Kairos Home Schooling Centre Visit Statement Education Essay

In nowadays, there are a growing number of children have intellectual disabilities (sometimes called intellectual challenged or mental retardation) in the majority of the countries. Predicated on the Country wide Dissemination Centre for Children with Disabilities (NICHCY, 2011), there remain 6. 5 million individuals in america offer an intellectual disability and more than 545 thousands of children age ranges six to 21 yrs. old with learning disability will receive special education at public school.

Intellectual impairment is characterized as significant restrictions in intellectual working and in two of the adaptive behaviour that expressed in conceptual, sociable and functional adaptive skills which originates before time 18 (AAIDD, 2012). AAIDD (2012) advised that assumptions such as complete valid assessments, framework of limits in functioning, coexistence of other advantages and advancements of life performing with appropriate supports must be considered in the application of this meaning.

Criteria like an IQ value of nearly 70 or below within an individually administered IQ test, concurrent deficits in current adaptive performing in more than one areas in "communication, self-care, home living, cultural skills, use of community resources, self-direction, efficient academics skills, work, leisure, health and basic safety" and onset is before 18 years are contained in the DSM IV-TR (APA, 2000).

The DSM-IV-TR has categorised mental retardation into category of Mild (IQ: 50-55 to about 70), Average (IQ: 35-40 to 50-55), Severe (20-25 to 35-40) and Profound (IQ: below 20-25) and type that with unspecified severity (APA, 2000). Each has specific codes that predicated on severeness of intellectual impairment (Additional information at Appendix).

Hunt and Marshall (2012) commented that children with learning disability may face difficulty in learning. They probably process smaller amounts of information than others, have difficulty in problem dealing with and using skills like metacognition, storage and attention.

There are also some deficits in development of vocabulary, physical, interpersonal and emotional in children with intellectual disability. Batshaw and Rose (1997) suggested that intellectual disability is contributed by about 60-70% of natural causes. These natural factors are attacks, intoxications, physical realtors, healthy disorders, postnatal brain disease, prenatal diseases, chromosomal abnormalities, perinatal conditions and some psychiatric disorders (Hunt & Marshall, 2012). Sociable, behavioural and educational factors also could cause intellectual disabilities in children.

Standardised intelligence exams such as Wechsler Intelligence Size for Children-III (WISC-III) as well as the Stanford-Binet Intelligence Scale as well as the Vineland Adaptive Behavior Scales and AAMR Action Scales: Second Release (Stomach muscles-2) are used to examine intellectual impairment in children. Early on involvement programs, special education, home-schooling plus some related services are of help in helping children that identified as having intellectual disability.

This paper is principally centered on centre-based home-schooling for children with intellectual impairment. National Middle for Education Figures (2008) commented that homeschooling is increasing in the United States and there have been around 1. 5 million of children aged five through seventeen were homeschooled in calendar year 2007. Similarly in Malaysia, homeschooling is growing gradually. There are many home university centres in Malaysia, one of the well-known some may be the Kairos Tool Centre that located at Selangor.

A centre-based home schooling is characterized as a place that offers home institution classes to an array of children from those with disabilities to the ones that are gifted. The centre generally can be an proven centre or church that has quality teachers in a centralized site. Home schooling has a whole lot of benefits specifically for children with intellectual disability. In a home institution centre, children with intellectual disability gain specific attention from the trained and experienced professors in a tiny class setting when compared with the large school room setting in a typically public school. Instructors are always available to observe the child's coping in various subjects and to help the kids when they face any difficulties in their works. Children with intellectual impairment will also feel secure and well informed in doing their works with the occurrence of the educator beside them to guide and assist them. That is helpful for the children because they are able to keep at the same pace with the peers in the centre and learn much better than in public university that mainly emphasized on coverage of all syllabuses on time.

