Free Essays on Nonverbal Communication

by means of facial expressions, eye contact, gestures, postures, physical appearance, and tones of voice. The concept of nonverbal communication is complex. It is almost impossible to know exactly what it includes, but the majority of our talking is done without speaking. No one can speak more than one word at a time, but nonverbal messages can be sent in multiple ways at the same time. The meaning of nonverbal messages differs between cultures (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 119), races, and sometimes gender (Burgoon and Saine, The Unspoken Dialogue: An Introduction to Nonverbal Communication, 130). Nonverbal and verbal communications sometimes contradict each other because people are sometimes unaware of the nonverbal messages that they send (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 119). The movement of the body makes up a language, in which certain movements have specific meanings. Kinesics focuses on how people communicate through movement and posture, gestures, and the face and eyes (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 124). Kinesics refers to all types of body movement, except for touch, that may act as nonverbal communication. Body movement and posture are known as body language. Gestures are large and small movements of the hands and arms that send messages. Gestures complement our speech, bridge our silences, send unspoken messages, or express our approval or disapproval (Lamb and Watson, Body Code: The Meaning in Movement, 1). Negative gestures like fidgeting lets others know that a speaker is... Free Essays on Nonverbal Communication Free Essays on Nonverbal Communication Nonverbal Communication Nonverbal communication and language are different. There has been some research claiming that humans used nonverbal communication before they developed a language. Nonverbal communication is the process of sending and receiving messages without using words by means of facial expressions, eye contact, gestures, postures, physical appearance, and tones of voice. The concept of nonverbal communication is complex. It is almost impossible to know exactly what it includes, but the majority of our talking is done without speaking. No one can speak more than one word at a time, but nonverbal messages can be sent in multiple ways at the same time. The meaning of nonverbal messages differs between cultures (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 119), races, and sometimes gender (Burgoon and Saine, The Unspoken Dialogue: An Introduction to Nonverbal Communication, 130). Nonverbal and verbal communications sometimes contradict each other because people are sometimes unaware of the nonverbal messages that they send (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 119). The movement of the body makes up a language, in which certain movements have specific meanings. Kinesics focuses on how people communicate through movement and posture, gestures, and the face and eyes (Morreale, Spitzberg, and Barge, Human Communication: Motivation, Knowledge, & Skills, 124). Kinesics refers to all types of body movement, except for touch, that may act as nonverbal communication. Body movement and posture are known as body language. Gestures are large and small movements of the hands and arms that send messages. Gestures complement our speech, bridge our silences, send unspoken messages, or express our approval or disapproval (Lamb and Watson, Body Code: The Meaning in Movement, 1). Negative gestures like fidgeting lets others know that a speaker is... Free Essays on Nonverbal Communication The location I chose to perform my violation of a cultural norm was in an elevator. I used the elevator that is located in my dormitory’s building. After trying to decide which cultural norm to experiment with, I came to the conclusion to invade someone else’s space. The plan I created was to move closer to someone, in the elevator, than the normal space required, while communicating with this person. It was real difficult to engage in this kind this behavior. I have never performed an action similar to this one. People assume that other people will respect and follow the normal rules to communication. It took all my power to make myself break one of those rules. I have to say, however, I was real anxious to see how the person was going to react. Having never performed this action before, I had no idea what to expect or how the person was going to act. The reaction of the person I performed my experiment on was one that I could have anticipated. When I first began to move closer to the person they performed no reaction. They showed no look that they acknowledge my changed behavior. After noticing this I decided to move even closer to the person. This time the person saw that I invade their space and took a small step back. Even though I didn’t know what to expect form this experiment, I had an idea that the initial reaction by the person would be to move back. I wasn’t satisfied with the person just moving back. I wanted the person to show a more defined reaction that would show they didn’t appreciate what I was doing. After the person stepped back, I took a step towards them once again. The person repeated the same movement they did before. I decided to take one more step forward and the person reacted verbally. The person, who had no idea who I was, asked me â€Å"what the heck I was doing.† At this point I could tell this person wasn’t pleased with me, and I decided to explain my experiment to them. The personï ¿ ½... Free Essays on Nonverbal Communication The usage of the eyes in nonverbal communication is a perpetual, trusted form of communication. As we communicate, we normally look into each others eyes trying to decode messages and enhance our ability to interact with the sender. This is one of the essential functions of the eyes, as a monitor of interaction. Environmental cues are a stimulus related function, which are sometimes out of our control of receiving and responding to. Eye contact however, enables us to have mutual communication in order to pickup other cues. By better executing proper communication cues you can see the â€Å"eye of the beholder†. Within interpersonal communication, being able to see beyond what the eyes are saying makes being able to accurately communicate possible. The eye is constantly communicating with the environment. Either by instinctively having a stimulus response or by intentionally directing vision, the eye serves as a mediator to the brain. The messages the eyes send to the brain bring about thought processes. For instance, when you see the stove is on and you avoid putting your hand on it or seeing a flash a lightning causing you to jump. As possibility the most necessary and frequent usage of the eye, it is not interpersonal. However, when foreseen by someone other than yourself that you are engaging in communication, whether intentional or not, it is. While the eyes may not be seen as a vital part of interpersonal communication, they are part of the face and a complimentary aspect of verbal communication. They can supportively coincide with or be contradictory to the overall communication taking place. Eye cues may even take the place of verbal communication as when staring harshly into someone’s eyes, or rolling th em in a disregarding manner. Understanding the messages you can send and understanding those that are received are essential to communication. The eyes are the most noticeable aspect of a person’s face. Whether...

