World

In a globalised world it's more and more likely that your material will be picked up people who don't speak English as a first language. Keep the language simple, and use short sentences.

Give Real Life Examples

If your readers are likely to be unfamiliar with your area of expertise (and sometimes even if they are going to know a bit about the subject too), then give them examples to relate your content to. Showing how a particular feature achieves a personal benefit is a great way to get users to engage with your documents.

Be Professional but not Formal

You can't use slang, and you can't use curse words because that's not professional. But you can write the way you would talk. Formality stultifies your language and makes it less accessible. Never forget that your readers need information they can use and relate to.

Focus on the User

A manual is not a product showcase; never forget why a user will need your document and write for that need. That doesn't mean you neglect the needs of your company, but it does mean that you need to prioritise effectively.

Keep up to Date

Throughout the writing process you should stay on top of developments in your industry and be prepared to alter what you've written to reflect them. This keeps your credibility with the reader at its highest level.

Nick is the President of http://www.authoring4u.com a specialist consultancy based in Shenzhen China, which helps companies from around the world save time and money in the areas of; technical documentation, Internet presence and marketing and Press Relations.

Nick has just written a free e-book "Perfect Press Releases" which you can download for free from the Authoring For You website. So download it today!

10 Tips For Technical Writers

2011-12-30T07:38:00.001-08:00

There is no doubt that technical communication plays a crucial role when it comes to transferring knowledge via various documents, interfaces, products, technologies, and business practices. The technical writer must therefore have the ability to effectively bring this information across in a clear, unambiguous and tangible manner.

It must be appreciated that technical writing differs substantially from other written communication due to the fact that the audience is generally not reading the document for personal enjoyment. It is for this very reason that it become exceedingly important to only include relevant and pertinent information that is concisely written.

Each and every writing project is different, but the following 10 tips will greatly enhance the process of effective technical writing.

1 - During the planning phase, gather all the existing information that will be required, and this include aspects like specifications, standards, functional descriptions and contracts where applicable.

2 - Determine which outcome documents will be created. Will it be an installation guide, how-to booklet, routine procedures or an online help manual?

3 - Develop a plan that will ensure the wording of the document is clear, consistent and of course, free of grammatical errors. If the primary source includes say a design team, make contact with them and agree on a common approach.

4 - Make sure that you know which format the documentation will be delivered to the final end user or client. Delivering the information on paper is quite different from it being integrated within software or in the form of a CD.

5 - During the writing phase, it is essential to make a list of glossary terms, abbreviations and specific industry jargon that might not be known by all the readers. Many technical writers are subject matter experts and find it difficult to make allowance for the lay person.

6 - Research the correct wording when it comes to copyright notices involving any proprietary products or third-party rights that need to be mentioned in your documentation. This can often involve the correct dimensions of say a logo or organisation's name.

7 - At the completion of the initial draft, do a complete check for spelling mistakes and review your work from beginning to end. If you are not the subject matter expert for your document, then send it to them for a technical accuracy check.

8 - Whenever possible, make physical or electronic contact with anyone that is to edit your document, so that both parties have a common understanding of the content. With today's modern technology like video conferencing and webcams, this should not be difficult.

9 - For the final document delivery in physical formats, use good quality CD's, that are properly labelled. Printed documentation must of course be on good quality paper to suit the end-user i.e. a workshop manual to be used in a dirty environment like auto repair shops, need to have pages laminated or covered in thin plastic.

10 - Organise an archiving folder for your work in terms of product name, version number or edition for easy future reference. This is invaluable in the case where the documents are written in a series.

The most important tips for technical writing are all about planning the bigger picture in order to deliver a product that is clear, functional and relatively easy for the reader to follow. Furthermore, technical writing is both a skill and an art. It is therefore very disappointing however to still see poor technical material that has been done in a sloppy and amateurish manner.

Click Here if you still looking for a technical writing job. Watch out for online crooks who know nothing about technical writing opportunities. Go to http://www.freelancewritingnet.com and get the true facts on how to launch your freelance technical writing career.

Writing a Great Proposal Letter

2011-12-30T07:37:00.001-08:00

1) The most important thing about the grant funding is to read carefully the criteria for funding. In your proposal letter, be as specific as you can to address the primary focus of the funders. You need to match your organization's primary aims, objectives and missions to the main focal point of the grant. Suppose you are writing a proposal in which the funders' main focus is youth development. It is better to start your proposal letter by addressing the main focus of the funder in this way:

"Our organization has been serving the mission of youth development through sports and literacy program. This proposal letter is in regard to the government's focus on youth development."

2) It is important to find some representative in the funding organization before submitting a grant. It helps you create a close relation with an important representative in the funding organization. It helps you to gather more information and make your grant letter more effective. You can also give reference to the funder's representative in your proposal letter in this way:

"Having discussed the project with Mark Petter, a senior representative of your organization, we are confident that the main focus of our project is in keeping with your mission to uplift the high school youth of our community."

3) You have to make extensive homework to gather statistical facts and data about the particular problem your organization is going to solve. For example:

"In our locality, children of ages 9 to 14 do not have adequate education facilities, so the literacy rate is as low as 35%."
Next you have to assure how your organization will approach the target audience to address their problems:

"Over the last six years, our organization has been providing educational services to a large number of High School youth. As a result of our mass literacy movement, thousands of children have been able to read and write. We want to expand our program on a large scale so that the maximum number of children should benefit from our services. In this regard, we look forward to your patronage in order to continue our mission on a larger scale."

4) The grant letter should give an estimate of money needed for the next fiscal year:

"Our organization intends to give services to more than 10,000 youth this year. We would like to request a fund of $60,000 to help meet our aims and objectives. We have a plan to hire new educators and other team members to increase the literacy rate by 90% in our community"

Give references to other fund raising sources and methods that have funded your project in the past. Spread the word around and let everyone know about the success of your project through press releases, newsletters, flyers and annual reports. Develop a positive rapport and communication with your local state representative.

5) Lastly, close your proposal letter with thanksgiving sentences for the funding organization. Make sure, the requested amount is reasonable and is according to the past amounts the organization has funded. If the organization generally allocates a fund of $25,000 you cannot request a double amount. In the end give your company's signature including contact information such as phone, email, web address or the postal address, so that the organization can contact you easily.

6) It is essential to provide proof of your organization's services by attaching documents, press releases, flyers, news articles, pictures of the staff and events. You can also attach annual reports, expenses and testimonials from citizens, local representatives, partners and volunteers. Also include support letters form parents and teachers. Make sure to attach all the items requested by the funding criteria such as the listing of your organization's board members. You may also be required to attach IRS 510c3 status letter and a certified internal Audit Report attested by a public Accountant.

Make sure not to attach more documents than are required by funder organization. Be brief and concise, your grant proposal letter should not exceed 3 to 5 pages. For any further information please visit our website at: http://justemail.weebly.com/

PQQ Writing

2011-12-30T07:36:00.000-08:00

The Pre-Qualification Questionnaire (PQQ) stage of the tendering process is usually a pre-requisite. The purpose of the PQQ stage is to screen potential applicants for the tendering activity. This phase serves to prevent companies from wasting their valuable time and resources going through the lengthy and laborious process of producing and submitting a tender. The PQQ stage is a good way of helping to weed out the applicants who are unsuitable for the brand new contract.

PQQ documents are becoming more and more complex, larger in size and, therefore, more difficult and time consulting to produce. The reason for this is that more and more companies are tendering for opportunities. This, in turn, is because, especially in the United Kingdom (UK), legislation has been changed to make the tendering process more transparent and accessible for a wider number of companies. In particular, companies who are tendering for new opportunities which would previously have been automatically given to the companies who had previously been given the contract or project. The systems for tendering are now much less closed off than they were before. There are more and more opportunities for companies to tender than there ever were before. Therefore, there is a greater demand for PQQ documents to be produced to lessen the load on tender document appraisers and buying departments.

