Health Psychology Committee Report Essay Example | Topics and Well Written Essays - 2000 words

Health Psychology Committee Report - Essay Example lth Psychology Committee has been mandated with the task of developing a psychiatry division to further enhance our response to mental health issues within the community. The following is results of our health psychology action plan. Seeking to hire and train five additional hospital-associated psychologists with the task of dealing with the wider community in a variety of health-related roles, the following recommendations will be made understanding that health and society are interrelated variables which work together to promote a healthy community. Accordingly, the committee understands and takes into account the important role that society has on the health status of members of its community. Accordingly, â€Å"on a fairly broad level, our society affects the health of individuals by promoting certain values of our culture.† (AUTHOR, 14) Individualist health promotion programs aim to address the health concerns of individuals while structuralism health promotion programs are focused upon addressing health trends such as the outbreak of HIV among high school students, or addressing the mental health issues across a cross-section of society. The social model of health explores both individuals and the s ocial population in determining our conception of health. According to this theoretical paradigm, improved health can be improved by looking at the key environmental and social aspects of what constitutes positive health. This is a theoretical model which has recently gained credence due to its emphasis on social determinants of health. With this in mind, the report aims to specify duties for the five hospital-associated psychologists keeping in mind the interconnectedness of health status and society. Thus, a sociological perspective on health will frame this report. Accordingly, the following positions will need to be filled by the committee: substance abuse counselor; inpatient-only psychologist; child psychologist; adult psychologist. Each of these

History Of Why Learn Japanese English Language Essay

History Of Why Learn Japanese English Language Essay In todays world where so many activities, both national and personal, occur on a global scale, the study of a language in school and beyond develops the students intercultural competence. It enables them to enter into a challenging intercultural exchange to broaden their perspective, to deepen their capacity to understand and ultimately to deal with the unfamiliar and the unexpected. With over 130 million native speakers and a growing number of non-native speakers, Japanese is the 10th most spoken. Many believe that mastering the Japanese language is the key to engaging with the country. For students who have never been exposed to non-Western cultures, the study of Japanese opens the door to Asia. For students, it is a venue in which to understand their cultural heritage. Japan has the 2nd largest economy in the world. Just by learning Japanese can bring you many business opportunities. A key in winning their business might be being able to communicate with potential customers in their own language. Understanding the Japanese work ethic, their business etiquette, and knowing which cultural faux pas to avoid can often make or break an important business deal. Also to get a better understanding of the Asian market. In addition, when learning Japanese, you become not only proficient in the language but also gain an insider view of the culture. There is an explosion of the many cultural exports that can be found in Japan. From anime to food, karaoke to kimonos, Japanese culture is rich with both contemporary and traditional cultural ways. This unique culture determines the way they interact, react and behave in their daily lives. A knowledge of the language will give you direct access to Japanese film, animations, and comic books, give you insight into the special terminology used in your favourite martial art, and develop your ability to order sashimi like a native at your favourite Japanese restaurant! In addition to what they learn of the language and culture, they will also acquire basic language learning strategies, higher thinking skills, and broader perspectives from their Japanese studies. The benefits for students of learning Japanese can be considered in both the short term and the long term. In the short term, students can look forward to unique activities relating to a completely different culture from their own. They can enjoy fun activities in class, or even hosting a Japanese exchange student. There is always the motivation and pleasure of learning something new and different in Japanese. Furthermore, learning any foreign language, especially Japanese, teaches a student new learning skills, such as ways to increase concentration, memorization, and listening. Studies have shown that these new cognitive skills often improve students performance in other subjects as well. Finally, learning such a unique and special language often gives children a sense of self-confidence and pride they may not have had before. In the long term, a student learns many other important things through the study of Japanese. The value of persistence and respect for other cultures are two of the most important long-term benefits. Learning any foreign language, especially one as different from English as Japanese, helps one to look more critically at ones native language and understand it at a deeper level. Similarly, because it leads to the acquisition of critical communication skills, learning one foreign language is often a jumping-off point for people to learn other languages within their lifetime. Opportunity is possibly the most important long-term benefit of learning Japanese. A child can make lifelong friends and increase his or her opportunity to see Japan in a way most others cannot. In the global community we now live in, having the ability to speak Japanese not only opens doors in higher education and in employment in Japan-related fields, but shows employers that one is intelligent, unique, and globally conscious. The newest opportunity that has arisen for students of Japanese is, of course, a chance to get ahead in college through AP Japanese. In todays competitive collegiate environment, having taken AP courses and passed AP Exams can be a big help in getting into a better college or university. Most colleges and universities treat having passed an AP Exam as college credit, a policy that lightens students course loads and allows them to concentrate on other courses, earn double majors, or simply graduate in less time. Studying Japanese means learning a language that is so different from English that it will make you rethink your most basic assumptions about the way language works. It means learning to conjugate your verbs according not just to tense but also to politeness. It means getting used to the idea that adjectives can have a past tense. It means doing without plurals, choosing among dozens of different words for I, and learning to wait for the verb until the very end of the sentence. Japanese is difficult in ways that European languages are not, but it is also surprisingly easy in ways that they can be difficult. There is no subjunctive mood to worry about, no grammatical gender, no definite or indefinite articles, and no complex conjugations according to person. It is also extremely easy to pronounce Japanese. The Japanese language has a number of dialects, some of which are mutually unintelligible. Thanks to the development of mass communications and the governments directive to establish a common language, however, most people now speak a common tongue. Learning Japanese can and will open many door for you in the future. You just have try your best and have a goal and strive towards it.

