Students Learning Disabilities

Students Learning Disabilities Introduction Students with various learning disabilities should get best support in order to achieve their educational goals. Teachers and parents should use different strategies in order to empower every disabled learner. One of the common learning disabilities is speech impairment.Advertising We will write a custom coursework sample on Students Learning Disabilities specifically for you for only $16.05 $11/page Learn More This kind of disability affects the learner’s ability to read, communicate, interact, talk, and associate with others. Speech impairment is usually subdivided into three types. These disorders include â€Å"articulation, voice, and fluency† (Sileo Prater, 2011, p. 38). Articulation disorders are usually associated with omissions, distortions, and substitutions. Such aspects make it impossible for many disabled learners to acquire their educational goals. Supporting the Learning Needs of a Student with Speech Impairment Acco rding to Godwin-Jones (2009, p. 5), â€Å"collaboration of a powerful team is critical when educating different children with learning disabilities†. The â€Å"multi-disciplinary team should include teachers, pathologists, parents, and special trainers† (Godwin-Jones, 2009, p. 7). This discussion encourages parents and guardians to be part of such teams. This approach will ensure every targeted learner acquires the best goals. The power of assistive technologies can never be underestimated. A wide range of assistive technologies can make it easier for many learners to achieve their potentials. Such assistive technologies should be used depending on the educational needs of every learner. Different software packages will make it easier for learners with speech impairments to improve their language skills. A good example of these computer software programs is called First Words. This program presents the required graphic representations. The software also synthesizes spe ech in order to teach different nouns. The software amplifies the sounds of different words. The software package makes it easier for every learner to achieve his or her educational goals.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The student will be able to pronounce various words correctly. Teachers should equip their learners with the best hearing devices. The approach will â€Å"ensure the targeted student hears every sound much better† (Gorman, 2004, p. 36). The application will â€Å"ensure the targeted learner does not omit, distort, or substitute various words† (Godwin-Jones, 2009, p. 8). The above software can also be used to predict new words. Teachers can use effective software packages to ensure the targeted learners acquire new vocabularies. Some accessibility features will support the learning objectives of many disabled students. The use of non-electr onic materials can also support the needs of learners with various speech impairments (Sileo Prater, 2011). This technology is known as Augmentative or Alternative Communication (ACC). This assistive technology uses appropriate symbols and techniques to support the needs of different learners. Teachers can â€Å"use both electronic and manual boards to improve the communication skills of students with impaired motor skills† (Godwin-Jones, 2009, p. 8). These technologies will support the needs of many learners. The disabled learners will eventually find it easier to express their ideas. Teachers can use spelling boards because they present different phrases and words. Speech impaired learners can use such boards to communicate with their parents. These technologies will ensure every learning process is successful. Conclusion Assistive technologies make it easier for educators to teach different learners with disabilities. Parents should also use such assistive technologies to empower their children. It is notable that such assistive technologies can support the needs of many students (Sileo Prater, 2011).Advertising We will write a custom coursework sample on Students Learning Disabilities specifically for you for only $16.05 $11/page Learn More Different â€Å"accessibility features of computers will support every learner with speech impairment† (Godwin-Jones, 2009, p. 9). Reference List Godwin-Jones, R. (2009). Emerging Technologies Speech Tools and Technologies. Language Learning Technology, 13(3), 4-11. Gorman, J. (2004). Working With Challenging Parents of Students with Special Needs. New York, NY: Corwin. Sileo, N., Prater, M. (2011). Working with Families of Children with Special Needs. Upper Saddle River, NJ: Pearson Education.

