This guide is a companion to the "Adult Learning Planning Framework. Toolkit" (ED614137). It works in partnership with the framework while considering the unique challenges associated with the development of engaging and effective online, asynchronous learning experiences that have become embedded in the fabric of learning for all. The…

Students become attentive, curious, and passionate about learning when they can see its relevance to their lives and when they're empowered to use that learning to solve problems that matter. Regardless of the subject or grade level you teach, you can infuse your instruction with the meaning students crave by implementing design thinking. Design…

To understand expertise and expertise development, interactions between knowledge, cognitive processing and task characteristics must be examined in people at different levels of training, experience, and performance. Interviewing is widely used in the initial exploration of domain expertise. Work and cognitive task analysis chart the knowledge,…

The article reviews issues related to the cognitive styles, processing modes, and learning strengths and weaknesses that should be considered when selecting augmentative and alternative communication techniques for persons with autism. Stressed is the need to change communication techniques to accommodate the expanding needs and capabilities of…

Described is a two-pronged approach to assessment of cognitive-communicative functions in head injury, incorporating elements of both restorative and compensatory models. The approach combines: (1) use of standardized cognitive measures, and (2) observational protocols for systematic evaluation of functioning on integrated, multicomponent tasks…

An active role is recommended for family members involved in rehabilitation of cognitive communicative impairments of head-injured individuals. The paper discusses family systems theory, dysfunctional family reactions to the cognitive communicative behaviors of the head-injured member, and methods of assisting the family to develop the…

Gifted students may exhibit a deficit in ability to follow a sequence of verbal instructions, termed Cognition of SeMantic Systems (CMS). Three types of low-CMS students are described, and counseling strategies are outlined. Achievement of academic success and emotional health calls for teachers to build students' self-esteem and be patient. (JDD)

Traumatically head-injured individuals who reach the higher stages of recovery typically exhibit cognitive communication disorders. Patient management requires, among other considerations, a focus on functional communication competency, an ecologic-systematic perspective, and use of compensatory techniques. A case study applies this management…

The 13 chapters of this text focus on the complex development issues and interdisciplinary service needs of infants and young children at risk and their families. The text is organized into four sections on: developmental and intervention principles, identification and assessment, developmental issues, and early intervention. Chapter titles and…

To aid school districts in examining what Montana citizens expect of public school graduates, a task force composed of representatives from public, private, professional, and citizens' organizations concentrated its efforts in three main areas: college entrance, vocational education, and world of work. The committee considered commentary from…

This book aims to enlighten its readers on how to achieve optimal human efficiency, well-being, and balance through "brainwave training." According to the book, the 4 kinds of brainwaves--beta, alpha, theta, and delta--communicate with each other to pass information between conscious and unconscious mind. Mastering these brainwaves…

Describes a contradiction in the language used to discuss the counseling relationship: specifically the caring, collegial imagery used to describe the ideal relationship versus the rhetoric used to characterize counselor expectations of and experiences with client behavior. Notes some consequences of this contradiction. (Author/RC)

Discusses the needs of language-minority students and explains the difference between progress in basic interpersonal communication skills (surface fluency) and cognitive/academic language proficiency (conceptual-linguistic knowledge). Strategies are provided for special educators in planning instruction, increasing comprehension during…

This guide to Asperger syndrome for teachers describes the underlying impairments of the condition, explains how these may lead to problems in school, and offers practical management suggestions. The first part gives an overview of Asperger syndrome and outlines the three core areas of impairment--social interaction, communication, and lack of…

Claims that participants in computer-mediated "chat" (CMC) produce a kind of hybrid text. Stresses the importance of investigating the individual texts and writing practices of each participant in CMC studies to better understand what occurs when language users bring individual cognitive, social, and contextual factors with them to a…