It's quite obvious that there are going to be less opportunities to tender in a global recession where only projects which are deemed to be absolutely necessary are being started. Budgets are tight and organisational departments are being encouraged to cut expenditure which is not required. On the flip side though, more and more companies can now tender and some companies who had previously never needed to tender before now have to produce and submit tenders. This has created a higher demand for bid, tender and PQQ writing services to be provided by trained professionals in the procurement industry. The reason why companies who never previously needed to tender now must tender is due to the changes in the UK government's legislation which has called for fairer tendering. This has created greater opportunities for those companies which would have previously been excluded from tendering for lucrative opportunities. This is because other companies had got there years before them on past tenders and the new opportunities were being automatically given to them.

So if you need help in completing the PQQ stage of an opportunity which could mean a lot to your company then don't take any chances - get a professional PQQ writer to produce and submit the document for you.

For more information visit PQQ Writing

Tender Writing Tips

2011-12-30T07:33:00.001-08:00

A good tender writer is very important for any company. Tender writing is a difficult task and anyone who has great writing skills cannot do it. It requires a professional, an expert on tender writing to write that winning bid which makes your company stand out amongst the competing firms even when they have more experience than your company. When you compete for a contract, every company that bids wants to have an edge and that edge generally is a well written bid letter. Hence, a good tender writer is a huge asset to any company.

The first step to bidding for any contract these days is the PQQ. PQQ stands for Pre-Qualification Questionnaire. This helps the clients to identify the contractors suitable for a contract. PQQ is a way to shortlist contractors on basis of the questions asked in it. It inspects an array of elements in the contractor's profile like finances, safety, credibility, history, insurance, accreditation, experience, capability etc. It tells whether the contractor can justify the contract or not. Hence it works like a filter.

There's another term called ITT. ITT stands for Invitation to Tender. It is a document that invites potential suppliers to tender for a contract.

Having written the PQQ, everything comes down to writing a good Tender. Tender writing is not everybody's job. Almost every contract is different and needs to be addressed differently while writing a tender. There's no fixed layout for a tender. Companies that use a fixed layout may get a few contracts initially but they fail eventually. That's why a tender writer is so important. He understands the contract's requirement and shapes the tender accordingly. Hence, it provides a better chance to succeed with the contract.

A tender should meet all the requirements of the contract and should be researched well before drafting to the procurement team.

Also, the tender should tell about the company in a precise yet professional way. If you feel that having a tender writing is not a good option, you can opt for the tender writing services over the internet or hire a tender writer temporarily. The tender writing services know the market and are capable enough to write a contract winning tender. They have years of experience and expertise in an array of niches and know what is to be written in the tender.

A lot of companies are opting for tender writing services and are prepared to pay that hefty amount for a contract winning tender.

For more information visit Tender Writing Tips.

Tips for Selecting a Good Tender Writer

2011-12-30T07:32:00.003-08:00

A good tender letter is very important to get hold of a contract. Getting contracts is the main method of expanding businesses these days. Many companies across the globe don't get contracts even after having world class infrastructure and having all that is required to take up the contract. What goes wrong on their part is the tender letter they attach to their application when applying for a contract. There' a communication gap between you and the client if you don't submit a good tender letter. You need to show your competence in the tender letter if you want to get the contract. The client never assumes things. You need to convince them.

That's where the need for a good Tender writer arises. Majority of firms neglect the need of a separate dedicated tender writer and get the tender written from someone in the company itself. One shouldn't do the mistake of getting the tender letter made by an inexperienced person. When you hire a tender writer or get the tender made by some tender writing services, you are assured of proper research about the client, the contract and its requirements. No one can boast of 100 per cent success rate. If someone does that, he's selling himself on basis of a lie. Remember every company that's going to bid for the tender will make sure that their tender stands out among the others; hence it becomes very important to get the tender made by someone who is a pro in this business.

Be it a separate tender writer or a tender writing service, following are some of the points you should keep in mind before selecting the tender writer for your contract.

· Be patient. Don't choose a tender writer randomly or in a hurry. Being patient makes you decide better and make you less prone to making a mistake.

· Ask for his history, previous contracts and testimonials, if any. These tell a lot about a tender writer and hence make all of them very important.

· Don't go for high or low price. Decide on basis of the content they write, not on basis of the price they charge. It's a common myth that people who charge more are the best writers.

· Check if the person or agency has had a prior experience in the field which your contract belongs to. You won't want them to experiment their skills on your contract.

· Make sure you get in written their acceptance and explain them the contract on a very broad scale.

· Make sure you get a fixed price and that they are punctual and stick to deadlines.

For more information visit Tender Writers

Writing Style and Formality

2011-12-30T07:32:00.001-08:00

Writing style comprises four characteristics:

   1. Formality
   2. Language complexity
   3. Objectivity, and
   4. Information depth.

The purpose you are trying to accomplish, the readers' needs, your relationship with the reader, and the type of document affect the style in which you write. Style is a strategy for effective writing, not a goal.

In this article, we will address Formality.

Formality means (1) the degree to which you attend to standard English conventions, real and assumed, (2) the degree to which you use common words as opposed to colloquial, idiomatic words, (3) the level of objectivity, and (4) the level of intimacy you assume with the reader. Writing in a formal manner does not mean using "fancy" language and big words.

Levels of formality, sometimes called language registers, can be construed as follows.

Intimate (least formal): This is how you speak with or write to your best friends or significant other. Intimate language is highly dependent on shared experiences, assumes understanding of common topics, and does not reflect standard English conventions of grammar or sentence structure. It also relies on shared definitions of what words and expressions mean, and those meanings may be different or more specific meanings used by the general public. Because intimate language is so dependent on the relationship with the other person, and because intimate language implies social and emotional closeness, avoid intimate language except when speaking or writing to people in your closest relationships.

Casual: This is how you speak or write to people with whom you associate casually. Friends and family members may fall in this category, as do many acquaintances. Although this language register has been described as "friendly" language, we may also use casual language in unfriendly circumstances. Casual language depends somewhat on shared experiences, common interests, and similar personalities with the other person. Word use is often idiosyncratic (i.e., slang) and dependent on shared experiences.

Social: This is how you speak or write to people you meet in social situations, such as when speaking to a shop clerk or when introduced to a friend of a friend. It relies on broadly accepted word definitions, common yet respectful ways of addressing the other person, and standard English conventions, though not as rigorously as more formal registers. It does not depend on shared experiences but may employ idioms common to a particular community or culture. Social language is appropriate for most social encounters. Indeed, social language implies membership within a particular community or general culture and is appropriate if you are trying to establish yourself as a member of a particular social community.

Formal: Formal language rigorously follows standard English conventions and relies on broadly accepted word definitions. It tends to avoid personal opinions, feelings, and experiences from private life. It also avoids idiomatic language. Unlike less formal language styles, formal language doesn't assume the reader has shared experiences, understands the topics and issues, or has any social connection to the writer or speaker. Generally, this is the level of formality for public, published writing or writing to people with whom you don't have any social relationship. This is the most acceptable level for most published or broadly disseminated documents, business documents, and academic documents.

Professional: Here, the word professional does not mean formal and business-like. It means writing specific to a particular profession. Professional documents are, for all practical purposes, social documents. However, the social group is a specific, targeted group of readers in a professional field. The members of this group share a common professional language with specific words and expressions, often referred to as jargon, and specific expertise in a field of study. Unlike social language, understanding is not dependent upon shared experiences in a community or social group. Rather, understanding is dependent of shared expertise and experience within a particular professional field. Like formal language, professional language pays rigorous attention to language conventions.

This examination of formality levels is useful for two reasons. (1) It may help you select and use the appropriate level. Using the wrong level will create conflict with your reader. If you use a level that is too intimate, you presume a level of intimacy that the reader does not share. If you use a level that is too formal, you may be perceived as an arrogant, condescending outsider. In either case, you damage the relationship with the reader that you need to accomplish your purposes. (2) Understanding various levels of formality will help you gauge the effectiveness of your communications, make adjustments, and become flexible in your communication style.

Although the formality levels address word usage, nothing about the formal or professional writing indicates that using longer, more esoteric words is better. In fact, if certain words are not common to the audience you are addressing, or if you are unsure about how they are used, you risk damaging your communication and credibility.