Royal Aircraft Factory SE5 in World War I

Royal Aircraft Factory SE5 in World War I One of the most successful aircraft used by the British in World War I (1814-1918), the Royal Aircraft Factory S.E.5 entered service in early 1917. A reliable, stable gun platform, the type soon became the favored aircraft of many notable British aces. The S.E.5a remained in use through the end of the conflict and was retained by some air forces into the 1920s. Design In 1916, the Royal Flying Corps issued a call to the British aircraft industry to produce a fighter that was superior in all respects to any aircraft currently in use by the enemy. Answering this request were the Royal Aircraft Factory at Farnborough and Sopwith Aviation. While discussions began at Sopwith which led to the legendary Camel, R.A.F.s Henry P. Folland, John Kenworthy, and Major Frank W. Goodden began working on a design of their own. Dubbed the Scout Experimental 5, the new design utilized a new water-cooled 150-hp Hispano-Suiza engine. In devising the rest of the aircraft, the team at Farnborough crafted a tough, square-rigged, single seat fighter capable of enduring high speeds during dives. Increased durability was achieved through the use of a narrow, wire braced, box-girder fuselage which improved pilot vision while also ensuring a higher rate of survivability in crashes. The new type was initially powered by a  Hispano-Suiza 150 HP V8 engine. Construction of three prototypes began in the fall of 1916, and one flew for the first time on November 22. During testing, two of the three prototypes crashed, the first killing Major Goodden on January 28, 1917. Development As the aircraft was refined, it proved to possess high speed and maneuverability, but also had excellent lateral control at lower speeds due to its square wingtips. As with previous R.A.F. designed aircraft, such as the B.E. 2, F.E. 2, and R.E. 8, the S.E. 5 was inherently stable making it an ideal gun platform. To arm the aircraft, the designers mounted a synchronized Vickers machine gun to fire through the propeller. This was partnered with a top wing-mounted Lewis gun which was attached with a Foster mounting. The use of the Foster mount permitted pilots to attack enemies from below by angling the Lewis gun upwards and simplified the process of reloading and clearing jams from the gun. Royal Aircraft Factory S.E.5 - Specifications General: Length: 20 ft. 11 in.Wingspan: 26 ft. 7 in.Height: 9 ft. 6 in.Wing Area: 244 sq. ft.Empty Weight: 1,410 lbsLoaded Weight: 1,935 lbs.Crew: 1 Performance: Power Plant: 1 x Hispano-Suiza, 8 cylinders V, 200 HPRange: 300 milesMax Speed: 138 mphCeiling: 17,000 ft. Armament: 1 x 0.303 in. (7.7 mm) forward-firing Vickers machine gun1x .303 in. (7.7 mm) Lewis gun4x 18 kg Cooper bombs Operational History The S.E.5 began service with No. 56 Squadron in March 1917, and deployed to France the following month. Arriving during Bloody April, a month that saw Manfred von Richthofen claim 21 kills himself, the S.E.5 was one of the aircraft that aided in reclaiming the skies from the Germans. During its early career, pilots found that the S.E.5 was under-powered and voiced their complaints. Famed ace Albert Ball stated that the S.E.5 has turned out a dud. Quickly moving to address this issue, R.A.F. rolled out the S.E.5a in June 1917. Possessing a 200-hp Hispano-Suiza engine, the S.E.5a became the standard version of the aircraft with 5,265 produced. The improved version of the aircraft became a favorite of British pilots as it provided excellent high-altitude performance, good visibility, and was much easier to fly than the Sopwith Camel. Despite this, production of the S.E.5a lagged behind that of the Camel due to production difficulties with the Hispano-Suiza engine. These were not resolved until the introduction of the 200-hp Wolseley Viper (a high-compression version of the Hispano-Suiza) engine in late 1917. As a result, many squadrons slated to receive the new aircraft were forced to soldier on with older types. A Favorite of the Aces Large numbers of the S.E.5a did not reach the front