A tailored-made and individualized lesson plan is designed by the educators at home-school centre for every single child with intellectual impairment respectively predicated on the child's strengths, specific interest and learning style that they think is the best for the child. For examples, a kid can focuses on certain subject that he/she is proficient at, such as mathematics, arts, geography or history. The training mechanisms of the children are also under the control of the home-school centre that will permit the children that are intellectually challenged to build up healthily in certain areas and constantly offer learning with some level of challenges that can help to improve the children's learning talents. This special attribute of home-school centre can help the children with intellectual disorder to get real progress and have a higher trend to success in certain fields.

Children that are mentally challenged have possibility to learn at own tempo. For instance, children which may have completed the given works previously can move to another topic. Alternatively, if a kid that is gradual in understanding a concept for example a child that has intellectual impairment, the home-school program will allows the kid to advance in a slower rate or let him/her to learn on that one concept again. This is useful for the children that are intellectually challenged as they will keep on learning until they are really understand of certain principles which they cannot get it at first few tries.

Home schooling is characterized to be flexible than the traditional public school that has rigid timetable. Sometimes, there will be some appointments for the intellectual handicapped child to visit his/her paediatrician, psychologist, occupational therapist or other related experts. The curriculum in home-school centre is self-paced and the kid will not left out anything on your day he/she absent to school. In the same way, when the child's family is having a trip to some places, you won't cause any inconveniences of the child's learning. This is good as the learning is still keep on and will not have any negative effects on the child's learning. Some home-school centre even can ideas and set up a lesson timetable that predicated on the needs of a child and his/her parents.

At home-school centre, learning is not confined in a class and not only about academic works, the kids learn anytime and at any places for illustrations, when heading field trips, seeing a movie and playing at playground. There are a great number of spaces for the kid to explore. So that it provides an environment for the kids with intellectual disability to develop impartial and creative thinking.

Home-schooling centre offers a more community-based socialization which provides the chance for the children with intellectual impairment to socialize more. There are more chances for the children to take educational field excursions and talk with a lot of people in the world. The varied learning environment in a home school centre can boost the children's communication between all age groups. Children are able to develop a close friendships at home school centre than at college.

At home college centre, children with intellectual impairment are clear of peer pressure since there is no competition included in this like at general population institution. Parents also feel safe when their children at home school centre because they you don't need to be anxious about bullies that often happened in general university settings.

Children that are intellectually challenged have the opportunity to learn some religious

values in home college centre that is religious-based like Religious home college curriculum. The kids can develop their religious and personality in home-school centre.

There was a trip at 5th of October at this calendar year to go to Kairos Resource Centre that caters the academic needs of learning handicapped children and junior that are highly performing and also for those who are gifted. This trip provided a deeper understanding about how this home school centre would benefits for children with certain disabilities predicated on areas like the staffs, facilities, curriculum and some additional support that available at the heart.

Staffs

Both the founders, Reverend Rudy Liu and Pastor Ruby Loh are qualified experts in many areas that related to children with special needs such as Learning Disorder Management, Early on Child years Education, Special Education, Child Mindset and Counselling (Kairos Resources, n. d. ). They are also pastors that with background of Religious Studies who stress on the Bible and its own beliefs and also teachings. As described their backgrounds, both of them are rich in knowledge and activities in dealing with children that need special help especially those with intellectual disabilities. Besides this, the founders are good in working with procedure of the centre, types of curriculum, staffs, resources such as books and tools and parents' of the students.

One of the primary reasons that children that are intellectually challenged can learn better at Kairos is because of the good characteristics of the staffs there. The educator-student proportion at Kairos is small, which is about six to seven students per educator, so each university student will gain sufficient attention from the teachers. At Kairos, the teachers will conduct lessons in a slower pace and will assist students to move forward their specific goals. More data is gathered to tailor educational ideas for several students and also to help students improve in learning. A variety of teaching strategies are also practiced by teachers to make learning much easier and fun in particular when instructing children that are intellectually challenged.