Discourse on Religion: Nietzsche and Edwards Essay -- Philosophy, Chri

Friedrich Nietzsche certainly serves as a model for the single best critic of religion. At the other end of this spectrum, Jonathan Edwards emerges as his archrival in terms of religious discourse. Nietzsche argues that Christianity’s stance toward all that is sensual is that grounded in hostility, out to tame all that rests on nature, or is natural, akin to Nietzsche’s position in the world and his views. Taking this into account, Edwards’s views on Christianity should be observed in context targeted at those who agree with his idea, that G-d is great and beyond the capacity of human reason. Edwards reaffirms for his audience G-d’s Spiritual and Divine Light. This light imparted to the soul by G-d, is of a different nature from any that is obtained by natural means (Edwards, 214). Edwards spells out that his sermon was not intended to address the men who believe solely in life’s natural condition and the anger of G-d. Spiritual light is also something that cannot be witnessed by eye, only by â€Å"due apprehension of those things that are taught in the word of G-d.† It is at this juncture that Nietzsche wholeheartedly agrees, affirming that the ‘Kingdom of Heaven’ is a condition of the heart and is not something that emanates from death or comes ‘upon the earth’ (Nietzsche, Sec. 34). However, Nietzsche debunks Edward’s idea of sin, claiming it as a contrivance used to invoke fear in the believers of Christianity and to denote ruling power to the Priest (Nietzsche, Sec. 49). Nietzsche proceeds to deride the value system of Christianity, spelling out what he sees through the will to power as definitions for happiness, good, and bad (Nietzsche, Sec. 2). For Nietzsche, happiness is the feeling bolstered by power: â€Å"that a resistanc... ...y, according to Nietzsche, still exists as part of certain individuals’ subconscious states. Since that individual has a preconceived notion of it in their mind before they achieve a higher state of being, it provides light at the end of the tunnel to fuel their mental digression. Pity too must be a product of that individual’s emotional state. For people who desire self-pity, the idea of Christianity offers them closure, a rationalized conclusion, at the end of the pathway of the individual’s subconscious. In their eyes, the idea of Christianity affords them some level of higher status within their community, which they would not otherwise be able to attain. Christianity rationalizes for the individual his state of depravity. Had this individual been able to see reality from the get-go, achieve some modicum of societal power, they would not require self-pity today.

All for Love Essay

A parent-child relationship involves a lot of complexities. Basically, parents are responsible to provide for their children’s needs, whether material or immaterial. They are expected to perform duties to their children in spite of personal issues they have to deal with. Conversely, for children, there is the constant struggle to win their parents’ approval. These complexities in the parent-child relationship are illustrated in Sherman Alexie‘s, â€Å"Because My Father Always Said He was the Only Indian who Saw Jimi Hendrix Played ‘The Star-Spangled Banner’ at Woodstock† and D. H. Lawrence’s â€Å"The Rocking Horse Winner. † Analyses of the characters’ traits and motives provide a better understanding of how these complexities affect the relationship between parents and children. In addition, plot analyses help draw out a possible solution to the conflict. Told in the first person, â€Å"Because My Father Always Said He was the Only Indian who Saw Jimi Hendrix Played ‘The Star-Spangled Banner’ at Woostock† is a short story that talks about a father-son relationship. The son named Victor, serves as the narrator, who gives a picture of his father’s relationship with him and his mother by revealing his father’s character—his racial ideologies, hobbies, and behavior. In his revelation, the narrator gives a lighthearted view of the conflict zeroing on his father’s irresponsible behavior. Citing his father’s claim that he was the only Indian who watched Jimi Hendrix play the national anthem, the son establishes his father’s uniqueness and at the same time, his hippie attitude. Likewise, his father’s appearance to famous magazines as he knocks down an officer in defense of his political ideologies, illustrates the father’s aggressive and violent nature. Moreover, the accident the father suffers from while riding a motorcycle demonstrates his adventurousness. In sum, these descriptions show signs of the father’s irresponsible behavior, the wrong decisions he makes throughout his life. Particularly, the claim he makes regarding the concert of Jimi Hendrix demonstrates the tendency of the father to create and amuse himself with lies. Moreover, as Victor implies, his father is preoccupied with his own ambition and adventures, and he covers up his shortcomings by telling stories, and attributing his life-long search for meaning to his cultural origins. The father reasons out that his being an Indian affects him to behave the way he does. He uses his cultural origin to justify his weaknesses as a father, his obsession for music, and his erratic behavior. Parenting proves to be a difficult task for the father, mainly because of his confinement to his own affairs, his irresponsible nature. His attempt to establish individuality makes him unable to perform his obligations to his family. His acts of merrymaking with his friends and continuous search for adventures show his unpreparedness and incapability to fulfill his role as a husband and father. The difficulty of becoming a good parent is likewise tackled in D. H. Lawrence’s story. However, unlike the personal issues that the father deals with in Alexie’s story, the conflict is associated with the mother’s materialist disposition. Due to the extravagant life she is used to, the mother always feels the need of the family to produce more money. Even the house is personified as someone who whispers, â€Å"There should be more money. † Hence, the mother is always preoccupied with the thought of finding money, or as she tells her son, to being â€Å"lucky. † The excessive materialism of the mother causes her to feel indifferent towards her children. The narrator states that deep inside, â€Å"she knew that at the centre of her heart was a hard little place that could not feel love, no, not for anybody. † This indifference is what Marx (111) refers to as â€Å"alienation† in his â€Å"Economic and Philosophical Manuscripts of 1844. † In simple terms, Marx implies that as people’s material needs grow, the need to produce money and to work becomes greater. In this process, workers or proletarians such as the mother soon lose control of their lives and their selves, just as they lose control of their work. Although the mother in the story is not characterized as a usual worker, her materialist needs make her a victim of the materialistic society in which she belongs. Considering this, the alienation she experiences is one that dehumanizes her, and disables her to establish emotional connection with her children. Considering the mother’s attitude of living beyond their means, the story closely mirrors Veblen’s (â€Å"The Theory of the Leisure Class†) view of the consumerist world. As the author claims, the consumerist equate personal happiness with consumption and the purchase of material things. In his â€Å"Theory of the Leisure Class,† the author discusses that people waste money and resources in order to display a higher status than others. In the story, the family â€Å"lived in a pleasant house, with a garden, and they had discreet servants. † Although they cannot afford such luxury, the parents maintain a high standard of living in order to feel superior to their neighbors. Acknowledging the need to produce more money, the mother works â€Å"secretly† in town, designing dresses for women. Even this effort of the mother reflects her consumerist attitude. As Veblen views, for the consumerist, the woman’s role is limited to that of a housewife, as this would show off a man’s success. In the story, the wife works secretly in order to pretend that the family has enough means support their needs. As Veblen proposes, by not allowing the wives to take outside professions, a man could show off his economic status, although in the story, these are all a facade invented by the mother. Like the father in Alexie’s story, whose individuality seems to come first before all aspects in the world, the mother possesses a selfish attitude, which considers everything alright as long as her material needs are met. This submission to material things illustrates nothing but her selfishness. According to Stebbins (82-83) â€Å"the person who has the least interest in continuing the relationship normally possesses the greater power and is most liable to resort to exploitative behavior. † In the two stories, we see the parents as those who are less interested to continue their relationship with their children. In â€Å"The Rocking-Horse Winner,† the selfishness of the mother is best reflected in her request to withdraw the full amount that Paul secretly endows her. Although the mother uses the money to provide better education to her children, these are all due to her pride, her ambition to be regarded as superior to their neighbors. Moreover, her disinterest to find out whoever bequeaths her the big sum proves her ingratitude and materialist disposition. Furthermore, her insensitivity to her son’s condition, the fact that the three collaborators, the son, the uncle, and the servant are able to continue their deals without the knowledge of the family, provides a more lucid proof of the selfish nature of the mother. As the story relates, the selfish behavior of the mother drives the son to eagerly and desperately please her. Snodgrass (191) offers Freudian analyses of Paul’s character, claiming that the son’s effort to win his mother’s affection is Oedipal in nature. However, one may note that there is no established feud between Paul and his father. In fact, not much is said about the father; therefore, this claim cannot be fully established. Nevertheless, through the selfishness of the mother, one may see why the son becomes obsessed in the betting game. Ultimately, it is the mother’s materialistic ambition that drives the son to engage in the betting habit. It is also that, which leads him later to lose his senses. It can be noted that during their conversation, when Paul inquires about luck, the mother points out, â€Å"It’s what causes you to have money. If you’re lucky you have money. That’s why it’s better to be born lucky than rich. If you’re rich, you may lose your money. But if you’re lucky, you will always get more money. † This statement makes the son realize the importance of money and luck. As the mother equates luck with having money, the son struggles to find luck in order to please his mother. As the narrator reveals, the children in the house feel the indifference in the look of their mother. Thus, Paul, imbued by a son’s inherent desire to gain approval and be loved, forces himself to be lucky. More than the competition that some critics establish between the father and the son, it is the son’s emotional needs that move him to create something to please the mother. The same need for affection and approval motivates Victor. As he illustrates the sacrifices he and his mother bear just to please his father, one gets the notion of a one-way relationship where the father is at most on the advantage. The attention Victor gives his father justifies this notion. Specifically, his effort to listen and learn his father’s music, the acquired love for Jimi Hendrix, and the mere belief that his father was the only Indian who watched Hendrix’s performance of the â€Å"Star-Spangled Banner† attest to the son’s struggle to win his father’s affection, and to keep the bond between them. The problem of winning their parents’ affection is very visible in the two stories. Although this issue may look petty for some, it is revealed to be a serious issue in the two stories, especially â€Å"The Rocking-Horse Winner. † As the story shows, this conflict is what makes Paul go insane, rocking his toy horse unceasingly until it gives him the idea of who will win the race. At first, one can imagine that the habit of the son may just be a simple game he plays, but at the end, as the mother witnesses his son rocks his toy horse like a madman in the middle of the night, one can sense the psychological damage that results from the child’s longing for his mother’s love. The behavior and illness that the son shows at the end demonstrate the psychological damage he undergoes. Particularly, as the races draw near, the child develops some anxiety to come up with a forecast of who will win the race. As he already loses in the first two races, his anxiety grows worse, realizing that he has only one chance left to win during the season. As such, the simple anxiety then grows worse into a General Anxiety Disorder (GAD), affecting his whole system, making him unable to sleep and eat, gain consciousness, or in other words, continue with his normal life. In addition to GAD, psychologists may also agree that Paul develops psychological gambling. According to Franklin (Psychology Information Online), psychological gambling is an â€Å"impulse control problem which consists in persistent maladaptive gambling that creates serious life problems for the individual. † It is different from recreational gambling in that it affects seriously the way one lives, suggesting failure to function normally as an individual. As the story portrays, Paul seemingly lose his senses as he rocks his toy horse in the middle of the night. He also shows abnormal behavior as he repeats, â€Å"Malabar,† the name of the horse that will win the final race.