until early 1918. At full deployment, the aircraft equipped 21 British and 2 American squadrons. The S.E.5a was the aircraft of choice of several famed aces such as Albert Ball, Billy Bishop, Edward Mannock, and James McCudden. Speaking of the S.E.5as impressive speed, McCudden noted that  It was very fine to be in a machine that was faster than the Huns, and to know that one could run away just as things got too hot. Serving until the end of the war, it was superior to the German Albatros series of fighters and was one of the few Allied aircraft that was not outclassed by the new Fokker D.VII in May 1918. Other Uses With the end of the war that fall, some S.E.5as were briefly retained by the Royal Air Force while the type continued to be used by Australia and Canada into the 1920s. Others found second lives in the commercial sector. In the 1920s and 1930s, Major Jack Savage retained a group of S.E.5as which were used to pioneer the concept of skywriting.   Others were modified and improved for use in air racing during the 1920s. Variants Production: During World War I, the S.E.5 was produced by Austin Motors (1,650), Air Navigation and Engineering Company (560), Martinsyde (258), the Royal Aircraft Factory (200), Vickers (2,164) and Wolseley Motor Company (431). All told, 5,265 S.E.5s were built, with all but 77 in the S.E.5a configuration. A contract for 1,000 S.E.5as was issued to the Curtiss Aeroplane and Motor Company in the United States, however only one was completed before the end of hostilities. As the conflict progressed, R.A.F. continued development of the type and unveiled the S.E.5b in April 1918.   The variant possessed a streamlined nose and spinner on the propeller as well as a retractable radiator. Other alterations included the use of single bay wings of unequal cord and span and a more streamlined fuselage. Retaining the armament of the S.E.5a, the new variant did not show significantly improved performance over the S.E.5a and was not selected for production. Testing later found that drag caused by the large upper wing offset the gains made by the sleeker fuselage.

Big box stores vs mom and pop stores Assignment - 1

Big box stores vs mom and pop stores - Assignment Example Each restaurant offers something different than the other and so they are free to select whatever price they like for their products. Examples of Monopolies include public utilities like water, gas and electricity, cable TV, the local phone service companies. Important to note, that monopolies can exist in a market locally due to their geographical locations. Entry into a market where monopolies exist is quite difficult by new businesses since the large firms have larger market shares and there is not much left for the new companies in the market both in terms of buyers and profits. Competition is directly related to the methods and procedures by which the companies produce and sell their products. Different market structures are found in different industries which imply that there are different kinds of buyer to seller relations in every market. In a monopolist firm, they are able to increase or reduce the prices of their products (due to product differentiation), however, they cannot do so with full liberty, they have to abide by the unfriendly forces of the market. Sellers’ rivalry against each other involves sales-promotion costs along with the expenses of differentiating their products in order to attract customers. As a result, buyers get more variety in the products but in the long run the products prices involve the additional costs involved. Since the sellers in a monopolistic competitive market are not likely to be equally flourishing in their product policies and sales promotion, some of them will be successful in achieving profits exceeding t he basic interest on their investment, such profits will be earned from the buyers that have been attracted. (Karier, 241) The market and the monopolist’s demand curves are found to be the same. Demand of the monopoly is the demand of the industry and hence illustrated by a downward curve. However, the

