With the advent of information technology, more and more people are getting the full benefits from distance learning. In fact, people who were not able to finish their college courses due to some unavoidable circumstances can now get their college degree without having to resign or give up their current job. Distance learning is a new way of acquiring college and even doctorate degrees without having to attend formal schooling. People can get through the subjects needed to get the degree that they want just by getting brochures and learning materials through mail or through electronic methods. Fully completing a distance learning program, however, is not that easy and requires the same dogged determination and persistence, as with any schooling program. Therefore, for people who would like to earn their degree through distance learning easily and without too much hassle, here are some tips to guide you through:
1. Decide And Assess Yourself
- Distance learning is not for everyone who wishes to avail of its services – In many cases, it can provide flexibility and ease of obtaining the much-needed degree – But for some, it could mean boring methods and procedures and wearisome learning – Ideal for those who can study independently in a self-directed manner – Good for those who do not like interacting with a professor
2. Check Your Mailbox Daily, Electronic Or Otherwise
Distance learning is a continuous learning process. This means that the learning materials that you will need and your assignments or projects will be sent through mails, electronically or through snail mail. So it is best if you always check your mailbox every single day or even multiple times per day. There may be instances where missing a single day of checking your mailbox could mean tons of missed projects or work.
3. Flexibility Should Never Be Equaled With Laxness
Getting flexible schedule does not mean that you have to be lax on your studies. Being flexible on your class schedule would mean that it is up to you how or when you will study. Therefore, in order to succeed and finish your degree as soon as possible, it is best that you organize your schedule, those that concern your work, your family (if any), and your class schedule. It is just a matter of time management. Keep in mind that it is best if you will always set a regular time for your study. In this way, you will never have to worry about getting all things mixed up.
4. Find A Quiet Place To Study
Because you will be entirely on your own when getting a degree through distance learning, it is best that you find a quiet place to do your homework or review your lessons. In this way, you will be able to ponder on things that needed more attention without having to worry about any distractions.
5. Reading Is Comprehension, Not Memorizing
When you read, it would be better to understand the text and subject matter thoroughly instead of memorizing them. In distance learning, memorization is a useless technique. What matters most in distance learning is that you understand the subject matter thoroughly and that you can easily grasp the meaning of the text given to you.
6. Improve Your Communication Skills
There are people who are having more difficulty in talking to other people through the microphone or the conference call than speaking in public. They contend that not seeing the other person is more difficult to deal with than talking to them face to face. These people insist that they could not see whether the other person is satisfied with the answers or not. In distance learning, corrections can be made for people who are having difficulty regarding this matter. Just keep in mind to pay attention to the instructions given and to listen attentively. Try to incorporate some, if not all, of these tips and you will surely finish your degree in a breeze. Just remember that distance learning is not an easy alternative of studying or getting a degree. It is just an option for those who do not have time to go to formal school.
By: John Morris
Posts Tagged ‘Learning Materials’
Distance Education Tips
November 29th, 2009Educational Evaluation For Special Education Student With Autism
November 22nd, 2009All students in special education are required by law to have a complete evaluation every three years to determine eligibility for special education services. The following case study is about a student named “Adam”. Adam is seven years old and has autism. He is in a Special Day Class setting in a public school. The case study includes details of Adam’s three-year educational evaluation.
The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.
The school psychologist observed Adam on several occasions before administering the psycho-educational profile revised (PEP-R). The PEP-R covers a variety of developmental areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R consists of a set of toys and learning materials that were presented to Adam within structured play activities. The psychologist recorded Adam’s responses to the test. His scores were then distributed among seven developmental and four behavioral areas. The resulting profile revealed Adam’s strengths and weaknesses in the different areas of development and behavior.
Adam’s portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and prompt levels on Adam’s tasks and goals/benchmarks. His parents signed and returned the daily reports and became part of his portfolio. The daily reports were used to assist in the assessment of Adam.
The school psychologist also conducted the functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were behaviors his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on the behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of the undesired behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written.
The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that his hearing appeared to be normal. Adam’s parents reported no problems with his vision and hearing. The speech therapist, who worked with him over the past year, also assessed him.
