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美国经济学论文代写:评估的重要

评估是至关重要的,以满足任何儿童的需求和儿童的频谱,这是更重要的教育目标应根据准确的评估配置文件。有没有标准的教育评估或方法,任何战略到位,应考虑孩子的个人学习风格和影响他们的自闭症,以及环境因素,否则结果可能是不充分的,甚至是有害的。情况自闭症儿童的个人评估应基于仔细观察和识别需要进一步调查的领域。与父母的讨论是至关重要的,因为他们的观点和困难,在家里可能会有很大的不同,成人在教育背景。其他专业人士可能参与增加的信息收集合作是必要的过程中发展。这些信息的分析可以被编译,以形成一个整体轮廓。将阶段性干预过程进行识别、评价和回顾,嵌入到健全的教育实践中。员工计划的策略,基于评估,应用他们和审查结果的进展由儿童或年轻人。一个孩子在我的照顾,“约翰”,指出在大约2岁的非语言。他的剧本是孤立重复的。一个阶段1支持计划到位,鼓励他发展共享,轮流采取和简单的合作发挥。他鼓励使用早期的沟通技巧,如指点,手势和口语的任何尝试。进一步关注他缺乏沟通技巧,他被称为语言治疗师和他和他的母亲参加了“学习说话”计划。

美国经济学论文代写:评估的重要

Assessment is crucial to meeting the needs of any child and for children on the spectrum it is even more important as educational targets should be based on an accurate assessment profile. There is no standard educational assessment or approach as any strategies put in place should consider a child’s individual learning style and impact of their autism as well as environmental factors, otherwise the outcome could be inadequate or even detrimental. situation
Individual assessment of children with ASD should be based on careful observation and identification of areas which require further investigation. Discussion with parents is vital, as their perspectives and difficulties at home may differ considerably from that of adults in the education setting. Other professionals may be involved to augment the information gathered as collaboration is necessary for the process to develop. The analysis of this information can then be compiled to form a holistic profile. The staged intervention process to identification, assessment and review, is embedded in sound educational practice. Staff plan strategies based on assessment, apply them and review the results in terms of progress made by the child or young person.A child in my care, ‘John’, was noted at approximately 2 years of age to be non-verbal. His play was solitary and repetitive. A stage 1 Support Plan was put in place to encourage him to develop sharing, turn-taking and simple co-operative play. He was encouraged to use early communication skills, such as pointing, gesturing and any attempts at spoken language. Following further concerns regarding his lack of communication skills he was referred to a Speech Therapist and he and his mother attended ‘Learning to Talk’ programme.

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