Laboratory Excercise Research Paper Example | Topics and Well Written Essays - 1250 words

Laboratory Excercise - Research Paper Example 2. Four tree species Four distinct tree species were observed in Ornithos Atlantic Rainforest between 20:30:19 and 21:00:19 Brazil times. One of the tree species had a thick stem and branches. The leaves of this tree were not observable within the viewpoint of the webcam. This tree species was located in the middle background of the webcam. The second tree had banana-like leaves and occupied the left hand side of the webcam. The branches and stem of this tree were not covered within the view of the webcam. The third tree species comprised of shrubs that occupied the lower left side the webcam. The leaves of these shrubs were bright, green and irregular in shapes. The fourth tree species composed of the dry stems in the middle background of the webcam. This tree species had no leaves nor branches since the remaining branches were dry. 3. Bat The bat flew from the left side of the webcam. It spent two minutes within the view of the camera before exploring the feeding table. The bat the n disappeared to the left side of the webcam. Environmental conditions Ornithos Atlantic Rainforest is characterized by wet and warm climate. Mean monthly temperatures remain above 180C throughout the year. The forest floor receives only 2% of the solar radiation due to extensive canopy. Ornithos Atlantic Rainforest receives more than 2,000 millimeter of rain per year (Marent & Morgan, 2006). The inter-tropical convergence zone plays a crucial role in creating the climatic conditions suitable for rain forests. The precipitation in this forest ranges between 700 and 1,600 millimeter. Approximately 50% of this precipitation comes from the forest’s own precipitation (Livejoy & Hannah, 2005). Ornithos Atlantic Rainforest is humid across the year because of heavy rains. Around 75% of the biotic species in Ornithos Atlantic Rainforest are indigenous. Patterns and Density of Biodiversity in Ornithos Atlantic Rainforest The rapid expansion of human population and economies in the 21s t century has led to stresses on natural ecosystems and the species within them (Marent & Morgan, 2006). Biodiversity is the range of variation found among the living organisms. Ecosystem refers to any geographic location occupied by living organisms and the nonliving parts of their physical environment. Ornithos Atlantic Rainforest has a dense and irregular tree species. The trees do not have any uniformity in pattern since Ornithos Atlantic Rainforest is a natural forest. The forest is covered by a variety of indigenous trees, but only four species were observable within the view of the webcam (Marent & Morgan, 2006). The forest also hosts a variety of animal species such as insects, reptiles and birds. The webcam, however, captured the white butterfly-like insect and a bat. Factors Influencing Biodiversity in Ornithos Atlantic Rainforest The first factor influencing biodiversity in Ornithos Atlantic Rainforest is global climate. Weather forecasters have revealed rapid climate cha nge across the world. Climate change such as increased temperatures, wind and intensity of sunshine affects the ecosystems in the Ornithos Atlantic Rainforest (DellaSalla, 2011). Organisms that do not have rapid adaptive features cannot survive extreme climatic conditions, and thus cease to exist. The second factor influencing biodiversity is natural disturbances. Storms and strong winds are common in rainforest areas, and frequently cause considerable damage in forests (Marent & Morgan,