In business, school, and most professional environments, effective writing stays firmly within the formal level unless you have a very specific, considered reason to use a different level.

David Bowman is the Owner and Chief Editor of Precise Edit, a comprehensive editing, proofreading, and document analysis service for authors, students, and businesses. Precise Edit also offers a variety of other services, such as translation, transcription, and website development.

3 Critical Reasons for Children to Receive Special Education Functional Skill Training!

2011-10-01T07:38:00.000-07:00

Are you concerned that your child with autism may need to receive training in all areas of functional skills? This article will be discussing the definition of functional skills, and three important reasons why every child receiving special education services, needs to be given functional skill training.

Functional Skills are defined as life skills that persons use every day, in different environments. Functional skills focus on different areas such as home, family, self help skills, social skills, independent living skills. Also, skills needed for employment and job retention, recreation, community living, as well as functional academics that can be used every day.

While academic skills are important for all children with disabilities, many parents and advocates seem to overlook, the importance of functional skill training and instruction. These skills need to be addressed during a child's school career, but absolutely during the child's transition from high school to adulthood.

Reasons that children need functional skills:

1. To be prepared for post school learning. One functional skill that is often overlooked is social skills, but is important for not only post school learning but in every aspect of a child's life. If the child attends a vocational program after high school they need to learn to interact with other students as well as teachers.

2. To be prepared for employment. A lot of functional skills are used every day, during job hours. For example: Employers expect workers to come in clean, and in uniform. The functional skill of grooming and making sure that they are groomed properly and in uniform, may need to be taught to some children with disabilities, as it may not come natural to them.

3. To be prepared for independent living. Some children with severe disabilities may never be able to live by themselves, but can be taught skills to be independent, in certain areas. These areas could be dressing and grooming, picking what they are going to wear, learning to match clothing to the weather, etc.

Accessing transportation is another functional skill that children with disabilities may need specific instruction in. For example: How to access the bus system, how to read the bus schedule, and how to determine what bus to take to make it to work on time, and back home. Being independent in the area of transportation is an important skill for a child with disabilities to have.

Money skills are also important for children with disabilities to learn. Other skills that are critical to learn for independent living are: How to open a bank account, how to sign checks, how to set up a budget and how to pay bills. Cooking and shopping are other functional skills that young people with disabilities need to receive instruction in.

One area that is often overlooked when thinking about functional skills is the importance of children with disabilities learning appropriate behavior. This is the one aspect that will keep a child or adult from being able to live and work in a community setting. An appropriately developed positive behavioral plan will help a child increase their positive school behavior while decreasing their negative behavior. Specific training needs to be given to the child so that they can learn appropriate behavior, and how to act in school, at a job, and in community settings.

Functional skills are important for all children and soon to be adults with disabilities to learn! They will help the child become as independent as possible as they can be in their life!

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com. For more information on the book and special education as well as testimonials on her book, please go to: disabilitydeception.com. For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

Special Education in Ireland's Secondary Schools

2011-10-01T07:34:00.000-07:00

This article is an introduction to special education in Irish secondary schools. The past then years have witnessed a sea change in special education provision in Ireland. The Department of Education and Science has issued numerous directives and guidelines in relation to policy, provision, structure and supports. Since 1998 there have been ten pieces of legislation passed through the Dail that relate, one way or another to children and special education needs The National Council for Special Education (NCSE) has been established along with the Special Education Support Service (SESS). Both these organisations oversee and coordinate all special education initiatives nationwide. Ireland's primary schools have pioneered these new directives. Special education provision at primary level is developing at a rapid pace and great strides are being made. The next horizon for improvement is secondary school.

Ireland's secondary schools are driven by an exam-oriented curriculum. Subject area specialists teach all of the curricular content. The supports available to children with special needs are not extensive or as tested as those at primary level. In what follows we will look at the needs and entitlements of children entering secondary school who have identified special education needs and those who are entering and later discovered to have a special education need.

My child has been receiving extra help in primary school. What should I look for in a secondary school?

You should look for a school with a special education teacher in place on a full-time basis to support all children with special needs in the school. It is important to also be sure the school has a commitment to supporting and educating children with special needs. The school should have on its staff teachers who have had some training in how to differentiate their methodology and curriculum for children with special needs. There should be an accepting attitude on the part of all staff. Remember, your child is entitled to enter fully into the life of the school and avail of all it has to offer. How do you find out these things? Talk to the school principal and ask questions about the topics listed above. Remember, your child may be eligible for special consideration at the time of Junior Cert and Leaving Cert but this will have to be determined about a year before these exams will be taken.

What is s/he entitled to?

A child who has been receiving special education resources or support in primary school is eligible for continued support at secondary level so long as they continue to have a special education need. It is possible that a primary school child, after receiving several years of support, could no longer be deemed to have a special education need but this is the exception not the rule.

Your child will be entitled to the same general provision he or she received in primary school. Typically this takes the form of specialist teaching from a Learning Support or Special Education Resource teacher (both are now often being referred to simply as Special Education teachers. This support is to be determined based on need with the number of hours of support being determined by the Individual Education Plan (IEP) drawn up in the last year of primary school. In addition to the IEP there should have been a Transition Plan completed during the last year of primary school The Transition Plan will devise the structure of transition to secondary school and may alter the IEP for a short period of time. If this happens there should be a team meeting in about six months or less to write the secondary school IEP. In general students in secondary school are eligible for the same supports as in primary school. This may include a Special Needs Assistant (SNA).

How do I go about making sure they get that?

Generally speaking your child's Individual Education Plan is the map which documents exactly what services your child will receive, when he or she will receive them and from whom. The IEP is your best protection against a child not receiving the services they need. IEP's will eventually become legally binding documents on all parties and a school must provide the services outlined in the IEP. An IEP cannot be changed or implemented without your consent. Remember that upon entering secondary school a Transition Plan may be in place that slightly alters the previous IEP. This will have to be reviewed within a short span of time to be sure the child receives appropriate support services. Don't be afraid to talk to the school principal because he or she is ultimately responsible to see to it that children receive the services they are entitled to receive.

What are my options if we run into difficulties?

Should problems arise you should first speak to the Year Head and address your concerns. The Special Needs Organiser (SENO) assigned to the school should be alerted as well as the appropriate special education teacher(s). A team meeting, of which you are entitled to be a member, can be convened within a reasonable time frame and your concerns will be discussed. If this meeting does not satisfy you or not result in the child receiving the services you may contact the National Council for Special Education for further information and support.

It is important to take things one step at a time. Speak to your child's special education teacher first and be clear about your concerns. Be assertive and not aggressive. Remember, generally speaking everyone is doing the best they can. Do have your child's IEP in front of you when you are speaking to the teacher or other staff member. Be aware of your rights to appeal as outlined in the NCSE and SESS websites. Don't rush to judgement, try and work things out amicably before you make threats to appeal. The next most important port of call will be the Special Needs Organiser assigned to the school.

Hidden Disabilities

Not all children who have special education needs come to the attention of parents or educators in primary school. The human brain is an organ that tries to meet the demands placed upon it at any given time. As anyone who has gone to school knows, the demands of the curriculum get greater and greater each year of schooling. In secondary school the curriculum subjects become incredibly complex each year. The fact that a student is being educated by many different teachers each year further complicates matters. There are students who have had no difficulty suggestive of a special education need at primary school who suddenly seem to have a lot of difficulties in secondary school. Unfortunately they are often perceived as "lazy" or "unmotivated" and sometimes as "difficult" students.

If these labels stick and no thought or concern raised about a possible learning difficulty being present the student can become trapped in a cycle of failure and rejection by teachers. The result could be early school leaving, behaviour difficulties to hide the learning problem, lowered self-esteem, loss of self-confidence and trouble at home. It is important to recognise that some students, no matter how well they performed in primary school, may have a special education need that doesn't appear until secondary school.

What are the warning signs?