Body Image A Sociological Analysis Sociology Essay

Body Image A Sociological Analysis Sociology Essay The everyday lives of people living in the 21st century are pervaded by the media. Due to the huge rise in modern technology the pressure on individuals to conform to a certain body type is more intense than ever. Tiggemann (2002) claimed that the media puts severe pressure on woman of all ages to be a certain size, `Repeated exposure to such images may lead a woman to internalize the thin ideal such that it becomes accepted by them as the reference point against which to judge themselves (Tiggemann, 2002, P92)`. Unrealistic standards of what is considered â€Å"normal† in reference to body weight and appearance are constantly shown in the media. This portrayal of what is considered â€Å"normal† continues to become thinner and thinner. There is no surprise that the ongoing exposure to unrealistic ideas on what is said to be the ideal body shape for women within this media-driven culture has contributed to the current high levels of body dissatisfaction in females toda y. As schools include ‘healthy eating’ on the school curriculum and media images continue to reinforce the ideal of the slender women, young girls are becoming increasingly aware of the pressure to be slim (Fulcher & Scott, 2007:307). In The Sociological Imagination, C Wright Mills argues that ‘neither the life on an individual nor the history of society can be understood without understanding both’ (Mills, 1959:3). Throughout, keeping C. Wright Mills statement in mind, a sociological outlook on the everyday issue of body weight will be a central focus, examining how specific eating habits and behaviors came to be constructed. From this, social and cultural concepts will also contribute to a better understanding of how bodily processes and social structures are in many ways contributing to the development of disorders such as anorexia and bulimia. In modernity, the media represent a key cultural structure which influences eating behavior and in turn, what c onstitutes normal eating. According to Durkheim (1970), both cultural and social structures are external factors in society which have a constraining effect on the individual. In western society the media are responsible for spreading female body type ideals through the ‘glamorization of slenderness’ (Bordo, 1993: 103). In the 1950s the ideal female body type was a curvaceous, fuller figure (Fulcher & Scott, 2007: 307) as represented by Marilyn Monroe, one of the most photographed women of her time. As cultural ideals have changed, images of women portrayed in the media have become increasingly thinner. Furthermore, female body shape ideals are reinforced by advertisers who use slim models to sell products (Fulcher & Scott, 2007: 307). This leads to women comparing themselves with the cultural ideal and internalizing modern conceptions of femininity (Fulcher & Scott, 2007: 307). Therefore, women are becoming increasingly accustomed to altering their eating habits in ord er to achieve the cultural ideal of slenderness. One way women control their eating habits is through dieting, which involves the restriction of the amount and type of food consumed (Fulcher & Scott, 2007: 307), the steady increase in dieting over the past few decades is undoubtedly influenced by the pharmaceutical, cosmetic and fashion industries that emphasise the importance of dieting and healthy eating (Fulcher & Scott, 2007: 306). Furthermore, the media have a vital influence on the individual’s food choices (Ogden, 2010: 283). For example, in the summer of 1990 UK beef sales fell by 20% in response to widespread publicity about the health risks of beef (Ogden, 2010: 38). This demonstrates that the media can have a major effect on the food consumers buy. The combination of images in the media, publicity around the benefits and risks of certain foods, and the emphasis on dieting and healthy eating in today’s society contribute to what constitutes normal eating in t oday. Young girls begin controlling their weight from an early age (Bordo, 1993: 99) as a result of media images, and the normalization of dieting means that young girls view dieting as a good tool for weight loss (Fulcher & Scott, 2007: 307). Therefore, we can argue that images of femininity in the media and the emphasis on maintaining a slim figure contribute to the eating habits of the general public, especially women. In addition to this, negative publicity surrounding particular food produce can result in reduced consumption of certain products which highlights the media’s influence on an individual’s food choices.

Training and Development Assignment Example | Topics and Well Written Essays - 500 words

Training and Development - Assignment Example To motivate companies to evaluate training programs, management personnel who are in charge of training and development must emphasize that an evaluation would provide management with the crucial information that defines the success or failure of training programs, depending on the goals that were stipulated. The evaluation of training programs would assist in generating data that would confirm the strengths, as well as effectiveness of training and development programs; and if there are evident weaknesses that need to be addressed. Thus, companies would be motivated to evaluate training programs through the provision of accurate information that relates the direct impact of these programs on the overall improvement of the organization in terms of performance, job satisfaction and financial success. 2. What are result outcomes? Why do you think that most organizations don't use results outcomes for evaluating their training programs? According to Zoe (2010), result outcomes are resul ts of training evaluations which are â€Å"used to determine the training program's payoff for the company† (p. 225). Examples of the results outcome apparently included standards of performance such as productivity, quality, costs, repeat customers, customer satisfaction, and even information on work-related accidents (Zoe, 2010, p. 222).