Comparing Love in the Film, Secrets and Lies and Toni Morrisons Belove

Possessive Love in Secrets and Lies and Beloved  Ã‚        The word â€Å"freedom† is subject to various degrees of interpretation in the sense that it can be used in more than one context.   One definition of freedom is the idea of having your own sense of self without the control of others.   On the other hand, a lack of freedom is the idea of feeling trapped and smothered in a situation one has no control over.   Freedom can relate to school, relationships, or even within oneself.   A lack of freedom can have nothing to do with other people but with the ball and chain that can be placed on by oneself.   Of course the outside world will be involved, but the pain of feeling trapped comes from the frustration that fills one’s soul.   A lack of freedom can result from a twisted circle of other events and other people.   In the novel Beloved and the film Secrets and Lies, the enslavement that Roxanne and Denver feel result from their mothers’ possessive love.   Sethe and Cynthia both have horrific pasts , leaving them in captivity and causing them to have unhealthy relationships with their daughters.   Sethe and Cynthia love the only way the know how, possessively and dependently, causing Denver and Roxanne’s mental enslavement.   In the film Secrets and Lies, both Cynthia and her twenty-one year-old daughter Roxanne, live a life of captivity.   Cynthia’s is due to her unexplained past, while Roxanne’s is in result of her overbearing mother.   Cynthia’s lack of freedom does not result from another’s actions, but from her own past.   The trauma and lack of love she has experienced, has been blocked out and instead of dealing with it, she lives off of the attention of others.   When she meets her daughter Hortense, whom she had given up for adopt... ...or a life as it is now under Beloved’s control, she chooses a life for herself.   By having support for the first time, freeing both of her daughters, and restoring her sense of self, Sethe is on her way to a life of happiness and trust, rather than dependence on others.   Although their backgrounds are completely different, both Cynthia and Sethe battle the same demons.   Their pasts have consumed them and dependence on others, or complete isolation is the only way they know how to deal with it.   This causes the mental enslavement of Roxanne and Denver.  Ã‚   In order to overcome their emotional scars, they must learn to stand on their own two feet.   Only when they do this will they be able to release their daughters, and restore their own self worth and freedom for all.       Works Cited Morrison, Toni.   Beloved.   New York: Penguin Books, 1998.      