It is not possible to list the many warning signs of a hidden disability but generally speaking one should be considered any time a student with a previously successfully record in primary school begins to exhibit difficulties in secondary school. There are a variety of causes to school failure at second level but a hidden disability can often be reasonably suspected when one or more of the following difficulties become noticeable:

oMemory problems
oOrganisational difficulties
oRefusal to go to school
oProblems with written language expression
oDifficulty organising thoughts into speech
oInability to recall facts from yesterday's lesson even if they seemed retained the night before
oUnusual spelling problems
oUnusual difficulty with more advanced mathematical problems
oPronounced difficulty in foreign language class
oBehavioural difficulties not present in primary school
oMood swings or sudden mood changes that last several hours
oReluctance to engage with parents about school difficulties

Although a partial list it is a good guide for parents and teachers to thoughtfully consider the presence of a hidden learning disability.

I think my child may have a problem. Where do I go from here?

First speak with your child's teachers. Ask for the facts: what does teacher think the problem might be? How often is this occurring? When? Is it serious? Present your own perception to the teacher(s) clearly and succinctly. If you have done some Internet homework on your own be clear about it and raise it as a query needing to be resolved. Try and get some samples from homework you have seen and ask for some samples of the child's work in class if it is appropriate to do so. Speak to the Year Head and ask him or her to get some information about your concerns from all teachers. See if you can spot a pattern that validates your concern.

If you become more concerned then you have a right to ask for an assessment. Sometimes the special education teacher, with your permission, can perform some individually administered tests to discover if the child is seriously behind in reading or math achievement age. It is possible to discover if there are significant written language deficits in some cases. If this assessment leads to more significant concerns then you should request a psychological assessment. These can be provided free by the National Educational Psychological Service (NEPS) but be mindful that a lengthy waiting list may be in place.

The most important thing is to be persistent and to talk to the right people. Begin with teachers, speak to Year Head, go to Principal if necessary and don't forget the Special Education Needs Organiser (SENO). If an assessment is carried out there will be a team meeting to discuss the results and to begin the process of writing an IEP.

In the case of a diagnosis, where do we go from here?

If your child is found to have a special education need an IEP should be written. This is, as stated previously, a road map to your child's education plan. It should be reviewed annually but can be reviewed more frequently if it is decided to do so. The special education team, often referred to as a multidisciplinary team, will be responsible for writing the IEP. You are a member of that team. Your child is also entitled to be a member of the team and it is particularly important for secondary school students to participate in this stage of planning. This gives them a sense of ownership and control over their educational life.

Be sure that the plan covers all the areas of concern that have been discovered in the assessment process. Plans for children with social and behavioural difficulties that address only academic issues are useless and doomed to fail. Special education planning is a thoughtful and time-consuming process when it is done correctly. Don't feel rushed into accepting a plan you don't think will work. Take it away and ask if you can return in a week to revise it with the team. This may not make you the most popular parent in the school but it is responsible parenting.

Possible Panels:

Autism/Asperger's in Secondary School

There are large numbers of children with an Autistic Spectrum Disorder that are having considerable difficulty finding a secondary school to enrol them. The problem revolves around the lack of supports at second level and the lack of teacher training in this speciality area. Unfortunately there is little that can be done if a school refuses to enrol a child on the autistic spectrum. What is needed is the development of resource support. By that I mean resource rooms where these children can get services by a specialist teacher. Availability to the teachers of advanced training. Availability of print and video resources teachers can access to learn more about the spectrum. Along with this there should be a whole-school commitment to inclusion for children on the spectrum so they are not isolated from same-age peers.

The education of children on the spectrum is not that difficult once educators get the knowledge about how to do it and have the proper attitude towards these children and their families. Of course they present us with challenges but the good news is that once we get it reasonably right for them we begin to improve the education of all children. There are considerable challenges in the future to our secondary schools in education these children and it is time to get it right. Those schools which stubbornly refuse to enrol children on the spectrum are in the stone age of education. There is a clear choice for secondary schools in relation to these children: be in the forefront of change and development or be left behind forever. Parents will not forgive or forget. It's time to get it right once and for all.

ADHD

Attention Deficit Hyperactivity Disorder affects about 5% of all children and adults. Unlike other special education conditions, children and adolescents with ADHD are frequently blamed for having the condition, perceived as hostile or unmotivated, lazy or cheeky. When ADHD goes untreated it becomes a serious condition affecting self-esteem, motivation, behaviour, self-confidence and relationships with adults and peers. ADHD is a high-stakes condition and it needs to be recognised that students who have it didn't choose to be the way they are.

ADHD is a condition that is caused by brain chemistry and activity. It is a neurobiological condition. People with ADHD often have difficulty paying attention and concentrating, especially on things that require sustained attention and concentration. The can have problems controlling their emotions and impulses, can rush to finish things or have considerable difficulty waiting their turn. They often ask questions without thinking them through and sometimes make unfortunate comments in front of others.

ADHD is a life-long condition. One never grows out of it but the symptom picture changes over time. Often the impulsivity and high level of activity, if they were initially present, disappear in the teen years. The learning problems associated with ADHD do not go away easily and it is vitally important for them to be addressed in school. As in the case of children on the autistic spectrum, once educators and schools get it correct for children with ADHD they have improved the educational provision of all children.

Understanding is critically important. Adolescents with significant ADHD do not chose to be in trouble with and in conflict with adults. Constant rejection and criticism, constant punishment, and in severe cases expulsion from school is not the answer. Corrective teaching is the answer and appropriate support from specialist teachers is vital.

David J. Carey, Psy.D.
297 Beechwood Court
Stillorgan
Dublin, Ireland
http://www.davidjcarey.com

Special Education

2011-10-01T07:33:00.000-07:00

Special education refers to unconventional education services designed to cater to the needs of individuals suffering from physical and mental drawbacks such as physical handicaps, sensory (visual and hearing) impairments, intellectual capacity (mental retardation and autism), learning disabilities (reading and writing skills), speech impairment and those with behavior disorders. It seeks to address problems of the individual, as well as provide effective solutions through a set of formulated instructions, service aids and supports, learning techniques and transitions services.

The goal of special education is to address the needs of these special individuals (children, youth and adults) and ensure that they gain equal access to quality education regardless of their condition. In effect, it encourages them to keep up with the challenges of normal education and help improve their chances for success in life.

Specialized method of education

The primary focus of this special type of education is to provide support and learning techniques to the individual. Children are properly educated in the most learning-conducive environment to help them discover their in-depth skills and abilities hidden behind the disabilities they might have.

But not everyone can employ this educational service. As such, before the person can avail of it, different levels of evaluations must take place. The processes can vary, though the primary stages include referral, parental consent, child evaluation and review and recommendation of appropriate institutionalized methods.

An afterthought...

In today's society there are more than 6 million children and youth estimated to be suffering from disabilities, and the demand for special education has grown by leaps and bounds. By properly dealing with the issues and problems concerned and finding solutions, special education can give them the chance to stand up and be on equal footing with their peers, drawing out their true potentials as key movers and prime contributors to society regardless of their physical and mental difficulties.

Special Education provides detailed information on Special Education, Special Education Degrees, Online Special Education Courses, Journal Of Special Education and more. Special Education is affiliated with Teacher Education Philosophies.

How to Teach Special Education Students

2011-10-01T07:31:00.000-07:00

Today there are many children who are living their life with developmental or learning disabilities, which in turn has deeply affected following day-to-day activities. In fact, many of them are either suffering from high functioning Autism or Autistic tendencies. These problems have restricted them in learning the skills primarily required to survive in everyday life. Teaching everyday life skills to these students are not an easy job or everybody's cup of tea. It actually requires a lot of patience and determination. It can be very challenging, but at the same time it can be fun and rewarding experience, if you as a special education tutor follow some of useful tips given below. These are few important guidelines that can help you to teach or educate a child that requires special education in a better way:

1) Selection of instructional style can help you a lot in a special education process. You can choose to educate in a very ordered way by prefabricated materials and using textbooks. However, you may even take the way of hands-on activity in a student-centered classroom.

2) Students with reading disabilities can be given oral instructions. You can present tests and reading materials in an oral format that you may access easily.