Brown Mackie versus Ivy Tech Essay

Brown Mackie College is better than Ivy Tech in some aspects; this is also reversed for other aspects. Depending on what you are looking for from either school will help to determine which school placement will be the best fit for you. This paper will compare and contrast on these two schools business management programs from its different aspects. Brown Mackie College Business Management Program Options Brown Mackie, (2012) â€Å"If you’re tech savvy and have always had a mind for business, the Business and Technology programs at Brown Mackie College can help you to prepare for a career.† Brown Mackie offers a much wider variety of programs in the field of business management than does Ivy Tech. With twenty-eight different business programs, Brown Mackie has something to offer to anyone seeking a degree in the business field. Some of the programs in business that Brown Mackie offers includes, but are not limited to, Accounting, Audio/ Video Technician, Bioscience Laboratory Technology, Computer Networking, Electronics, Bookkeeping Specialist, Business Administration, Office Management, Graphic Design, and of course Business Management. The business management programs are offered in twenty-eight out of thirty locations nationwide. The Cost for This Program According to Brown Mackie, (2012) website for an Associate of Applied Science in Business Management, â€Å"The institution cost for this program for a full-time student completing the entire program on time,† are as follows; books and digital resources: $0; program fees: $2000; room and board: $0; tuition: $28260. Brown Mackie, (2012) also noted, â€Å"All tuition and fees are subject to change.† The financing options available to pay for this program are as follows; according to Brown Mackie, (2012) â€Å"In addition to any grant and scholarship aid for which they are eligible, ninety-five percent of graduates used loans to finance their education. The median debt for program graduates: Federal Loans: $20966; Private Educational Loans: $0; Institutional Financing plan: $40.† Time Completion Although there are many factors to the time it takes to complete this program, for example, was the student in attendance full-time or part-time, did the student transfer into the program with prior approved credits, was the student required to take remedial courses, did the student fail or withdraw from courses, and these can all effect the rate of completion. Brown Mackie, (2012) reports, â€Å"The program could take as little as twenty-two months to complete. Seventy-one percent of graduates from this program finished in this time.† Post Graduate Employment Brown Mackie currently has no data available on their site for the percentage of students that find employment in their field or related fields. However, Brown Mackie, (2012) implies that, â€Å"information on this topic may be obtained by speaking with an admissions representative.† Ivy Tech Business Management Program Options Ivy Tech remains within the state of Indiana only, offering fourteen locations for attendance. Ivy Tech, (2012) states, â€Å"Ivy Tech Community College offers more than one hundred and fifty programs and concentrations statewide.† However, their site only reports eight options in the School of Business program. These programs include Accounting, Business Administration, Computer Information Systems, Computer Information Technology, Computer Science, Information Security, Office Administration, and Transportation, Distribution & Logistics. The Cost for This Program Although Ivy Tech does not offer a Business Management program, I will offer comparable cost information from their Business Administration field. Ivy Tech, (2012) reports, â€Å"Face-to-Face classes: for Indiana residents: $111.15 per credit hour; Out-of-State: $239.40 per credit hour.† This report is just for time spent in the classroom. Ivy Tech, (2012) gives further quotes for online courses, â€Å"Ivy Tech Online classes: for Indiana residents: $111.15 per credit hour + Online course fee of $20 per credit hour; Out-of-State: $144.50 per credit hour + Online course fee of $20 per credit hour.† Other expenses that will be incurred are reported by Ivy Tech, (2012) as follows: â€Å"Consumable fees apply for some programs and courses; Technology Fee: $60 per semester; Books and Supplies: cost average is $39.23 per credit hour (based on an average of thirteen credit hours per semester).† Ivy Tech, (2012) also notes, â€Å"Many types of financial aid are available, such as grants, scholarships and student loans.† Time Completion As with other colleges, an average is the best that can be offered for time completion. Ivy Tech is not an exception to this rule. Most courses require sixty-four credit hours for completion. Ivy Tech allots an average of thirteen credit hours to a course semester. Ivy Tech’s semesters are three months long. Post Graduate Employment No information is given as to what percent, if any, post graduates find gainful employment in their fields, or related fields, of study through Ivy Tech.