Analysis of music in the film Grease

I think the effectiveness of a musical film In comparison to a film score in a non- musical largely depends on the target audience of the film, genre of film, and plot of the film. In musical films Like Grease, Chicago, Less Miserable, West Side Story, and Mama Ml, the musical and choreographed aspects of film work with the plot In an effective manner. I feel Like [romantic] comedies (egg. Mama Ml and Grease) and dramas (egg. Less Miserable and Chicago) are the two genres that are best made in to musical films.Musicals are able to break down language barriers, telling the plot of he film through song which evokes plenty of emotion that is universally understood. West Side Story is a perfect example of a musical where choreography and music helps the audience to understand the story even though they might not understand every word of the lyrics. Musicals are able to effectively tell a story if the plot is more simplistic. Contrary to [romantic] comedies and dramas, turning an action o r science fiction film into a musical would be simply ridiculous.If we were to imagine an action film like The Dark Knight or Star Wars as a musical, I don't think these films would eve been nearly as successful as they have been today. One reason for this Is the target audience for films Like Star Wars and The Dark Knight have the potential to be vastly different from the type of people who enjoy watching musicals like Dream Girls and Rent. The plot for The Dark Knight and Star Wars largely benefit from the music being comprised of a film score that is not classified as a musical.It would also be difficult to convert these genres into a musical because the plots are often too complex to understand if everything is sung. The scores in non-musicals serves to implement the plot, not to tell the plot which can often be taken more seriously by the viewers. â€Å"Summer Nights† (0:14:04) Is the first song In the film, Grease, that gives us an introductory look Into what the charac ters are going to be like. Sandy Is seen as very Innocent and sweet from the way she recounts her and Dandy's summer romance from an emotional perspective- â€Å"he got friendly holding my hand†.Dandy's telling of his summer romance is a little more crude and revealing about the physical aspects of the romance -â€Å"she got friendly down in the sand†. The song establishes Danny as he cool leader of the greaser clan known as the â€Å"T-birds† and Sandy as the new girl who the schoolgirl clique, â€Å"The Pink Ladies†, have their eye on to recruit. This song also introduces the other eight main characters (the rest of the T-birds and The Pink Ladies), allowing each of them to ask questions that reveal their characters.The next song that helped to further develop some of the characters is â€Å"Look at Me, I'm Sandra Dee† (0:27:30) which is a comedic song performed by Orzo and The Pink Ladies. A taunting, underlying tone In the music is heard right away. Razz's tough and arctic tone Is established through her lyrics In this song as she is mocking the Innocence of Sandy. When the characters are mocking Sandy inability to Inhale properly while smoking, we hear a clapper Instrument to compliment them coughing.The rest of The Pink Ladies: French, Marty, and Jan, seem to follow their leader, immature and highly compliant to what Orzo wants them to do or think. â€Å"Hopelessly Devoted To You† (0:32:00) is a ballad performed by Sandy which has a slower tempo than the other songs we have previously heard in the film. The song starts off by sing heavy strings to create an emotional feel then later we hear the piano. This is a character song which enables Sandy to express her romantic feelings for Danny, and reflect on their relationship.The chorus, â€Å"hopelessly devoted to you† is how Sandy feels towards Danny and these feelings are emphasized by the repetition through the song. â€Å"Greased Lightning† (0:37:2 0) is performed by Danny and the T-birds and serves to establish the major cultural influences of the sass's: cars and rock and roll. We hear 3 stingers using ascending notes played on brass at the beginning of the Eng to compliment Dandy's ideas of what the car could be (automatic, systematic, hydromantic).There is also a lot of call and response between the protagonist, Danny, singing the main course and the T-birds backing him up by providing musical responses to his lines. This song uses heavy percussion, piano, bass, and brass instruments to create a genuine rock and roll feel. The tempo stays consistent throughout the song except when it slows down at the ending chorus. The ending chorus is also where we hear drums and vocals being harmonize. â€Å"Sandy† (01:19:10) reformed by Danny is Dandy's counter song to â€Å"Sandy's Hopelessly Devoted To You†.This is also a ballad as it expresses the deep emotions Danny has for Sandy and shows how vulnerable he is without her. We see a different side of Danny here because he is not acting tough or cool; he is being raw and real. This song uses empathetic sound as we can hear Danny on the verge of crying at some points in the song which causes the viewer to empathetic with the sadness he feels. â€Å"Look at Me, I'm Sandra Dee (Reprise)† (01 :31 :38) is a turning point for Sandy's character.The song tarts out as wholesome and pure, like she is, accompanied by the piano in a high key with a light tone (we hear consonance). Then the lyrics get more powerful along with the intensity of the music (crescendo and lower key on the piano) as she decides to say goodbye to her innocence. â€Å"You're the One That I Want† (01:36:47) performed by Danny, Sandy, Pink Ladies, and T-Birds shows how the characters have succumbed to their feelings. Danny has become the man that Sandy wanted him to be all along and vice versa.We hear a riff on the piano to introduce the new, sophisticated Sandy. The causa l harmony between Danny and Sandy is symbolic of the new found harmony in their relationship and the all black costumes they are wearing is symbolic of both their maturity. This is an example of a rhythm song because it is driven by energetic rhythm patterns. Personally, this is my favorite song of the film because I feel it has the catchiest underlying beat and I felt that the choreography and props were used really effectively to capture the viewers attention. We Go Together† is a production number which involves the full cast and expresses the major changes in the plot room the opening to closing act. This cheerful tune is expressive of the happiness found by the entire cast and all the main characters are happily coupled off. Grease does include a lot of dancing which I found to be quite effective. It is more visually appealing and helps with the flow of telling the story through song. If at some points in the film the characters were Just standing there rather than moving around and dancing, the audience is more likely to be disengaged. Dancing also provides the catchier.Dance is also an important part of detecting a characters emotion through odd language; in the song Mimi Are The One That I Want†, Sandy is seen to have a new gained confidence and attitude which reflective not only in her lyrics, but in her dancing as well. I find it effective that performers in musical films treat their song and dance numbers as if there is a live audience watching. It helps to engage the audience more because they feel as though they are more closely connected to the performers. It also helps the performers find the emotional energy to perform different songs and dance if they have an audience's energy to thrive off of.