If there exists insufficient response from students, educators are more likely to provide answers with their own questions. Besides this, the behaviours of the learner are being monitor frequently by the teachers. Rewards, praises and positive respect are often employed by the educators. Furthermore, educators use a wide range of responses to take care of disruptive or inattention behaviours in students with intellectual disabilities. Teachers at Kairos prefer using a detailed involvement program such as direct instruction and cognitive strategy instructions. By exercising direct instruction, educators will teach materials in small and sequenced steps, give immediate responses and also encourage regular interactions with students with intellectual disabilities. Cognitive strategy instructions are being used by educators to instruct students with specific learning strategies. This will help students that are emotionally challenged to possess a better understanding in learning. Cooperative learning is also included by assigning the students with students which may have different disabilities into groups to attain shared goal (Nezu, 1994). This can help children with moderate intellectual disability to advance in academic. Educators at Kairos usually have good interactions with the students.

Facilities

Curriculum

Kairos uses Accelerated Religious Education (A. C. E) which is a home institution curriculum in educating their students (Kairos Resources, n. d. ). This curriculum has been designed to be able to meet up with the needs of the students with different disabilities. The A. C. E. works well in assisting children with intellectual disabilities to learn as it allows those to carry on from part to part if they display mastery in their learning. Under the guidance of teachers, students can continue individually through this curriculum. The initial format of A. C. E. permits students that are mentally challenged to learn in a stress-free environment. Therefore, students are determined to are they aren't encountering frustrations in their works. Students that are intellectually challenged should proceed every once in awhile as they need to demonstrate some degreeof mastery before proceeding to the higher level of learning.

Students are educated to see life from God's perspective, for taking responsibility because of their own learning, and also to walk in Godly wisdom and persona.

In order to provide effective learning, the Centre has successfully adapted to the use of any American Christian Home-School curriculum whereby the students learn to be independent and just work at their individual rate. Besides academics training, moral principles are inculcated through the curriculum and an effective mentoring program. In order to enhance the independence of the students, Kairos embarked on supplementary living skills training such as cooking, laundry, housekeeping, shopping, budgeting, etc.

Occasionally we let the kids have a day off "formal" institution and go to SciTech or a playground and let them just play all day long and become kids.

Educator training:Educators are somewhat much more likely to possess advanced levels. However, because of per-sonnel shortages nationwide, about 10% of special education staff are not accredited for the position

they keep.

Accountability:Each college student in special education comes with an individualized education program (IEP), and

educable mental retardation

(EMR) on the whole and special settings found

that special teachers showed more flexibili-ty in selecting strategies with which to man-age and keep an eye on the class.

Educator Monitoring of Student Progress

tailor educational programs

for specific students.

Overall, special education teach-ers were much more likely than general educators

to monitor student behavior, praise, show

positive regard, give the answer, and reject

students' verbalizations. Far better gen-eral and special education teachers had

materials ready, started lessons quickly,

oriented learners to the lessons, made

assignments more often, exhibited more

educator-directed than student-directed

learning, praised pupil replies more,

and had to manage student inattention/dis-ruption less often.

grouping students

with different kinds of disabilities

Students with educable mental retardation (EMR), usually thought as having an IQ between

70 and 50 combined with deficits in adaptive behavior, appear to be particularly sensitive

to class room environment. A supportive educator, instructions style, and classmates have a

greater impact on results for these students than for students without disabilities.

The class-room factors associated with better out-comes for students with educable mental

retardation were dynamic involvement of the

students in educator-directed and supervised

instruction (as opposed to passive individual

seatwork) and the utilization of cooperative learn-

ing methods, which promoted students'

frequent relationship with nonhandicapped

peers

specialists such as

"integration facilitators, " talk/language

pathologists, occupational therapists, and

paraprofessionals.

Speak evidently and slowly when describing jobs and activities. Require questions if you are finished. Watch the kid or children carefully during activities to ensure that basic safety safeguards are being followed

Kairos Fund Raising Charity Dinner

Also, you do not desire a teaching level. You just need dedication, motivation, and hard work. The same comments also connect with gifted children and psychologically retarded children. You can accelerate some things and decelerate other things. You can include unusual subject matter or additional treatments and therapies as necessary. Again, homeschooling provides the perfect individualized educational plan for your children.

If your child has autism or is incredibly shy, you will be able to utilize them appropriately to boost their cultural skills. You can offer structured social occurrences with cultural skills training in order to master these skills in a managed environment.