Egypt Cult of the Sun God and Akhenatens Monotheism

Egypt Cult of the Sun God and Akhenatens Monotheism Egypt During the New Kingdom, the cult of the sun god Ra became increasingly important until it evolved into the uncompromising monotheism of Pharaoh Akhenaten (Amenhotep IV, 1364-1347 B.C.). According to the cult, Ra created himself from a primeval mound in the shape of a pyramid and then created all other gods. Thus, Ra was not only the sun god, he was also the universe, having created himself from himself. Ra was invoked as Aten or the Great Disc that illuminated the world of the living and the dead. The effect of these doctrines can be seen in the sun worship of Pharaoh Akhenaten, who became an uncompromising monotheist. Aldred has speculated that monotheism was Akhenatens own idea, the result of regarding Aten as a self-created heavenly king whose son, the pharaoh, was also unique. Akhenaten made Aten the supreme state god, symbolized as a rayed disk with each sunbeam ending in a ministering hand. Other gods were abolished, their images smashed, their names excised, their temples abandoned, and their revenues impounded. The plural word for god was suppressed. Sometime in the fifth or sixth year of his reign, Akhenaten moved his capital to a new city called Akhetaten (present-day Tall al Amarinah, also seen as Tell al Amarna). At that time, the pharaoh, previously known as Amenhotep IV, adopted the name Akhenaten. His wife, Queen Nefertiti, shared his beliefs. Akhenatens religious ideas did not survive his death. His ideas were abandoned in part because of the economic collapse that ensued at the end of his reign. To restore the morale of the nation, Akhenatens successor, Tutankhamen, appeased the offended gods whose resentment would have blighted all human enterprise. Temples were cleaned and repaired, new images made, priests appointed, and endowments restored. Akhenatens new city was abandoned to the desert sands. Data as of December 1990Source: Library of Congress Country Studies Ancient Egypt LOC Articles Ancient Egypt - New Kingdom 3d Intermediate Period Ancient Egypt - Old Middle Kingdoms and 2d Intermediate Period

The Commercialism Of Television Essays - Television Advertisement

The Commercialism Of Television Essays - Television Advertisement The Commercialism Of Television The Commercialism of Television To look into the mind of a television addict, we must look at the big picture First we recognize the voluntary slavery that makes up the majority of modern life. A I see it, people get up early, put on work clothes, and work like machines for the rest of the day getting no satisfaction from their repetitive day-jobs. Then come home around seven oclock to their families who have already had dinner, and the kids already getting in bed. By that time there is almost no room left for quality family time or anything else to pursue thats worthwhile. Thus the person turns to the television for that instant dose of friendship and gratification that could not be found anywhere else during his or her day. Once the person gets comfy on the lazy-boy, he becomes quickly stimulated and amazed by the intense sound and picture of thirty frames per second, and suddenly forgets thinking about the real world. Notice how some people become extremely annoyed when you talk to them or distract them when they are watching a program, or even a commercial. And might even yell at you for walking in front of the TV. As the hours of straight zombie-like watching go by, the person slips further into the fantasy world of television, and with you breaking that link between them and the tube comes as a shock to them. Someone can be so engulfed that it becomes a regular part of his/her daily routine. As a result of a lot of watching TV, studies have shown that the heart rate, and blink rate have slowed down dramatically and muscular function decreased down to the snap of a finger on the remote or the lift of a drink. The stimulation of the picture and sound shift so rapidly that they must become completely relaxed to soak it all up. Television is like an addiction, and like any addictive substance a moral message lies behind it The advertising and the programs are only theyre to keep the viewer coming back for more. But there are even deeper morals to the story. The televisions main purpose is to distract from what you really want to be doing. Than around the second line of commercials you realize that you could be doing far better things than this, but before that thought gets to you, another flashy commercial pops up that literally says damnit stay in your seat, weve got more products to sell you. And giving the viewer the sense that he/she cannot live without it. And this is w here depression can kick in. In these messages there is the potential power to brainwash the viewer into thinking that television is the one and only answer to all the worlds problems, and soon the person will not want to accept the harsh reality of the real world. This becomes a mindset for many people who watch TV. Some will do their best to fight it, like turn the volume down or mute, but hell, never would they turn it off. Even the manufacturers cleverly hide the mute button on your remote. To the broadcasters and corporations, its all a damn game to them, to see whom can get more zombies to stick with their channel. After becoming over-fatigued from stimulation, theyll switch it off. And when they are face to face with real life, they dont understand it, and shrivel back into their corner to the TV, to the world that is so easily accepted. There is a huge difference between the world that we live in, and the fake propped world of television. On a person note; my father roommates with Andre, a forty-five year old minority who is extremely depressed, and has attempted suicide. Visiting my dad every week or so I notice that Andre always had the TV on, and continued sitting in his chair staring at every comedy channel for six hours, but I noticed he never laughed. I believe Andre has fallen deep into the TV world, and uses it as a tool to ignore and/or forget his problems in the real world. Odds have it that television only creates a mirage

