I need to develope a class for sex ed for an individual with mental retardation Are there ref. out there?
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Hopefully, the following set of links, combined, can give you a place to start with your course setup.  Also, check with the local public schools for the curriculum they use for middle schoolers' first introduction to the topic.\n\nhttp://www.etr.org/recapp/research/journal200110.htm\nhttp://www.nichcy.org/resources/sexualityeducation.asp\nhttp://ericec.org/faq/sex-ed.html\nhttp://www.sexsupport.org/SexEd.html (this one is a list of academic articles, professionally developed program summaries, etc.... browse and then do a search for the ones you think will help you)\nhttp://www.usaid.gov/about/disability/hiv_training.html\nhttp://www.arcminnesota.com/res-sexuality.htm\n\n\nHope these help!
130548
check yahoo for IDA...individuals with disabilities. they can help i bet
243508
Try www.extremenerd.com
279885
Not a Special Education question. Try again in a different category.
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Since you have a learning disability, you will want to make sure you have prepared ahead of time.\n\nHave a list of answers for:\n--How you will organize your classroom.\n--Your "philosophy of education."\n--What is the purpose of special education?\n--How will you work with regular ed teachers?\n--How will you involve parents?\n--Examples of how you will adapt and modify curriculum and classroom environment for different student needs.\n--What tasks will you assign your E.A.?\n--How will you build in state standards and benchmarks for each child's actual grade level while still addressing their developmental level?\n\nAnd so on.\n\nHave someone sit down and ask the questions to you while you practice saying your answers. Also have them ask questions you haven't thought of, to practice mixing and combining your ideas.\n\nGood luck!
953344
"Taught" in school.\n\nDon't worry about sex ed, fix your English first.
499097
Try looking in a sex manual...
45453
I would recommend the following websites: \n\nhttp://www.paulakluth.com/autism.html (Website of Paula Kluth, Ph.D. - her book, "You're Going to Love this Kid!: Teaching Students with Autism in the Inclusive Classroom" is also great). \n\nhttp://www.autismawarenesscentre.com/default.asp?page=dynamicweb.asp&pcid=0&pid=45 ("The Discovery of 'Aspie' Criteria by Dr. Tony Attwood and Carol Gray"). \n\nhttp://www.autism.org/temple/tips.html (Teaching Tips for Children and Adults with Autism by Temple Grandin, Ph.D.). \n\n"Work to view my autism as a different ability rather than a disability. Look past what you may see as limitations and see the gifts autism has given me. I may not be good at eye contact or conversation, but have you noticed I don't lie, cheat at games, tattle on my classmates, or pass judgment on other people?" - "Ten Things Every Child with Autism Wishes You Knew" by Ellen Notbohm ( http://www.southflorida.com/sfparenting/sfe-sfp-autism,0,6196233.story ) \n\nI hope this helps! :)
668758
The site listed below has a complete online textbook that is absolutely free and contains a well written, lucid approach to teaching this subject. \n\nHighly recommended!!\n\nhttp://www.io.com/~hcexres/textbook/
1091558
Do you mean mild/moderate learning disability, or mild/moderate mental retardation? Also, are you a parent or a teacher? I am writing the rest of this response as if to a new teacher who may be teaching special education on a waiver and hasn't had the methods courses that a special ed teacher would get in a good training program. Or someone with a sped degree from an, ahem, not-so-good sped teacher prep program.\n\nIf you are a parent, talk with your child's special ed teacher about home activities to support the skills being worked on in class.\n\nAcademics:\n\nFor mild/moderate Learning Disabilities (NOT MR), remember that these kids have normal smarts. Actual content instruction should be at grade level, especially for science and social studies. Content should be presented with lots of small-group hands-on activities, videos, interactive computer, and read alouds (you do the reading). For math, task analyze computation skills and take them through step by step until they master each skill; use manipulatives whenever possible. To task analyze, break each skill down into it's most basic steps, and don't teach the next step until the first is completely mastered (unlike regular ed, where a partial understanding is sufficient because full comprehension is expected to develop from repeated use in learning more advanced steps). To deal with their language disability interference in problem solving, do word problems out loud together.