3) Regularly check the progress rate of learning disabled students and tell them about their frequency of progress. This will help them to know that how far they are from their individual or class goal.

4) Give response to the learning disabled students immediately. This may help you in understanding the relationship between what was taught and what was learned.

5) Try to shorten the class activities set for learning disabled children because lengthy activity projects are seriously annoying for such children.

6) Special children feel difficulty in learning abstract concepts and terms. So, provide them concrete or practical objects and events, for an example items they can touch, hear, smell, etc.

7) Disabled students require constant admiration. So, be sure, you constantly appraise them for their activities that directly help in boosting the confidence level.

8) Always encourage cooperative learning activities. Tell students of different abilities to work together on a single project. This will create environment where true learners can get the most or learn more out of the activity.

9) Try to engage youngsters more into problem-solving activities that may help them in solving their own conclusions.

10) Give these students opportunities to take initiative for any of the activity in the classroom. Other than that, also provide subjects that interest them for extensive reading activity.

Learning life skills and basic are significant lessons for a special education student. While teaching life skills and literacy, it is also important to remember that such students learn best by practical experience. With lots of practical learning and motivation, these children can learn a lot and faster than an average special child. So, follow these simple yet effective tips and watch them grow and doing well inn their daily work efficiently.

Special education programs is one of the most popular education majors in US. You can find more information about best special education programs and degree at EducationMajorsU.com. Choose the best education programs for you and start your career now.

10 Signs That You'd Make a Great Special Education Teacher

2011-10-01T07:30:00.000-07:00

It takes a certain type of person to become an excellent special education teacher. Not everyone can handle the day to day stresses of this kind of work so it is important that you have the right personality traits before you pursue special education as a career. Here are some of the top traits you should posses.

Being a special education teacher is a unique task and it's not for short-tempered people. If you are the kind of person who manages to keep a smile when everyone else is complaining, then perhaps you possess the qualities required to be a special education teacher. Here are some of the virtues you require:

A good special ed teacher is passionate about her students and knows this is what she is meant to do. You should cherish your students despite the setbacks and if you possess a real passion for teaching special education kids then this should not be difficult at all. A lot of people go in to it thinking they were called to do it but after spending some time with the kids and experiencing the ups and downs that come with the job, they quit because they can't handle the pressure.

You should also possess a uniquely creative mind. Many of the times during classes, you will require creativity to explain subject matters to the kids and this can greatly improve their responsiveness. A lack of creativity could have you talking to yourself because the kids may not always understand your frame of mind.

You should be organized. A special ed teacher needs structure and organization skills a lot more that the regular teacher because special needs students take time to familiarize and be comfortable with their surroundings. You should be able to provide a stable environment for them and some stability by being on time, preparing the lessons ahead of time and maintaining anything else that helps the students be more at ease with you.

You should be accepting of others. This is regardless of their condition. Special ed teachers understand this better that anyone else. You should be able to see to the inner person in every student and bring out the best in them, while allowing yourself to form a bond with every one of your students. In the process, you will find that you begin to appreciate them more.

A special education teacher should be even tempered. A lot happens when dealing with special education students and it is upon you to handle the situation firmly but with tenderness, because a lot of the times you'll be dealing with kids with emotional dysfunctions, among other problems, and everyone of them expects a certain level of attention which if not given they end up snapping at you.

Patience and optimism is key when dealing with special needs people. Simple projects which ideally would be done within an hour in a normal class could take ages to finish in this kind of setting, so without the patience and optimism to keep you going, you could end up being frustrated. Keep a straight head and believe in your students and you will be surprised by just how much both you and them can achieve.

Another important quality to have is confidence. Without confidence, you will not be able to make much of an impact on your students. Many of these students can distinguish between weak and strong characters, and respond differently to both. Without the self-belief and confidence needed, you might have a difficult time being obeyed.

Be dedicated to your students. Many of the students you will be teaching may be having you as the first dependable partner in their life, and this will definitely create an attachment. Try and be a strong dedicated teacher for them, it will go a long way in boosting their confidence and independence because if you show them they can believe in themselves, it makes them stronger.

Intuition is needed. When dealing with special needs kids you'll encounter different characters some of who may have difficulty communicating, so its really up to you to be able to foresee a students problem especially if they're not in a position to articulate. Special education teachers require the ability to connect easily and understand their students without much difficulty. Admittedly, some cases may pose a challenge, but with the patience needed, they all come around.

Good humor. Possession of humor is vital because you will find plenty of circumstances when the kids just laugh out for no apparent reason. Generally, special needs kids laugh a lot, so it helps if you can laugh along and enjoy the fun, because being able to laugh with them will give them a lot confidence in you.

If you possess all or most of these great qualities than special education might be a good match for you! You can obtain an education either through traditional college, or an online college. You can be on your way to changing lives in just a few years.

My Colleges and Careers helps students connect with the best schools to earn their college degree and embark on a rewarding career! A powerful resource for individuals of all walks of life, My Colleges and Careers connects people with the programs that help them earn degrees on campus or online.

5 Effective Special Education Methodologies For Children With Autism

2011-10-01T07:29:00.000-07:00

Do you have a child with autism, pervasive developmental disorder, or Aspergers Syndrome? Have you been searching for specific methodologies that could benefit your child's education? This article will discuss 5 that are proven to help children with autism learn.

Curricula that are used to teach children are required by law to be research based which means that they are proven to work to teach children. The problem is that many school districts are sticking to antiquated curricula and methodologies, rather than looking for research based ones.

Below is a list of 7 that you can ask for to benefit your child's education:

1. Applied Behavioral Analysis has been researched since 1987 and is proven to help children with disabilities learn. ABA is intense 1-1 from 25-40 hours per week. Children are taught skills in a simple step by step manner such as teaching colors one at a time. ABA is extremely expensive; between $35,000 and $50,000 per year. For maximum benefit the child should start as close to age 3 as possible and continue for at least 4 years. Many states are beginning to cover autism treatment, so check and see if your state is one of them.

2. Reading should be taught using a multisensory reading instruction that is Orton-Gillingham based. Make sure that any teacher that teaches your child has received the appropriate amount of training. Also make sure that they are giving your child direct instruction, for the amount of time that the reading system prescribes. Many school districts may use a good multisensory reading program, but do not train the teachers, and do not give the child direct instruction for the prescribed amount.

A few names of multi sensory reading programs are: the Barton Reading and Spelling System, Lindamood Bell system, and the Wilson reading program.

3. Social Skills can be taught by using the SOS system (Social Skills in School) by Dunn. Also Building Social relationships by Bellim, or Social Skills interactive software. A new method for teaching children how to develop relationships is called the Relationship Development Intervention.

4. For Central Auditory Processing disorder there are several effective methods available; Fast ForWord, Earrobics, and Berard Auditory Integration Training (called Berard AIT). Also make sure that the method used is used for the correct amount of time, or progress may be minimal.

5. For children with sensory integration disorder there is a program called the Alert Program: How Does Your Engine Run? Occupational therapy is also used for children with sensory integration dysfunction (SID-which most children with autism have). If your child is receiving occupational therapy for SID, make sure that the schools OT has the correct training, to deal with sensory integration issues. Ask for proof that they are SIPT qualified, before they are allowed to work with your child.

By knowing these 5 methodologies you will be well on your way to helping your child with autism learn. The internet can be used to find more information on those methods that you feel will help your child. Good Luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

10 Tips for How to Land a Job As a Special Education Teacher

2011-10-01T07:26:00.000-07:00

As an elementary school principal for 11 years, I hired many teachers. I also witnessed how the district and fellow administrators went about hiring their teachers.

I have some tips for how to get a job as a Special Education Teacher.

Tip Number One - Excel at Student Teaching

This is my number one recommendation for landing a job as a special education teacher, because administrators want teachers who have demonstrated the ability to teach. If you don't do well in student teaching and related field experiences, you stand a very low chance of being hired.