Homeschooling provides opportunities for most activities and much community participation. Educational field vacations provide creative activities as well as socialization and communication opportunities. We have been to many places.

I also claim that you closely analyze your goals for homeschooling. Administration schools strive for conformity and vocational training. With homeschooling you are absolve to concentrate not only on academics, but also on the development of

character and integrity

a Religious worldview

communication abilities and public skills, and appropriate behavior

thinking and learning skills

life and home skills and

ethics and morals.

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Classroom Management

Life skills: An initial purpose of special education is to help students with disabilities lead successful and privately rewarding lives now and in the foreseeable future. Curriculum for students with mental retardation should be designed to prepare students to operate as independently as possible in an involved population. This curriculum will include a broad selection of skills and be chronologically age-appropriate and beneficial to the learner. Physical fitness: Physical fitness is generally identified in two parts: The first part defines fitness as a health that allows an individual to perform daily activities and still have sufficient energy for leisure activities. For instance, if an individual is unable to make it via an eight hour workday or is too exhausted by the end of the day for leisure or home activities such as gardening, walking, playing playing golf or cleaning, then the individual probably has a low degree of physical fitness. Problem dealing with skills training: Training in problem solving skills can be useful for individuals with mental retardation and mental disorder who are likely to have problem fixing deficits. Of special interest is training to improve social or social problem solving, as opposed to cognitive problem solving. Training in communal problem handling is often part of cognitive-behavioral treatment "bundles" such as Valenti-Hein and Mueser's Internet dating Skills Program and Benson's Anger Management Program. Medical problems in the classroom-good overview: Here are a few short records on various medical problems in the class room. The papers cover medical ailments that happen in school-age children with varying degrees of regularity. Each report represents the disease, its treatment and modifications for the class room educator.

Speak clearly and slowly and gradually when describing assignments and activities. Ask for questions when you are finished. Watch the kid or children carefully during activities to ensure that safety precautions are being followed.

In part, this difference was perpetuated by the commonly

held notion among professionals that folks with mental retardation

were somehow immune system to mental and psychological

problems as a particular function of the retardation. Nezu, A. M. (1994). Advantages to special section: Mental retardation and mental condition. Journal Of Consulting And Clinical Mindset, 62(1), 4-5.

Controversial Issues in Special Education

Special education has been the mark of criticism throughout background. Some of the criticism has been justified, some unjustified. Some criticisms taken to light ineffective routines, including the inefficacy and inhumanity of relegating all individuals with disabilities to companies. Other criticisms were distractions with devastating repercussions, like the singular concentrate on the importance of place while ignoring other inappropriate practices. The start of the twenty-first century found new criticisms being launched at special education. Some dispute that the utilization of diagnostic product labels is possibly stigmatizing to students, others that minority students are overrepresented in some disability categories, and still others that education of students with disabilities in special classes and colleges, even tugging students out for education in learning resource classes, is comparable to race-based segregation. Some of these criticisms may expose inadequate tactics, others may only distract teachers from the effort of finding and implementing effective instructional procedures. Experts must develop the capability to learn from background and differentiate between unimportant criticisms and those with merit.

One valid criticism regularly launched against special education will involve the execution of inadequate educational interventions. Although great matter about the where of education was portrayed in the 1980s and 1990s, little attention was presented with to the what of teaching. Throughout the twentieth century the field of special education repeatedly followed instructional strategies of questionable efficacy-interventions which may have little to no empirical basis. Also, special teachers have implemented, with "bandwagon" fervor, many procedures that have shown ineffective and have in so doing repeated the blunders of record. If special education is to progress, professionals should address and remedy the instructional procedures used with students with disabilities

Special education has also been validly criticized for the way in which students with disabilities are determined. In the first nineteenth century, doctors and educators acquired difficulty making reliable distinctions between different disability categories. In fact, the types of mental retardation and behavioral disorders are inseparably intertwined. Lots of the impairment categories overlap to the degree that it is hard to identify one from the other. Additionally, some of the categories-learning disabilities and behavioral disorders, for example-are defined by the exclusion of other contributing disabilities. Thus, at the beginning of the twenty-first century, much work remains on the recognition of students with disabilities.