11 Fun Toddler Learning Games for Your Preschooler

Fun Toddler Learning Games for Your Preschooler SAT / ACT Prep Online Guides and Tips Looking for games that your toddler will both enjoy and gain important skills from? We’ve got you covered! In this guide, we go over of the best toddler learning games. These educational games for toddlers can be played with few materials, one or more children, and toddlers of varying age ranges. For each game, we explain what skills it will teach toddlers and give instructions on how to set up and play the game. How Can Learning Games Benefit Toddlers? Toddlers’ minds and bodies are undergoing huge changes during this time of their lives, as they learn to communicate, think, and move in completely new ways as they move out of babyhood. Games are one of the best ways for toddlers to develop these new skills because they’re easy and fun to participate in. Some of the skills toddler learning games can teach include: Gross and fine motor skills Language development Creativity/imagination Critical thinking and analysis Counting Social skills Learning games can help toddlers be prepared for when they start school by giving them a leg up on topics such as numbers, colors, and letters. The social skills they learn from these games, such as sharing and listening to instructions, will also make school, daycare, or even play dates more enjoyable because your toddler will have more experience interacting with other children and being a fair playmate. Examples of Toddler Learning Games Below are examples of educational games for toddlers that can teach everything from counting to motor skills to following directions. For each of these toddler learning games, we give a brief description, an overview of the materials needed, and directions on how to play the game. #1: Car Parking Numbers This counting game takes only a few minutes to set up, but once it’s ready your toddler can play with it over and over again to practice their counting skills. This game also helps toddlers practice fine motor skills when steering the cars into the correct parking spot. Materials: Shallow cardboard box with lid removed Matchbox cars (plastic horses are also a good substitute) Permanent marker Small pieces of paper Tape Directions: Tape a number to the top of each car, then draw the same number of â€Å"parking spaces† in the cardboard box. Label each of the spaces with a number so that each numbered car has a parking spot with a corresponding number. Your toddler can then â€Å"drive† each car into the matching parking spot while you discuss numbers and counting with them. As your toddler’s counting skills grow, add more parking spots and numbered cars to keep them learning. #2: Simon Says A great game for teaching toddlers how to follow instructions, Simon Says can be played with any number of children. You can also tailor it to different areas of learning, such as a Simon Says game that focuses on moving different body parts, identifying different shapes, etc. In fact, studies have shown that young children who play Simon Says go on to have improved math and literacy skills, so this game truly has a whole host of benefits! Materials: None required Directions: To play Simon Says, choose one person to be Simon (it’s best to start off with you or an older child being Simon until younger kids get the hang of the game). â€Å"Simon† then calls out commands such as â€Å"jump up and down† or â€Å"touch your toes.† The key is the other players must listen for the phrase â€Å"Simon says† before each command before they follow it. If they follow a command you didn’t preface with â€Å"Simon says† then they are out. The last person remaining in the game is the winner. #3: Foam Writing Many toddlers still struggle to correctly hold a pencil at this age, but you can help them practice their writing and drawing skills with foam writing. They’ll love playing with foam, and at the same time they can learn how to form different letters and shapes. Materials: Shaving cream Large, flat surface that can be covered with shaving cream Directions: Spread the shaving cream in a thick, even layer across the surface. For younger toddlers you can start with just having them draw any patterns they like in the foam to improve motor skills. For older toddlers, write a number, letter, shape, etc. in the foam and have your toddler copy you. As they get more advanced, you can also have them write out letters or numbers on their own without you writing them first. After you’ve played for a while, the foam can be smoothed over with your hands to create a blank surface again. #4: Sorting Most toddlers love sorting things, from their toys to the food on their plate, and you can use this activity to help them learn. It’s also very easy to customize this game to focus on whatever you want your toddler to learn: colors, shapes, sizes, etc. This game will help your toddler recognize similarities and differences between items and learn the basics of categorization. Materials: Items that have multiple types of whatever characteristic you want your toddler to identify. (ex. If you want your toddler to learn about colors, gather items of several different colors) Directions: For the sorting game, you can either ask your toddler to sort the items based on a specific characteristic (â€Å"show me all your red toys† or â€Å"can you group your toys together by color?†) or you can ask them to sort the items on their own, then ask them to explain how they sorted them. This is a great game for facilitating discussions with your toddler as you talk about the different objects and how they are similar to and different from each other. #5: Board and Card Games Board and card games can be a great way to teach toddlers how to follow rules, wait for their turn, and learn whatever skills the games are promoting. There are board games for toddlers that focus on the alphabet, other focus on counting, colors, etc. Materials: An age-appropriate board game for toddlers. Some of our favorites are: Go Fish Candy Land The Sneaky, Snacky Squirrel Game Chutes and Ladders Directions: Read the directions for the game, and start playing! If you’re looking for other board and card games, search for those meant for ages 2-4, as these will have rules and playing times specifically designed to help toddlers learn the game and have fun. Don’t be surprised if you don’t make it through the entire game, as toddlers have short attention spans and, even if they enjoy the game, they’ll likely want to move onto another activity fairly quickly. You can continue the benefits of the game by bringing it up a short time later. For example, at lunch you can say, â€Å"Remember the board game we played earlier where we counted how many fish you caught? Let’s count how many pieces of fruit are on your plate.† #6: Story Time Toddlers love listening to stories, and you can get them to practice their creativity skills by encouraging them to participate in the story you’re telling, as well as incorporate important lessons you’d like them to know. By age three, many children know roughly 400 words, and they love hearing words they understand, especially when words/phrases are repeated throughout the story so that they’re easier to remember. Materials: Children’s book (or you can make up your own story) Some recommendations: Hand, Hand, Fingers, Thumb. By: Al Perkins Chicka Chicka Boom Boom. By: Bill Martin Jr. One Fish Two Fish Red Fish Blue Fish. By: Dr. Seuss Dear Zoo. By: Rod Campbell Directions: Read/tell the story, stopping every now and then to ask your toddler questions like, â€Å"What do you think will happen next?