Schools, teachers, and students are increasingly able to access and apply assistive technology to enhance inclusion within mainstream classrooms. To ensure that a classroom is truly inclusive, the teacher and other professionals involved in supporting children with disability using assistive technology require appropriate knowledge and skills to bring potential to reality. There are many successful examples of assistive technology successfully embedding into the practices of inclusive setting, but there is still some way to go to ensure this is a seamless approach. There are many benefits and difficulties associated with adopting assistive technology to support students with disability, particularly in developing countries. While the challenges may be great, the potential for assistive technology to impact significantly on the educational, social, and recreational outcomes for students with disability in inclusive classrooms is immense.
Our coaching staff has the responsibility of modeling great character traits and values at all times. As a coaching staff, the behavior we display during preparation, practices, competition, and in passing will be reflected and modeled by our athletes.
Lesson 6 Homework Practice Select An Appropriate Display
Explain to students that they will be responsible for using these handouts at each step throughout the lesson, and that they will need to hand Student Handouts 5, 6, and 7 in with their joint report at the end of the lesson for credit. Tell them they will get some practice using the handouts during the practice exercise they are about to do.
In this module, we will focus on the way in which procedures and treatments can be described most effectively in Spanish. We will start by learning different expressions that are used to add details when explaining how a certain treatment or procedure should be done. In particular, you will learn different ways to talk about the manner, the time, and the amount or frequency. You will hear some of them used in an authentic context. To end the lesson, we will review adverbial expressions of location, which you will be able to use in many situations. Then, you will expand your vocabulary with basic names for drug groups (e.g. analgesic) and their different presentation (e.g. drops). In the third lesson, we will discuss how collaboration is apparent during consultations where there is a good relationship between the health provider and the patient. Two examples you will hear are overlaps while speaking and shared laughter. In this lesson, you will also learn different conversational resources that encourage trust and help guide the conversation to make shared decisions, as opposed to a paternalistic style. We will conclude the module by learning different strategies you can use to adapt your speech -i.e. your register- to your patient. In fact, being able to change your register to match that of your interlocutor -when necessary and appropriate- will make your communication more effective.
The original protocol had specified that a student needs survey of year 8 students (drawing on the baseline RCT survey) would be used to tailor Positive Choices to local priorities in each school. There was, however, a need for some elaboration of the content of the needs survey and how it would be used to inform the intervention. Regarding the curriculum, the protocol originally specified that, informed by the needs assessment data, SHPCs would select the order in which to deliver modules; whether to deliver them within personal, social, health and economic education (PSHE), tutor groups or by integrating them into other lessons; and whether to use materials from Positive Choices or existing materials, if these conformed to our curriculum. However, SEF advised that, in practice, not all of these things would be likely to be open to influence by the needs data or the SHPC. In which lessons the curriculum would be taught, for example, would probably already be determined by school leaders. Whether to use existing or Positive Choices materials would be determined through an assessment by SEF of the resources to which the school already had access. SEF also felt that there should be a logical order to lessons (e.g. understanding reproduction before contraception), which precluded SHPCs determining this.
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