Perhaps the biggest, most pervasive concern in special education is its romance to basic education. The relationship of special to general education has been controversial since the start of universal general population schooling. However, in the past due twentieth and early twenty-first generations, the question of whether special education should retain a separate identification or be fused with general education so that it has no individual personality (e. g. , budget, employees) was made prominent by proponents of your radical restructuring of special education. Proponents of radical restructuring and fusion dispute that such integration is necessary to provide appropriate education for any students irrespective of their disabilities and without stigma or discrimination. In their view, special education suffers generally from structural problems, and the integration of two separate systems will result in a flexible, supple, responsive single system that will meet the needs of most students without "separating out" any. All educators, according to this line of thinking, should be prepared to show all students, including people that have special needs.

Opponents of radical restructuring dispute that special education's problems are mainly having less implementation of best practices, not structural. In addition, they suggest, special education will not survive to serve the special needs of exceptional students if it loses its identity, including special budget allocations and staff preparation. It isn't feasible neither is it suitable, they contend, to prepare all educators to teach all children; special training must show students who are educationally exceptional. Arguments about the composition of education (special and basic), who (if anyone) should get special treatment, how they must be taught, and where special services should be provided are perpetual issues in special education. These issues will probably continue to be debated throughout the twenty-first century.

In the past due twentieth and early twenty-first hundreds of years, another concern became the foundation for conceptual or theoretical bases for special education procedures. Postmodern and antiscientific philosophies have been put forward in both standard and special education. These ideas have been challenged by other people who have noted the value of the medical method in discriminating among ideas and assertions. Likely, postmodern ideas and attempts to apply those to or refute them will be perpetual.

More than 2 hundred years after Itard commenced his work on the education of the outrageous youngster of Aveyron, special educators are being asked to make decisions regarding such issues as position and delivery of services. The inclusion argument, although important, gets the potential to distract the field of special education away from issues of better import-issues such as the efficacy of intervention and the accurate identification of students with disabilities. If special educators are to all the mistakes of the past, they'll need to make future decisions structured upon reliable data, assessing the efficacy of differing options. Since the inception of what's now known as IDEA, significant progress has been manufactured in applying scientific research to the problems of special education. Within the twenty-first century, special education need not stay a field of good motives, but can totally employ the technological child-study techniques started in the past due eighteenth century to provide free and appropriate educations to all or any children with disabilities.

Special Education

Encyclopedia of Education | 2002 | MOCK, DEVERY R. ; JAKUBECY, JENNIFER J. ; KAUFFMAN, JAMES M. ; JAKUBECY, JENNIFER J. ; MOCK, DEVERY R. ; KAUFFMAN, JAMES M. ; SINDELAR, PAUL T. ; BROWNELL, MARY T. ; ACKERMAN, PAUL; JAEGER, ROBERT; SMITH, ANNE | The persistence of learning disabilities across time also suggests that support services should not be stopped after departing school or coming into the work pressure". (Raskind, Marshall H. , Goldberg, Roberta J. , Higgins, Eleanor L. , Herman, Kenneth L. , Frostig Middle Habits of Change and Predictors of Success in People with Learning Disabilities: Results from a 20Yhearing Longitudinal Review. 1999)

had

materials ready, began lessons promptly,

oriented learners to the lesson,

exhibited more

educator-directed learning, praised pupil reactions more,

grouping students

with different kinds of disabilities

special educators demonstrated more flexibili-ty in selecting strategies with which to man-age and screen the classroom

There are lots more advantages of homeschooling and much more techniques home college can be accomplished today. Some parents use available textbooks while some use the organised curriculum. Others combine this thing with the own teaching while others teach each lessons completely utilizing their own resources. We are able to all see that this kind of education process is completely flexible. It could be changes to the student's needs and can also me increase as to how high the data of a student has. There are lots of considerations to be produced whenever choosing to home school, but also for many, homeschooling has been a good choice that has proven to benefits both children and parents relationship with each other.

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