Administrators want teachers who know how to do two things:
1. Manage the classroom, meaning very few discipline referrals
2. Teach the children using best practice teaching strategies
3. Work as a team player, bringing good work habits, collaboration and knowledge to the table

Tip Number Two - Get great recommendations

You need recommendations from at least two cooperating teachers (the most important), one college professor, and an employer that you've had for at least six months. Job experience is important, particularly job experience in the area of working with children and particularly working with children who have special needs.

A good tip for getting good recommendations is to hand the recommender a copy of your current resume, highlighting special skills and job experience. When writing a recommendation, I appreciated this, because as a teacher and an elementary school administrator, time was of the essence.

Tip Number Three - Create an attention-getting, but easy to skim, cover letter and resume and deliver it in person if possible.

Administrators do not want pages of text to read or a big folder of materials. Submit a one page cover letter, an easy to skim one page resume highlighting special skills and job experience, and three letters of recommendation.

Tip Number Four - Go to as many college job fairs as you can.

Even if you don't plan to look out of your area or state for a job, go to as many job fairs as you can. It gives you the opportunity to network and practice interview skills.

Tip Number Five - Learn as much as you can about the school district you which to apply for as possible.

Research the school districts for which you plan to apply. You can easily do this online. It will help you know who you want to work for and it will also allow you to tailor your resume and interview toward what the particular school district is looking for.

Tip Number Six - Don't be afraid to search outside of your town or state if you need to. The move can be temporary if need be.

I had to take a job in a town two hours away from the city in which I hoped to live. It was hard but after two years I was able to get the job I wanted.

Tip Number Seven - Prepare for your interview.

This is very important and I offer two pointers:

1. Dress for the interview - Wear one step above the clothing you will be expected to wear as a teacher.

If in doubt, wear a simple suit with a jacket and a flat heeled shoe. The reason I say this is because administrators want to see people who we can imagine teaching our children and you have to be comfortable to do that. If you have the opportunity to see the principal of your prospective school ahead of time, dress in a fashion similar to what they are wearing. Administrators usually dress one step above their teachers.

2. Practice your interview skills. Write down sample questions. Answer them in writing and then orally. Be succinct. You will likely have 5-10 questions to answer in 15-20 minutes. Plan accordingly.

Tip Number Eight - Interview well.

Shake hands with the interview(ers). Talk about special skills and past job and student performance. Stress the above three things that administrators are looking for. Take a small bottle of water with you. I do not suggest taking a big binder portfolio. Instead, condense it into a five page document with colored pictures that you can leave with the interview team. Highlight activities that make you stand out as a teacher above the other candidates.

Tip Number Nine - Send a thank you note after your interview.

I can't tell you how important this is. If you don't get the job, it will keep you in the mind of the administrator interviewing you and when another principal calls him/her your name will be at the forefront of their mind.

Tip Number Ten - If you can't get the job you want right away, substitute teach, but you will need to excel at it if you hope to land a full-time teaching job.

I can't stress this enough. If you are a bad substitute teacher, you will not get a job as a teacher, particularly if you take a long-term assignment (such as a maternity leave) and do poorly at it. However, if you take a long-term assignment and excel at it you will get more assignments and you will land a full-time job. Make sure you get a recommendation from your building principal if you do a long-term assignment in their building.

You are entering the best profession in the world. Happy Job-hunting!

You might be interested in my blog/website at http://www.myspecialneedsclassroom.com

Learning in a Special Education Environment

2011-10-01T07:24:00.000-07:00

Any child that has a need for guided education whether it is because of a mental or physical disability deserves to have the same chance in life and school as other children. Sometimes when a parent knows their child needs regulated special guidance on education, they don't want their child to be singled out. They don't want to have to have special arrangements. They want their child to be given attention without losing the same equality as other students.

Learning in a regulated special guidance on education is often required. It is design though not to restrict the children, but give them all the opportunity to succeed. Parents can rest assured that often it is the law that all children will have the best opportunities to succeed in education even if special education is needed. Sometimes students needing education need a complete special education curriculum while others just need various elements with education.

The student might have learning disabilities and needs extra attention to help them understand the lessons, to stay up with other students. Other students could be emotionally challenged and need special attention to help them accomplish goals. Then there are various physical disabilities that can cause the student to need more extensive assistance for their special education curriculum.

Often the definition of those being eligible for specialized education is provided by the state as well as the federal government. Depending on the disability there are various services available. Parents are asked to keep in mind that education environments are set up to benefit the child with a disability and provide them with more of an advantage than they would have otherwise got.

A specialized education environment is set up to benefit the classmates. It might be that is it more wheelchairs accessible to having equipment to help students with certain issues along with a teacher trained to help with these issues. Having specialized training will best benefit the child as an individual compared to a teacher in the traditional classroom with 19 other students that don't have a disability or a class room with a few others that need special attention as well.

There is often an Individualized Education Plan put in place for the student. This allows the student to get assistance and education that is geared toward their needs in a way that will best benefit them. Talk with the school administrators, teachers and your child's teacher to help design the best options for your child.

You may require talking to the child's physician about the best specialized education program that would assist in improving the child's development. Additionally, hiring the services of a special educator at home while the child goes to regular school is also a possibility to explore when you are looking for a cohesive environment for the child's development.

You may explore for more information online as there are numerous websites dealing with special educators, pioneers in the friend of education that impart information about parenting and education.

For the latest videos and training information on child development as well as books and curricula please visit www.childdevelopmentmedia.com.

For Students in Special Education - Divisibility Tricks

2011-06-03T07:51:00.000-07:00

Is your teen rusty doing math "by hand"? That term sounds so old-fashioned these days, doesn't it?. After all, when was the last time we did math without a calculator? Perhaps it was when we were learning long division and multiplication with several digits back in elementary school. After that, I believe most students are allowed to use calculators.

So, what is the upshot of all this calculator use? It seems that long division "by hand" is a skill that falls by the wayside by the time students enter high school.

Why should this matter?

Well, for one, many colleges prohibit the use of calculators on their placement exams. Students accustomed to using calculators since grade school are blindsided by tests that require them to solve math problems, especially those involving long division, without the use of a calculator. The result is that many students place into developmental math, where they must re-learn all of the four basic operations-no calculator allowed.

Reviewing the long division process while in high school, as well as committing these simple divisibility tricks to memory, can help take the sting out of long division.

Numbers Divisible by 2
Numbers are divisible by 2 if the ones digit is evenly divisible by 2.

This means that even numbers are divisible by 2.

Numbers Divisible by 3
Numbers are divisible by 3 if the sum of all the individual digits is divisible by 3.

For example, the sum of the digits for the number 3627 is 18, which is divisible by 3. Therefore, the number 3627 is evenly divisible by 3.

Numbers Divisible by 4
Whole numbers are divisible by 4 if the number formed by the last two individual digits is divisible by 4.

For example, the number formed by the last two digits of the number 3628 is 28, which is evenly divisible by 4. Therefore, 3628 is evenly divisible by 4.

Numbers Divisible by 5
Numbers are evenly divisible by 5 if the last digit of the number is 0 or 5.

Numbers Divisible by 6
Numbers are evenly divisible by 6 if they are evenly divisible by both 2 AND 3 (see rules above).

Numbers Divisible by 7
To determine if a number is divisible by 7, take the last digit off the number, double it, and subtract the doubled number from the remaining number.

If the result is evenly divisible by 7 (e.g. 14, 7, 0, -7, etc.), then the number is divisible by seven. This may need to be repeated several times.

Example: Is 3101 evenly divisible by 7?

Take off the last digit of the number, which is 1.
Double the removed digit, so 1 becomes 2.
Then, subtract 2 from 310.
The difference is 308.
Repeat the process by taking off the 8 so 308 becomes 30.
Then, double the 8 so it becomes 16 and subtract it from 30.
The difference in 14, which is a multiple of 7.

BINGO - 3103 is divisible by 7!

Numbers Divisible by 8
Numbers are divisible by 8 if the number formed by the last three individual digits is evenly divisible by 8.

For example, the last three digits of the number 305,624 is 624, which is evenly divisible by 8, so 305,624 is evenly divisible by 8.

Numbers Divisible by 9
Numbers are divisible by 9 if the sum of all the individual digits is evenly divisible by 9.