\n\n If their LD is language-related, you need to do a phonics-based approach using short passages to build comprehension. Don't stop after the basic phonics.... also include rules like "empty e," where the e doesn't do anything and the other vowel is short (have, give, etc.), the 5 double vowel expectations (boat, bread, great, country, oil), the 4 sounds of "y," and so on.\n\nSite to Start: http://www.interdys.org/\n\nFor nonverbal LD, work on simple patterning, organization, and memory skills, using content area materials.\n\nSite to Start: http://www.nldline.com/\n\nFor mild/moderate MR students, work academics at their developmental level, with activities incorporating simpler elements of grade-level standards. Assess and develop hands-on activities for life skills and communication, using task analysis to break things down into the most basic steps, building mastery a step at a time. MR students also don't generalize independently, so once you teach something in one place (e.g. handwashing at your classroom sink), take it to other locations (e.g. the sink in the bathroom, another classroom, etc.).\n\nSite to Start: http://ericec.org/faq/mr-lifsk.html\n\n\nBehaviors:\n\nFor any kid, you need to determine where he/she is along Piaget's and Erikson's models. That will help you determine your approach. You should provide clear and simple rules (no more than 3 or 4), a set list of consequences and rewards, and consistent application of those consequences and rewards. A child with more severe behaviors or a need for serious social skills instruction requires a Behavior Intervention Plan, and your school psychologist can help you with that, especially as a member of your IEP team.\n\nPiaget: http://www.funderstanding.com/piaget.cfm\n\nErikson: http://web.cortland.edu/andersmd/ERIK/sum.HTML\n\nBehavior Intervention Plan: http://www.mpf.org/SPIN/FAQ%20Sheets/BehInterPlans.html\nhttp://www.resa.net/behavior_intervention/
311864
visit http://www.classontheweb.net
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Try this:   http://www.dickblick.com\n\nThen click on "lesson plans" at the bottom right side of that page.  I'm not sure how helpful this will be...but good luck!  :)
366590
sometimes there are clubs designed specifically for children with special needs...in england we have a theatre group called "SHED" i think which works mainly with special needs children...i duno if you are in england but ifnot you might have something similar in your area...that way you get free time to study and your kid gets to do something they might enjoy.
797364
To find more special needs adults to test this item out you could contact local "sheltered workshops" and employers who specifically hire mentally challenged adults (Genuardi Markets in my area).  If you want to present your aid to publishers or marketing people, it would help to have tested it out on your target population.\n\nBesides special needs adults who have always needed help you could also look into tthe use of this type of material by occupational therapists and those helping stroke patoents rehab in addition to alzheimers patients.\n\nwhat about contacting university masters or phd students in these fields to see if they could collaborate with you?\noccupational therapy, geriatric medicine, adulthood & aging, special education   I'm sure I'm missing some but you get the idea.
316206
Try this site\nhttp://www.sexualityandu.ca
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Are you already using a program like TEACCH or PECS? Does he/she use communication cards or a communication board, sign language, or what?\n\nIs this document for the disabled person's use, or for those around him/her to understand what he/she's saying?\n\nCompiling a dictionary means you want each item to be easy to find, and clear to understand.\n\nIf you are making it for the disabled person, how does he/she categorize his/her own words and language? This sounds like a project you should do together. He/she categorizes, you compile.\n\nIf you are making it for the people around the disabled person, so that they can understand him/her, you have a choice of categorizing by type of word (noun, verb, etc.), type of concept (eating, travelling, etc.), alphabetical, or frequency of use. Given the type of communication this person is using, which is easier for people to find the information?\n\nInclude all symbols/signs used by the disabled person in the document, and include space for add-ons as his/her vocabulary develops.\n\nOn the other hand, if you are wanting to compile something in general, as a program for people to use in training disabled people, TEACCH, PECS, communication board programs, etc. already have these available. Unless you have something totally new?\n\nGood luck!
136079
Your local Board of Ed. would have any and all listings of classes in your area and their usually free!