Family Participation And Child Needs Special Education

Parents are their child s best exponents. Parents know their children better than anyone else. That s why parent involvement play a crucial role when the child needs special education. This essay will discuss the importance of family participation and impacts of family participation in special education. Firstly, the essay will briefly describe what challenges special need children face, secondly, the essay will discuss key terms in the literature about the importance of family participation in education program and importance of parents in inclusive education and their benefits. Finally, the assay will be concluded with my personal view on the importance of parent involvement in special education and how parent involvement can be made†¦show more content†¦According to the Council for Exceptional Children (CEC), family life is a fundamental and integral part of the learning process for children. This process begins in early childhood, with the socialization and early learnin g process of infants and toddlers, and continues throughout the educational process. (CEC, 2009). During the early stages of life, parental involvement will be much more focused on identifying needs and development of ways that the family and or educators resources can best be used to meet the needs of the child. At the early stage, it is likely that the parents are the primary educators of the child. When child enters school, communication between parent and school comes to the fore in terms of the importance of parental involvement which result a strong parent-school or parent –teacher relationship on the basis of ongoing dialogue and engagement which helps to lessen many of the concerns of both parents and educators. (Writer, 2014) Effective parent involvement also helps educators feel supported in their efforts to balance the needs of students with disabilities with other students needs. There is a consistency of communication, support, and caring when parents engage in their children’s education. As a result Children with special needs are who benefit the most from it. Apart from the children parents are also much of beneficial from have a constructive working relationships with educators. It helps to demystify for parents what, at times, mayShow MoreRelatedIndividuals with Disabilities Education Act Essay1178 Words   |  5 PagesThe Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a veryRead MoreWhat Are The 4 Outcomes Of The Idea Program?982 Words   |  4 PagesProgram? 1. Equal Opportunity 2. Independent Living 3. Economic Self-Sufficiency 4. Full Participation What are the partnership principles and practices? 1. Communication 2. Respect 3. Competence 4. Equality 5. Commitment 6. Advocacy Part B of the IDEA Program involves...? Part B of IDEA is the IEP. It is for providing the appropriate education for students ages 3 - 21. The IEP focuses on special education and related services. What are the required components of the IEP? Current levels ofRead MoreEssay1706 Words   |  7 PagesSpecial Education A. The six key components are as follows: 1. Zero Reject/FAPE: This says that all children ages 6-17, no matter what their physical/mental ability, are guaranteed the right to a free public education. 2. Nondiscriminatory Identification and Evaluation: This was put into place so that a child could not be placed into special education because of things such as a language barrier. Because of this component, for example, a child would not be assessed in English ifRead MoreEducating Children With Learning Disabilities1612 Words   |  7 Pagesdifferent views on the education of their children and the best approaches to classroom process. Educational initiatives since the implementation of the No Child Left Behind Act (NCLB) has led to increasing focus on providing parents with adequate data for decision-making and promoting positive parent/teacher interactions. For children with learning disabilities, the team approach based on interactions between parents and teachers is one of the most effective in addressing student needs. InterviewRead MoreThe Education For All Handicapped Children Act1680 Words   |  7 Pages94-142 The Education for All Handicapped Children Act, also know as Public Law 94-142, was signed into law by President Gerald Ford on November 29, 1975. IT took effect in 1997, and was deigned â€Å"to assure that all handicapped children have available to them a free appropriate public education which emphasizes special education and related services designed to meet their unique needs† (BOOK). This is considered the â€Å"Bill of Rights† for children who have disabilities and for their families. There areRead MoreChildhood Disability And Child And Youth1615 Words   |  7 PagesFunctioning, Disability and Health, Child and Youth (ICF-CY) version, a special classification system sensitive to the rapid changes of development for children and youth under 18 years of age. In this paper, I argue that ICF-CY is the most useful and comprehensive tool for measuring and documenting the dynamic nature of childhood health conditions, as it emphasizes the integrative approach of biops ychosocial model for disability. The paper is organized to introduce the special aspects of childhood disabilityRead MoreThe Education For All Handicapped Children Act977 Words   |  4 PagesThe Education for All Handicapped Children act or PL 94-142 was proposed and signed into law in 1975 and began its effect in 1978. Prior to this act there was no national educational adaptation programs for children with learning disabilities. PL 94-142 was the first opportunity the government provided in order to set equality and improvement measurements for all children and for trying to identify those who are eligible for special education. 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