† or â€Å"Do you think [character] treated her friend nicely?† then listen to your toddler’s responses and either continue the conversation, continue the story, or alternate between the two. #7: What’s Missing? This memory game can be played in nearly any room of the house, and it helps toddlers work on naming and describing objects as well as improving their memory. Materials: 4-5 objects of any kind A tray to place the objects on Towel to cover the objects Directions: Place the objects (toys, household items, foods, etc.) on the tray and look at them with your toddler. Name each item to help them remember it. Then, cover the items with the towel and ask your toddler to cover their eyes/turn around. Remove one of the items and set it aside in a place the toddler can’t see. Next, remove the towel and have your toddler tell you which item was removed. You can give them hints to help if they’re struggling to remember such as, â€Å"It’s a yellow fruit that’s sour.† To make the game more challenging, add more items to the tray and/or remove more than one item at a time. #8: Hokey-Pokey This classic game is a great way to get toddlers moving, as well as teach them about listening to directions and learning the names of different body parts. Many older kids love the song as well, so it can be used to occupy children of a variety of ages. Materials: None required Directions: Have the children stand in a line or a circle, and start singing! Lyrics are here, but feel free to substitute different body parts for different verses if you desire. Even if kids don’t know the song, they’ll pick it up after a few minutes and join you in the singing. #9: Memory Game Toddler’s memories are beginning to develop at a very rapid rate, and this is a great way to test their growing skills. Any version of the game will help toddlers hone their memory skills, and you can also make your own cards to focus on whatever you want your toddler to learn, whether that’s shapes, colors, animals, etc. Materials: About eight or ten cards with matching pairs. There are memory card sets available to buy, or you can also make your own with images, letters, numbers, colors, etc. you want your toddler to learn. Just make sure you make two of each image/figure. This game can also be played with several two-piece puzzles that children can match together. For an outdoor version, you can make oversized cards out of posterboard and spread them across the lawn, then follow the rest of the directions below. Directions Lay out the cards, face down, in a grid pattern on a flat surface. Each player takes a turn flipping over any two cards they choose. If the cards are a match, they get to remove them from the game. If they aren’t a match, the cards get flipped back over. The trick is to remember where they’ve seen cards from previous turns so they can eventually find all the matching pairs. The person with the most matched pairs wins. Younger toddlers may need some hints to play the game when they first start, and talking about the cards as they’re flipped over can also help children remember them more easily. #10: Indoor Bowling While most toddlers are too young for actual bowling alleys (it can be difficult for them to roll the ball with enough force it needs to make it to the end of the lane), you can set up your own bowling alley in just a few minutes at home. 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Materials: Fake flower pieces (about 10-20) Popsicle sticks Hot glue gun Several plastic containers that you can write or stick numbers to Directions: Glue a flower to the top of each popsicle stick, then clearly label each container with a number, going up as high as you’d like to. When you’re ready to play the game, display the containers in a row, with their numbers visible. They can be in numerical or random order, depending on how difficult you’d like the game to be. Have each toddler choose a container, then ask them to put the proper number of â€Å"flowers† in it. So, if they chose the container with a â€Å"3† on it, they’d need to put three flowers inside it. Correct them if they make a mistake and use it as an opportunity to count together with them. Tips for Teaching Toddlers Toddlers aren’t always known for being the easiest people to keep occupied, but these three tips can help playtime remain fun and educational for everyone involved. Keep Games Short Toddlers have notoriously short attention spans, and trying to get them to play a long and involved game is a recipe for disaster. All of the games we discussed in this article can be completed in just a few minutes, which may be all the time your toddler is willing to spend on an activity some days. They can also each be extended if your toddler gets really into the game and is able to focus on it for a longer period of time. When doing these or any other preschool learning games, let your toddler dictate how long (s)he wants to play, and don’t give up on a game if they aren’t that interested in it the first time they play it. Use Repetition Toddlers love repetition, whether it’s a song with a repeating chorus or a game that requires repeated actions to play it. Toddlers experience so many new things each day that they love repetition, both because it gives them a sense of order and because it helps them improve their memory. There aren’t many instances when a toddler can predict what will happen next, so they love when it happens in their games. Ask Them Questions When you’re tired of reading the same book or playing the same game every day for a month, you can change things up by asking questions about the game they’re playing and why they make certain choices. For example, if your toddler is playing with cars, you can ask her which car is her favorite, why she likes that one the best, how it reminds her of the car she rides in, etc. Any question that gets your toddler thinking critically and engaged in conversation will help them develop key skills they’ll use throughout life. Summary: Educational Games for Toddlers Toddler learning games are a great way for young children to learn numerous skills, as well as engage in fun playtime. Each of the activities listed in this article can be modified to suit different ages, group sizes, and time requirements. When playing educational games for toddlers, it’s important to keep the pre k learning games short, use repetition, and ask them questions while they play to ensure they get the most out of these games. What's Next? If you enjoy working with toddlers, then perhaps an early childhood education degree is right for you.Our guide goes over what this degree entails in terms of coursework, and gives you a helpful list of the best online BA in Early Childhood Education degree programs. Pipe cleaner crafts can be a great activity for toddlers.Read our guide for simple instructions for 31 fun pipe cleaner crafts for kids. Looking for games for other age groups?Check out our guides on general learning games, spelling games, and alphabet games. (coming soon) Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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An Analysis of Neologism Research Paper Example | Topics and Well Written Essays - 1000 words