For example, in 3627, the sum of the digits is 18, which is evenly divisible by 9.

BINGO - 3627 is divisible by 9!

Numbers divisible by 10
A number is divisible by 10 only if the last digit is zero!

In our high-tech world, where solving math problems is as easy as pressing buttons on a calculator, many students lack experience in manipulating numbers on their own. Thus, they never develop a feel for numbers, or a math "sense".

Well before crossing the college threshold, students should practice their math facts and know them cold. They also need to be able to do all four math operations the "old-fashioned" way. Without practice, the consequences are likely to be placement in a developmental math class, where students must re-learn basic math in a 15-week college semester-not exactly the ideal scenario for someone rusty!

Joan M. Azarva, Ms.ED, an expert College Learning Specialist, parent of a successful adult son with LD/ADD, and a graduate of the University of Pennsylvania's Graduate School of Education has experience that spans three+ decades with students of all ages. In 1993, however, due to the well-documented low postsecondary success rate of students with learning disabilities, Joan decided to focus exclusively on the critical period of high school-to-college transition.

From her professional and personal experiences, Joan learned that not only can proactive measures often fend off failure, they can also produce extremely desirable outcomes. If you are the parent of a high school student with learning differences, sign up for Joan's listserv and receive a valuable FREE 55-page E-Book, Interactive Academic Websites, by going to http://www.ConquerCollegewithLD.com.

4 Parenting Tips to Help You Enforce Special Education Law

2011-06-03T07:48:00.000-07:00

Do you have a child with a disability who is receiving special education services?

Are you frustrated because it is hard to get needed educational services, for your child? Would you like a few parenting tips, to help you make sure that special education personnel follow IDEA? This article will discuss 4 parenting tips, that will help you in enforcing, the Individuals with Disabilities Education Act (IDEA).

IDEA enforcement by law is to be the Office of Special Education Programs (OSEP), which is part of the Department of Education. They are responsible in making sure that states, are in compliance with special education law. States are responsible for making sure that individual school districts comply with IDEA.

The reality is that parents are the main enforcement mechanism of special education law. Below are 4 tips to help you ensure that your school district is complying with IDEA, for the benefit of your child.

1. Develop a working knowledge of the Individuals with Disabilities Education Act. By doing this, you will know where to look when you need a particular section of the law. For Example: If you would like to look at what is required for a free appropriate public education (FAPE), you would look under 300.101. Or Least Restrictive Environment (LRE) at 300.115.

2. Develop a working knowledge of your state regulations on special education (This is how the state is going to comply with IDEA). Some states regulations are actually better for children and parents, than federal law. By understanding these, you will be able to use them to ensure that your school district is complying with the educational law. You can get a copy of your state regulations from your state board of education.

3. Bring copies of the laws with you to any IEP meeting for your child, and place them on the table. You will be able to look up certain sections during the meeting, in case you need them.

By bringing up the special education laws that apply, you will make sure that you school district is following them. You also want to make sure, that the special education personnel in your district understand that you know the laws, and that you will be making sure that they follow them.

Also, when you write letters to school personnel, always quote IDEA or the state regulations, for special education when you can. This will help bolster your case, for whatever you are asking for.

For example: IDEA states, that my child has the right to a free appropriate public education, which I believe that she is not receiving at this time. In order for my child with a learning disability to receive FAPE, she must receive the appropriate amount of reading remediation, using simultaneous-multi sensory reading program such as Orton-Gillingham.

4. If your school district is in non compliance with the procedures of IDEA, consider filing a state complaint. The state complaint is filed with your state board of education; special education department.

The complaint should state the violation, the number in IDEA that is being violated, what your evidence is of the violation, and also the proposed resolution of the violation. Also, you can put more than one violation in a complaint, but number them for easier reading and tracking.

By doing these four things, you will be able to understand when special education personnel are not following special education law. It is sad that parents are the main enforcement arm of IDEA, but it is reality! Good luck, and stay focused, for the benefit of your child!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

Treatment and Educational Strategies For School Refusal Behavior in Special Education!

2011-06-03T07:46:00.001-07:00

Is your child with autism or another disability showing signs of school refusal behavior? Are you at your wits end and do not know what to do? Would you like to learn about treatment and educational strategies for school refusal behavior that could benefit your child in special education? This article will be discussing school refusal behavior, treatments and educational services and strategies that could help your child in this area.

Successful treatment in this area depends on why the child is experiencing this difficulty. Could be due to many reasons but I will discuss a few:

1. Inappropriate treatment by special education personnel. This could be due to the staffs attitudes or perceived negative behavior of your child. This occurs quite often when school personnel do not receive the proper training, in how to positively deal with negative behavior.

2. Inappropriate amount and type of special education services to help your child make progress in their education. When children are not being taught they tend to either develop negative behavior, anxiety, or depression, which could be contributing to school refusal behavior.

3. Anxiety or depression could be a reason that your child is having this difficulty; though it would be important to figure out why your child has developed these. Was their a particular incident that occurred at school that affected your child? Were they restrained or secluded by special education staff? These are just a few possibilities that you can consider.

4. Difficulty with other children due to your child's difficulty with social skills and social cues.

Below are several things that you should consider that may help your child;

1. Consider a few observations over a several day period at different times of the day. See how your child interacts with school staff, and how they interact with other children. Notice any particular problems-make an appointment to discuss these issues with school personnel. If your child's teacher cannot deal with your child's behavior ask for specific training in the area of Positive Behavioral Supports (PBS).

2. Talk to other students or parents that are in the building and see if they have noticed any difficulty. I find this to be a wonderful way to truly find the truth about what is going on in your child's school!

3. Check and make sure that your child is learning by asking for progress monitoring, check your child's district and state standardized testing, and look at your state standards for the grade your child is in. If your child is not making appropriate progress they may be developing anxiety which can contribute to this disorder.

4. Check your child's IEP and make sure that staff is following the IEP and that your child is receiving all the services that are listed. I have heard from many parents who just assumed that their child was getting the services until something happened, and they found out their child was not getting the special education services listed on their IEP.

5. Ask for psychological counseling with a trained psychologist, if your child needs it. If your school does not have a trained psychologist who can do counseling, the school district is required by the Individuals with Disabilities Education Act (IDEA) to pay for an outside person, if your child needs it! You will probably have to fight for an outside person, but your child is worth it!

6. If all of these strategies do not work consider taking your child to a trained Psychiatrist to see if your child could benefit from medication to help them. Also they could recommend a trained psychologist that could provide counseling for your child. The school needs to pay for this though, since it is related to educational difficulties.

7. Your child may need another teacher or a different placement that can meet their educational and emotional needs.

By trying all of these strategies you will well be on your way to helping your child with their school refusal behavior!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com.

Special Education - How to Improve Your Child's School Behavior

2011-06-03T07:46:00.000-07:00

Does your child with autism or another disability have behavioral difficulties at school that interfere with their education? Would you like to learn a few things that you and can do, to improve your child's school behavior? This article will discuss a few things that you and school personnel can do together to increase your child's positive school behavior. By improving their school behavior, their education will also be positively affected.

Tip 1: Learn about the ABC's of your child's behavior. A stands for Antecedent; what is occurring in the environment before and at the time of the behavior. B stands for the specific behavior that your child is having. The behavior must be described in concrete terms. For example: Mary hits children in her class when she cannot be first in line. C stands for consequences; what happens because of the behavior. Does your child get out of hard academics, or do they get to go to the principal's office, whom they like etc?

Tip 2: Have school personnel track the behavior for one week, determining what the ABC's are. You need to know where the behavior is occurring and where it is not. This will help you in the next step of figuring out what your child is receiving from the behavior.

Tip 3: Have a trained special education person conduct a functional behavioral assessment (FBA) on your child, to determine what the child is getting from the behavior. The person conducting the FBA, must come up with a hypothesis of what your child is gaining from the behavior. Some school districts use checklists, which do not come up with a hypothesis and are therefore useless. At the end of a correctly developed FBA, you will have an idea what your child receives by continuing to have the negative behavior.

