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Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. [3]
The Western Autistic School Autism Teaching Institute was established in 2005. Teacher training courses commenced in 2006. [citation needed] In July 2006, it was announced that a purpose-built Autism Specific School would be built at 1 Burnley Street, Laverton. The Laverton Campus opened for students and staff on 25 August 2010. [citation needed]
Swanson (1990) found that metacognitive knowledge can compensate for IQ and lack of prior knowledge when comparing fifth and sixth grade students' problem solving. Students with a better metacognition were reported to have used fewer strategies, but solved problems more effectively than students with poor metacognition, regardless of IQ or ...
Meta learning can also be a very effective tool to assist students in becoming independently self-reflective. Students will require feedback in order to reflect on their learning, strengths, and weaknesses. Meta learning tasks will help students be more proactive and effective learners by focusing on developing self-awareness.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
Discrete trial training is rooted in the hypothesis of Charles Ferster that autism was caused in part by a person's inability to react appropriately to "social reinforcers", such as praise or criticism. Lovaas's early work concentrated on showing that it was possible to strengthen autistic people's responses to these social reinforcers, but he ...
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
Generally, metamemory improves as children mature. In general, metamemory improves as children mature, but even preschoolers can display accurate metamemory. There are three areas of metamemory that improve with age. [40] 1) Declarative metamemory – As children mature they gain knowledge of memory strategies. 2) Self-control – As children ...
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