The Importance Of FACE

Student Group (Provide demographic data): At Steele School, 84.7% of all students are categorized as low-income. Within those low-income students, 80% out of the 84.7% are African American.

The Jane Justin School of Autism provides the right life skills and knowledge that children need to live a meaningful and productive life. How the school makes this mission possible is by responding to the needs of the students and families while respecting and embracing the individuality of the child while maintaining educational excellence. The Jane Justin School also hopes that the students one day may be able to return to a traditional classroom and educational setting with the skills that would make this possible.

Hammitt Schools provide education services to youth from 43 different school districts. These students, who have been unsuccessful in public school because of severe behavioral and emotional issues, are provided highly individualized and intensive programming to meet their unique behavioral and learning needs. The Challenges program provides specialized services to children with Autism. Through our County Outreach Program, The Baby Fold’s staff works within school districts to work with teachers and families to help a child stay in school, preventing a referral to a specialty school. The Baby Fold’s newest program, Community Schools, connects families and students at Fairview Elementary in McLean County Unit #5 School District

Ms. Diaz-Harrison has a daughter and she chose to put her in a charter school that specialized in the arts because that fit her daughter’s needs. For her son, who has autism she had no idea where she was going to put him at for school. Ms. Diaz-Harrison decided to open her on charter school in Phoenix. This school was named Arizona Autism Charter School. Her exact words when opening the school was, “we didn’t have a school like that-now we do!”

According to the U.S. Department of Education, autism is defined as a disorder of neural development characterized by impaired social interactions and verbal and nonverbal communication. Individuals with autism spectrum disorder (ASD) may also display attention deficits, engage in repetitive behaviors, resist environmental changes, have unusual sensory experiences, and may exhibit inappropriate behaviors that have adverse impacts on educational performance (Delano, 2007). The incidence of children identified with ASD has steadily increased and has thus changed the dynamics of education. Due to the number of children diagnosed with autism dramatically increasing over the last fifteen years, the demand for research-based

CBS’s mission is to assist individuals with developmental disabilities and autism with the least intrusive methodology to live and work in the least restrictive environment and maximize their potential as constructive members of society. They are based on the principles of Applied Behavior Analysis (ABA), one to one direct instruction, consultation to parents and school staff, and individual and group workshop trainings. Each child has an individualized program according to the specific needs of the child and family.

Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This should include current research in the field because so much of education is research- and evidence-based. Therefore, it is the educator’s responsibility to ensure that they are aware of early intervention programs and are keeping up to date with the trends and best practices in the field.

The number of pupils with autistic spectrum conditions (ASC) being educated in mainstream settings is increasing (Humphrey 2008). Inclusion in main stream education can be extremely beneficial for pupils on the autism spectrum (Great Britain. Department for Children, Schools and families, 2009), however there is growing concern about the educational experiences of pupils with ASC. Only 12% of parents with children in an unsupported mainstream primary school are very satisfied (Barnard et al 2000).

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

My visit was done at Summit Autism Center in Roswell, Georgia on Friday, March 25th, 2016. I interviewed co-founder and director of the center, Jennifer. According to the mission statement, Summit Autism Center aims to “provide individualized, effective, and scientifically based treatment for children with autism and related disabilities that are not otherwise available” (Summit Autism, 2015). Jennifer stated that Summit, in addition to teaching independent living skills and basic school academics, they specialize in applied behavior analysis (ABA), which uses the verbal behavior principles written by B.F. Skinner. They focus on a wide range of skill in hopes of maximizing the individual potential of each child in attendance by working on:

AustismSpeaks.org states that Autism can be defined as, “a spectrum disorder that refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences” (1). The Center for Disease Control and Prevention (CDC) estimates that about 1 in 70 children are diagnosed with an autism spectrum disorder (AutismSpeaks1). Despite how common Autism is, having a child with Autism can deeply effect a child’s ability to get an education. This can be for multiple reasons, such as bullying or the school’s ability to help the needs of the child. Unfortunately, most public schools are not specifically designed to deal with sensory disorders, even

Some people say that kids with autism should be in a separate school so they won 't have to feel “different”. That idea is absolutely ludicrous! We don’t segregate students based on skin color, race, sexuality, or gender so why segregate people base on ability or disability. We live in a world that is surrounded with war and hatred so it is paramount that we display a model of compassion at an early age . It 's not enough to tell children to ,“be nice to one another ”, “treat people the way you want to be treated” and “don 't use the R word”. Empathy has to be modeled, not taught and it starts with school administration taking the time to educate themselves about autism. Libraries and stores have a plethora of books about different disabilities . Teachers can create a culture of understanding by reading a story about a character who has a disability. It was not listed in The Curious Incident of the dog in the Nighttime that Chris is autistic. Haddon didn 't want readers to think his book was about a boy with autism but a book about a fifteen year old boy who has difficulty with social interaction despite being very gifted in math and science. Labels belong on cereal boxes not people and putting special needs children in special needs schools makes them feel

• Providing guidance for transitional living circumstances. • Offering observable reports of client independence and guidance through assistance programs. ADMINISTRATOR-AUTISM Denver Public Schools; Denver, Colorado The Denver Green School 2006-2012 • Assisted teachers

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.

‘Face’ when you hear this word, what comes to our mind? The thing that comes to mind is the front part of head that has eyes, nose and mouth on it. But the notion of face is a little bit different in terms of linguistics. It isn’t only linguistics deals with the notion of face but also sociology, sociolinguistics, semantic, politeness theory. The most common explanation is that, face is our public self-image that we want others to recognize.