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Teaching Education Students Disabilities

Teaching Education Students Disabilities Education Students Disabilities 2.1 The role played by teacher’s attitudes towards education of students with disabilities in the development of inclusive education. It is a well known fact that attitude of teachers affect the atmosphere of learning and influence whether students with limited abilities receive equal educational chances. This can be shown by looking at situations in different parts of the world. In Ghana for instance, the idea of education that is inclusive is aligned with the policy of increasing access, participation and retention of all students of school going age in education. Challenges exist in areas of access, quality education and retention especially for students with disabilities. This is attributed to lack of professional activities of development for teachers, limited resources and ineffective monitoring system provided to schools. Negative attitude and prejudice is the most critical of all barriers to free universal education especially for disabled students. Interestingly, some teachers still name the curses from gods as the cause of disabilities. (Agbenyega 2005) Beliefs about ethnicity, disability, concerns, ethnicity and attitude of teachers influence practice of all inclusive education, educational materials’ quality and instructions received by students. Many regular education teachers feel unprepared and scared to work with disabled learners and display anger, frustration and negative attitude towards education. They also believe it lowers academic standards. (Education Act, 1996) Teachers’ beliefs about inclusion suggest that they do not like teaching disabled students especially those who have sensory impairments as in regular classes. They prefer them being educated in special schools. Their defense is that with usual students too much time is not wasted in support and guidance. They are yet come to terms with the belief that mute and deaf students can receive education in regular schools. Teachers also believe that including disabled results in incompletion of syllabuses as they limit the amount of work that can be done in a term. They further believe that including disabled in regular classes affects the performance of their fellow students without disabilities. On this they claim that there must be consideration on placement of students with disabilities into regular schools as their placement disturbs academic performance and emotions and of other students who are not disabled. (Smith and Luckasson 1995) Teachers overwhelmingly believe that inclusive education is impossible unless their needs for specialist resources are addressed. Overall belief is that without sufficient support and resources, inclusive education is not possible and is doomed. The beliefs, negative attitude and concerns expressed by teachers may be explained due to lack of professional preparedness, available resources, sufficient orientation and specialist assistance. Initial professional knowledge and further training, human and material resources enhance teachers’ attitudes positively and affect their willingness make inclusion work (UNESCO 1994) 2.2 Teachers’ attitudes towards education of students with disabilities. A historical review. Estimates of global populations indicate that more children with disabilities live in developing third world countries than in industrialized countries. It has been suggested that integration in developing countries can be facilitated much more easily and successfully than in North America and Western European countries because there disabled students are already in the mainstream unlike in countries with a dual system of regular and special education. Recognizing that schools in developing countries have untrained teachers, large class sizes, transportation problems, lack of resources and facilities, the policy makers should consider the regular classroom as the mainstream model in facilitating inclusive education in poor countries.(UNESCO 1997, 1999) Educational researchers have historically taken varied positions which are varied regarding integration or inclusion. Those who support the programmatic model point to the academic and social gains of the students with disability as well as acceptance of diversity among fellow students and community members as benefits of inclusion. Opponents note concerns about lack of training, personnel and administrative support and the uncertainty of academic and social gains through adopting such models (Gartner, 1995; Whitaker, 2004). Research that has been carried out in most regions of the world on teachers mirrors the political agenda of these countries in focusing attention on the exclusion of children from educational opportunities (UNESCO 1994). Some countries have enacted legislation pertaining to integration of disabled students while some are just beginning the process of implementing these programs and policies. In overall, research seems to support the notion of a general culture of teaching in that teachers’ attitudes towards students with disabilities are consistent and similar irrespective of the different national cultures in which teaching takes place. A cross cultural study conducted on teachers’ attitudes in Haiti and the USA revealed that teachers had similar attitudes towards inclusion. (Thematic Group 9, 1996). Special Education in the United States has a long history that reflects many changes in attitudes towards disabled people. Special education was a established in the United States in the 1800’s with students who had demonstrated disabilities such as deafness, blindness, crippling conditions as well as idiotic and feeble-mindedness being taught in institutions. Many diverse groups have attributed this change to including parents, psychologists, educators, physicians, clergy, researchers and the disabled. (Smith and Luckkason, 1995) 2.2.1. Shaping the development curve: mainstreaming-integration and inclusion The right of students with disabilities to receive a free and appropriate education in the least restrictive environment is solidly rooted in the provisions of the United States constitution. Particularly, the guarantee of equal protection under the law granted to all citizens P.L.94-142 clearly required states to ensure that children with disabilities be educated with children who were not disabled and that other educational placements be considered only when the nature of the disability was such that education in regular classes with the use of supplementary aids and services could not be achieved satisfactorily. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students are being included at every level of the education system as a result of efforts by all of those concerned about them, parents, advocates, teachers and administrators. The effect of inclusive education is being increasingly being evaluated by including children with disabilities in assessments of school performance. (Barlett and McLeod 1998) Much has been learned about the strategies that make inclusion work from the experience of others. School staff that focus on changes in the school as a whole-curricular, instructional strategies, instructional strategies and use of resources have been successful when given time for training, collaborative planning and opportunities to celebrate their achievements. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) Disabled students require extra supports facilitated through personal assistance, class assistive technologies and related services in order to receive an appropriate education. Planning for studies should include the scheduling of supports at appropriate times in order for supports to be able to complement activities in classroom. Students who need assistance later in life benefit greatly from learning management support services early in life. (Marches 1998) The fact that students with disabilities are included in some schools is all the more remarkable given the vast numbers of barriers that exist from the federal government going down. In addition to the barriers faced by most students with disabilities minority students with disabilities face even greater barriers to inclusion. Of all the barriers to inclusion, the single greatest factor seems to be the system of financing special education. (.http://www.ncd.gov/newsroom/publications/1994/inclusion.htm) The basic concept of inclusion and integration states that principles of equity, discrimination, social justice and human rights make it compulsory that students with special needs and disabilities should enjoy the same privileges as all other students in a regular school environment and to a broad, balanced and relevant curriculum (Knight 1999). It is believed that integration in the mainstream enables students with disabilities to benefit from the stimulation of mixing with relatively more able students and having the opportunity to observe higher models of social and academic behavior (Elkins 1998). The move towards integration began tentatively in a few countries as long ago as the late 1960s and early 1970s, but the trend became much more vigorous on an international scale in the 1980s and throughout the 1990s. A major factor influencing the rapid worldwide movement towards inclusion was the promulgation of the Salamanca statement and Framework for Action on Special Needs Education. This statement recommends among others, that all students with special needs should have full access to regular schools and be taught in schools using predominantly adaptable and child centered pedagogy. (UNESCO, 1994) For integration and inclusion to be successful, one clear condition is that teaching methods and curricula will need to change in order to accommodate the diversity of students to be included in the average classroom. The reforms