Tip 4: Use the information from the FBA to develop a positive behavioral plan.
The plan could include a token system, if this is appropriate for your child. This is not a plan to punish, but to increase positive behavior, which in turn will decrease negative behavior. The positive behavior plan must be used consistently if it is to be effective.

IDEA 2004 requires that IEP teams consider the use of positive behavioral supports and plans if a child's behavior interferes with their education. A lot of information on FBA's is available from various disability organizations.

Tip 5: Update the positive behavioral plan as often as needed so that it continues to be effective in increasing your child's positive behavior.

Tip 6: Insist that a daily behavior sheet be developed, and sent home daily with your child. The sheet should be on one page and contain: name, date, behavior to be worked on, token system if needed, how well the child did on that particular day, any rewards won, and also a section for positive comments only. This will keep you up to date on your child's behavior, in case it deteriorates! Keep the behavioral sheets in case a dispute develops later with special education personnel.

You must insist, that your school district not use punishment, to try and improve your child's school behavior. Punishment only works in the short term to change behavior; but you want a long term solution to behavioral difficulties. The use of these tips will put your child on the right track to improving their school behavior.

JoAnn Collins is the mother of two adults with disabilities and has successfully helped parents navigate the special education system for over 15 years. She is the author of an advocacy book for parents entitled: Disability Deception. For more information on behavior go to http://www.disabilitydeception.com

Special Education - 3 Areas of Knowledge That Parents Must Understand to Help Their Child

2011-06-03T07:44:00.000-07:00

Would you like to learn about 3 important areas where you need knowledge, to effectively advocate for your child? Would you like resources to find more information on these areas? If you are the parent of a child with a disability, you need to have information in three different areas to help your child receive an appropriate education. This article will discuss these three areas, as well as give you easy to use resources.

Area 1: You must know the educational laws that will help your child receive an appropriate education. The laws are: The Individuals with Disabilities Education Act (IDEA), which is the federal law governing education for children with a disability, states law that must comply with the federal law, and No Child Left Behind Act (NCLB),

Area 2: You must learn advocacy skills to help you learn how to advocate effectively for your child. An organization that gives lots of helpful information is the National Information Center for Children and Youth with Disabilities (NICHCY); they can be found at http://www.nichcy.org.

Area 3: You must have knowledge about case law in special education that affects your child. For Example: if you child has behavioral issues, you should learn what rulings have already been made in this area. Case law means due process rulings, court rulings from State and Federal court, and Supreme Court cases. A wonderful organization that you should join is the Council of Parent Attorneys and Advocates (COPAA). There is a small membership fee, but it is worth it. COPAA can be found at http://www.copaa.org. COPAA has a membership area where you can find Case law, in the area that you are interested in.

By learning these three areas, you will well be on your way to being an effective advocate for your child. It will take you time to learn about these three areas, but it will be worth it! Remember: Your child's life is at stake!

JoAnn Collins is the parent of two adults with disabilities, has been an educational advocate for over 15 years, an author, as well as a speaker. JoAnn's recently released book: Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game helps parents develop skills to be an assertive and persistent advocate for their child. For more free articles, press release, upcoming speaking engagements, go to http://www.disabilitydeception.com Can be reached at Phone Number 815-932-9263.

JoAnn Collins Copyright 2008

Special Needs Education

2011-06-03T07:43:00.000-07:00

Special needs is a blanket term used to describe an overwhelming number of diseases and disorders. These disorders are diverse, and can describe mild learning disabilities, severe mental retardation, psychiatric problems, mobility problems, anxiety disorders and any number of other difficulties that must be overcome. What is common to all of these children, though, is that parents and educators should pay extra attention and be sensitive to these needs in order to promote healthy childhood development into adults that are as functional as possible. Often the self-teaching, play-to-learn approach presented by educational toys are a-n ideal means of helping children to overcome the common difficulties incurred by learning and other disorders. Some characteristics are common to many disorders, and many kinds of educational toys can help children overcome these problems.

Frustration

Special needs children often feel a great deal of frustration with the world around them, as they are met with more difficulty than their peers in mastering basic tasks, and because they often struggle to understand their environment. Educational toys provide children with a sense of satisfaction and self-achievement. This positive, rewarding experience can help to soothe the frustration that is understandably experienced by these children.

Anxiety

Children suffering from learning, developmental or psychiatric disorders are often very insecure and unsure of their environment, which causes an extraordinary amount of anxiety. The play-and-learn approach encourages children to become immersed in their work and to develop a positive, more satiated demeanor that helps to offset feelings of insecurity or anxiousness.

Self-esteem

Many times special education children feel insufficient and inferior to their peers, which can cause extremely low confidence and self-esteem. Because children teach themselves and learn independently with educational toys, achievements gained self-sufficiently help these children to build a sense of confidence and self-assurance. This increased self-esteem then allows children to interact more comfortably with their environment, and gives them the confidence needed to approach learning.

Communication

Due to speech impediments, hearing problems, social anxiety or other communication problems, educators often struggle to communicate with special education children. Educational toys allow children to teach themselves through the enjoyable and engaging play-to-learn approach. With this strategy, children are able to learn independently, and their development is no longer hindered by communication problems. Additionally, the visual perception, concentration and self-esteem skills nurtured by educational and self-teaching toys allow for children to be more accepting of their environment. This receptiveness can open the lines of communication, allowing special needs children to learn and to grow.

Special needs children have a very widespread range of difficulty, and the needs of each child are unique. Educational toys' engaging nature helps to keep these children motivated, and the self-teaching approach allows for them to move at their own pace. Ultimately, they are an outstanding means to help children master visual perception, linguistic, critical thinking, reasoning, object recognition, logical thinking, concentration and other vital developmental skills. This helps to provide a framework for special needs children to grow and to move on to live functional, fulfilling lives.

The best educational toys for parents, teachers and children. Speical Luk

Steps To Become a Special Education Teacher

2011-06-03T07:40:00.000-07:00

The IDEA (Individuals with Disabilities Education Act) has defined the field of Special Education as "Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability." Parents and their special needs children are provided with additional services, customized environments, programs, specialized placements, and support. Parents are not charged a fee for these Special Education needs which are designed to address children with special learning requirements.

The broad range of Special Education support and learning tools varies considerably, based on educational jurisdictions and level or severity of need. Each one of these educational jurisdictions, whether it is county or state, will have different legislation, policies, regulations, and rules governing exactly what Special Education is comprised of. In the US, the IDEA (see above) is the current governing law.

How to become a Special Education teacher

If you have been considering becoming a Special Education teacher, be aware of the fact that it is not easy by any means. There are certain requirements that you have to meet and steps that you have to take. The following will give you a reasonably decent idea:

Get qualified - you're going to need a Teaching Certificate from the state you are planning to teach in and be classified as a Highly Qualified instructor in the subjects you plan on teaching. Your state's Department of Education will have the requirements you need.

Locate an accredited college or university with a Special Education curriculum - you will find that private and public institutions offer this and prepare you for a career in the teaching field.

Take as many elective mathematics and reading course as possible - it is quite common to find Special Education students integrated into English and Mathematics classes. Taking numerous elective courses in these areas will give you a better idea of these student's special needs.

Always search for alternative options - be sure to check all the options available if your degree does not make you Highly Qualified in the field. Normally, every state in the country offers two or three options for becoming HQ. Provided your home state considers it as acceptable, the Praxis II Exam is your best and most direct option for becoming HQ.

Additional tips to consider

Most importantly, you will want to further your education whenever you have the opportunity to do so. Your willingness to learn more about the subjects you teach will lead to you becoming an excellent teacher down the road. Remember that your respect as a Special Education teacher is earned. Granted, as a teacher, you have the ability to apply leverage with your position but until the student respects you as a teacher, good teaching is not going to take place.

One more point to make here is that no matter what you do or how you teach, there will always be a parent and or student, as well as a staff member who is not going to like you. The best advice we can give you - learn to live with it.

For the latest videos and training information on child development as well as books and curricula on ADHD children please visit childdevelopmentmedia.com.