By Lennie Niehaus
Read Online or Download Advanced Jazz Conception for Saxophone (Sequel to Jazz Conception for Saxophone Volume 1) PDF
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Additional info for Advanced Jazz Conception for Saxophone (Sequel to Jazz Conception for Saxophone Volume 1)
Such an approach can be a very powerful tool in helping a child learn to conform to basic social expectations. Nevertheless, using a behaviour plan to encourage social competence can have its limitations if the child does not have an understanding of why they are been encouraged to behave in a certain way. For example, a behaviour plan might teach a child not to snatch things from others but the child may comply because the child wants stickers and not because the child has any understanding of why ‘snatching’ is socially inappropriate.
Qxd 3/20/2007 8:56 PM Page 24 Addressing the issue of playtime Consideration needs to be given to ‘playtime’ as a whole-school issue. The idea of sending children out to play without any clear structure, often under the supervision of staff who have minimal training in special educational needs (SEN), clearly doesn’t work for children with ASD. There is a need to address the issue at a whole-school organisational level. Quentin (2003), as a result of an investigation into the playground experiences of pupils with disabilities, suggests that strategies to improve playtimes may include: Staggering breaktimes to reduce crowding.
Did she think I went out of my way to find them and ask them to bully me? I wish I could ignore them. She told the other kids off and one of them said if I told a teacher again, he would kill me. I believed he really would kill me and I used to lie in bed at night thinking about how he planned to do it. As well as experiencing difficulties with peer interactions, relationships with teachers or other adults can sometimes also be difficult. School staff may misunderstand the child’s behaviour and view it as naughty, selfish, rude, difficult or lazy, when in fact the child may not have understood the situation or task or did not read the adult’s intentions or mood correctly.