Other tests that can be used to diagnose and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments that have been specifically designed to assess children with autism. Furthermore, these tests rely on either historical information about the child’s behavior (usually provided by a parent), direct observation of the child by a professional or a combination of these methods.
Adam’s assessment for his 3-year evaluation was extensive and comprehensive. This assessment gave the team information on Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and will provide services for Adam. The functional analysis concluded that Adam’s undesired behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were needed. Although Adam’s assessment was extensive and required hard work for the IEP team, valuable information was provided that assisted the team in making recommendations for Adam’s education. The assessment also revealed that Adam was making great progress in his special day class setting.
By: kartik01
Educational Evaluation of Student With Autism
October 21st, 2009The student in this case study has autism. His name is Adam. Adam is seven years old. He is in a Special Day Class for Severely Handicapped students. Adam’s 3-year evaluation needed to be completed to determine eligibility for his special education services. Adam has an advocate and parents who are intensely involved with his education. When the assessment plan was presented to the parents, they requested additional assessments including a functional analysis, occupational therapy and an assistive technology assessment. A copy of the signed assessment plan was given to the appropriate specialists: psychologist, occupational therapist, speech therapist, speech therapist, nurse and special education teacher.
The school psychologist observed Adam on several occasions before administering the psycho-educational profile revised (PEP-R). The PEP-R covers a variety of developmental areas. The test items are presented with simple, concrete instructions and most of the expected responses are nonverbal. The PEP-R provides information on developmental functioning in imitation, perception, fine motor, gross motor, eye-hand integration, cognitive performance and cognitive verbal areas. The PEP-R consists of a set of toys and learning materials that were presented to Adam within structured play activities. The psychologist recorded Adam’s responses to the test. His scores were then distributed among seven developmental and four behavioral areas. The resulting profile revealed Adam’s strengths and weaknesses in the different areas of development and behavior.
Adam’s portfolio was used as an assessment tool. Included in his portfolio were work samples, progress reports, behavior reports, notes from parents and daily reports. The teacher sent home daily reports that included performance, compliance and prompt levels on Adam’s tasks and goals/benchmarks. His parents signed and returned the daily reports and became part of his portfolio. The daily reports were used to assist in the assessment of Adam.
The school psychologist also conducted the functional analysis to determine why Adam was exhibiting disruptive behaviors. Questionnaires were sent home for the parents to complete. Screaming and biting were behaviors his parents and teacher were concerned about. The classroom teacher was responsible for collecting data on the behaviors. The psychologist and the teacher created a data collection form. The teacher recorded the occurrence of the undesired behaviors. The information from the parents, psychologist observations and teacher were compiled by the psychologist and the report was written.
The occupational therapist observed Adam, assessed him and wrote a report. The school nurse tested Adam with a special device. She was able to determine that his hearing appeared to be normal. Adam’s parents reported no problems with his vision and hearing. The speech therapist, who worked with him over the past year, also assessed him.
Other tests that can be used to diagnose and assess students with autism are the Autism Behavior Checklist (ABC), Autism Diagnostic Interview-Revised (ADI-R), Childhood Autism Rating Scale (CARS) and Pre-Linguistic Autism Diagnostic Observation Schedule (PL-ADOS). These tests are individual autism assessment instruments that have been specifically designed to assess children with autism. Furthermore, these tests rely on either historical information about the child’s behavior (usually provided by a parent), direct observation of the child by a professional or a combination of these methods.
Adam’s assessment for his 3-year evaluation was extensive and comprehensive. This assessment gave the team information on Adam’s development, behavior, communication, health, coordination and cognitive levels. With this information, the Individualized Education Plan (IEP) team determined that his placement was appropriate. Occupational Therapy (OT) services were recommended. The occupational therapist wrote several goals and will provide services for Adam. The functional analysis concluded that Adam’s undesired behaviors occurred during transitions. The assistive technology assessment revealed that Adam excelled in this area. No recommendations were needed. Although Adam’s assessment was extensive and required hard work for the IEP team, valuable information was provided that assisted the team in making recommendations for Adam’s education. The assessment also revealed that Adam was making great progress in his special day class setting.
Author, Theresa McFarland, M.A.
By: Theresa McFarland
