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Mukhopadhyay postulates that, by observing student's self-stimulatory behaviors (as in the case of autism, the "sensory preoccupations that drive and develop them"), she can identify each student's "dominant learning channel" (visual, tactile, or auditory) [2] and individualize a program to match his or her needs.
Operational competence involves the skills in the use and maintenance of the tool of communication, while social competence and strategic competence reflect knowledge and judgment in communicative interactions, including the compensations required for a slow speaking rate, communication breakdowns and those unfamiliar with AAC. An AAC user may ...
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
A newer model for reading development, the "emergent literacy" or "early literacy" model, purports that children begin reading from birth and that learning to read is an interactive process based on children's exposure to literate activities. It is under this new model that children with developmental disabilities and special needs have been ...
3C Institute is developing other social-emotional learning games including Stories in Motion, intended for elementary school students with high-functioning autism, [18] and Hall of Heroes, intended for middle school students. [19] 3C Institute also works with outside clients to develop programs to help researchers collect and translate data better.
To combat the negative impacts of autism in learning and socializing in school settings, attempts of using VR to increase students' adaptation are on the rise. VR simulations have been shown to help children with autism by providing a virtual world in which they can learn to handle real-life scenarios within safe and controlled virtual ...
STAR Reading, STAR Early Literacy and STAR Math are standardized, computer-adaptive assessments created by Renaissance Learning, Inc., for use in K–12 education.Each is a "Tier 2" assessment of a skill (reading practice, math practice, and early literacy, respectively that can be used any number of times due to item-bank technology.
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
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