proposed by most education commissions certainly suggest that all students would benefit from more student centered approaches in teaching and much greater flexibility in curriculum planning. This will certainly make it more feasible for students with special needs to receive an education geared to their abilities. (Ainscow, 1997) 2.2.2. Attitudes of regular school teachers’ vis-Ã  -vis of special school teachers. Inclusion of students with disabilities in the regular classroom has been met with a lot of resistance from regular education teachers who would be responsible for educating special needs students. This is because they lack in-service training to increase their skills. In-service presentations are most effective in improving attitudes. Regular classroom teachers are usually stereotypic and negative. (Befring, 1997) Regular school teachers believe that students with disabilities require special needs which cannot be provided in inclusive based regular classroom. They also believe that their professional knowledge and skills are inadequate to effectively teach students with disabilities in regular schools. (Sharma, 1999) Special school teachers usually have a positive attitude towards students with disabilities. This is because they are usually trained before service on how to handle students with disabilities. Their positive attitude about including and teaching students with disabilities in general education classroom is related to the levels of special education training and experience in working with students with disabilities. (Forlin and Hattie, 1996) 2.3 Teachers’ attitudes towards inclusive education of students with disabilities at different school levels. 2.3.1. Pre school teachers’ attitudes and primary teachers’ attitude. Pre School teachers’ have negative attitudes towards children with disabilities. A lot of children who are emotionally disturbed possess deficient long-standing patterns of disruptive and deficient behavior. These children are particularly upsetting to teachers because they challenge the teachers’ role and threaten the order and composure of the classroom. Some of these children exhibit the feelings needed to get what they want that is manipulate others. These children are often able to identify weaknesses in the teacher and exploit them. (Carey, 1997) Majority of primary school teachers both female and male have negative attitudes towards the inclusion of students with abilities in regular classes. Children taught by teachers who show highly positive attitudes have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Primary school teachers are usually worried about the well being of students with special needs in the general education. It is usually hard for them to ensure that special children do not lose out in both academics and related skills as compared to other children in the class. (Carey, 1997) 2.3.2 Education administrators Demographic factors, training and experience does not have a statistically significant effect on administration attitudes towards inclusion. Administration programs that are good prepare administrators with stronger, more positive attitudes toward including students with disabilities. School counselors can take the lead in assessing school climate in relation to students with disabilities initiating interventions or advocating for change when appropriate. (Wilczenski, 1992) Some school administrators might possess slightly negative attitudes toward students with disabilities. The attitudes of school counselors are similar to if not more positive than those of other school personnel. Principals who have completed more training both (pre-service and in service) related to inclusion and special education have positive attitudes towards students with disabilities. It is claimed that the understanding of administrators on the Americans with Disabilities Act (ADA) is very limited and they have not taken any measure to ensure compliance to it. Negative attitudes have been indicated to be of the more significant barriers to successful integration of students with disabilities. (Wilczenski, 1992) 2.3.3. Secondary schools teachers’ attitudes These teachers have more positive attitudes compared to primary school teachers. Teachers’ expectations and beliefs are easier to change than their behaviors and emotions. High school teachers also have positive attitudes towards the use of the software because the software has the potential to improve student learning, increase student engagement, provide important study skills and improve student motivation through the novelty of using computers is social studies instruction. High school teachers cooperate more with each other when it comes to provision of assistance regarding disabled students. (Schumacher et al, 1997) Some people argue that in primary school inclusion develops well only for serious problems to emerge at the secondary level. These problems could be from the increase in subject specialization which makes it hard for inclusion to sail smoothly. This problem is made worse by the fact that the gap between special students and the rest increase with age. Secondary schools usually use the streaming model where students are grouped depending on their level of grasping knowledge. It is also difficult to make curriculum adaptations for heterogeneous students because secondary education is characterized by an excessively academic curriculum for a homogenous group of students. (Smith, D. Luckasson, R. 1995). 2.4 Influential factors of teachers attitudes 2.4.1 Student related factors One of the most important factors affecting teachers’ attitudes towards integration or inclusion is the type and severity of disabilities. Research revealed that irrespective of teaching experience, severity of disability shows an inverse relationship with positive attitudes such that as the perception of severity increase, teachers positive attitude decrease. (Forlin, et al 1996). A study done in fourteen nations discovered that teachers favor disabilities of certain types to be included in the regular school setting. Teachers are more disposed to accept students with mild disabilities than students with more severe disabilities particularly students with social maladjustments and emotional disturbance, due to a lack of training and support and large class sizes. (Leyser and Tapperndirf, 2001). 2.4.2 Teacher-related factors With regards to gender, reports showed that male teachers’ attitudes towards integration are more negative than female teachers. Other studies that examined teachers experience noted that teachers’ acceptance of integration is related to previous experience with children with disabilities. (Giangreco, 1997) Overall teaches’ contact and interactions with people with disabilities promote positive attitudes towards integration. Teachers’ with a higher education level are also more negative towards integration. The opposite is true in some cases. Teachers’ attitudes also appear to vary based on integration in-service training. The study reported positive teacher attitudes after in service training, while other studies found that staff development failed to improve teachers’ attitudes. (Stoler 1992) 2.4.3 Education environment-related factors a) Administrative and policy factors Factors related to administrative support have been linked to teachers’ commitment to integration. Teachers’ consider the presence of organizational support and resources as critical in forming positive attitudes towards integration. An additional component of positive attitude is related to class size. General educators report that reducing class size to 20 students would facilitate their integration effort (Pollard and Rojewski, 1993) b) Support factors Top-down educational initiatives can be rendered ineffective if the program is interrupted at the principle level or the teacher level. The attitude of special educators is determined by general educators. Furthermore most principals are critical of policy changes and their support of inclusion is viewed by teachers as being motivated by cost savings opportunities. (Whitaker 2004) If a country or state has policy friendly to students with disabilities then teachers are likely to have a positive attitude towards inclusive education. For example, the Zimbabwe education Act 1996, the Disabled Person Act 1996 and various Ministry of Education circulars (Education, Secretary’s Policy Circular No P36, 1990) require that all students, regardless of race, religion, gender, creed and disability, have access to basic or primary education. (Education Act, 1996). c) Other related factors Factors external to the school that affect the working conditions of teachers such as financial rewards, status in society and professional expectations have also been found to influence the teachers’ motivation and dedication. The grade level taught is such an external factor found that high school teachers displayed more positive attitudes towards integration than elementary school. Their results also showed there were more positive attitudes towards integration in high school teachers than in primary school. (Leyser et al 1994) Financial rewards; given that teachers spend up to fifty percent of their time providing instruction to individual students, it is imperative that they receive adequate and appropriate financial and professional development to ensure they are able to work effectively with students with special needs. Reference Agbenyega, J. S., Deppeler, J., Harvey, D. (2005).Attitudes Towards Inclusive Education in Africa Scale (ATIAS): An Instrument to measure teachers attitudes towards inclusive education for students with disabilities. Journal of Research and Development in Education, 5, pp. 1-15. http://www.coe.wayne.edu/wholeschooling/Journal_of_Whole_Schooling/articles/3-1%20Agbenyega.doc. 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