Relevant bibliographies by topics / Methods of teaching adults, children, comparing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Methods of teaching adults, children, comparing'

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Published: 24 April 2022

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Journal articles on the topic "Methods of teaching adults, children, comparing"

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Narat, Roxana, and Bernard Karnath. "Comparing methods for calculating GFR in children and adults." Kidney International 65, no. 6 (June 2004): 2443. http://dx.doi.org/10.1111/j.1523-1755.2004.665_1.x.

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Jensen, Robert J. "Teaching Mathematics with Technology: Ratios." Arithmetic Teacher 35, no. 8 (April 1988): 60–62. http://dx.doi.org/10.5951/at.35.8.0060.

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Learning about ratios empowers children with a language and procedure for comparing relative quantities in an efficient way. Understanding ratios is also a necessary precursor to meaningful work with proportional reasoning. The fact that many adults do not reach the Piagetian level described as “formal thought” is often attributed to weaknesses in their proportional reasoning skills. Aside from justifying the study of ratios as a critical component of formal thought, the varied real-life applications for ratios (cooking, model building, map reading, converting among and between measurement systems, calculating odds, scale drawing, unit pricing, etc.) make this area particularly meaningful to students. This month's department suggests a series of ratio activities for children that make use of a computer to produce graphically collections of objects in a grid with variable dimensions.
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Luise, Dora, Daniele Donà, Federica Visentin, Giulia Marini, Carlo Giaquinto, and Annamaria Cattelan. "Comparing imported malaria in adults and children presenting to an Italian teaching hospital: A 10-year retrospective study." Travel Medicine and Infectious Disease 17 (May 2017): 56–61. http://dx.doi.org/10.1016/j.tmaid.2017.04.008.

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Hazlegrove, Sarah, and Lauren Haldeman. "P39: Step up MyPyramid — Comparing Teaching Methods for Ethnically Diverse Elementary School Children: A Pilot Study." Journal of Nutrition Education and Behavior 40, no. 4 (July 2008): S59. http://dx.doi.org/10.1016/j.jneb.2008.03.099.

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Sultan, Iyad, Ibrahim Qaddoumi, Sameer Yaser, Carlos Rodriguez-Galindo, and Andrea Ferrari. "Comparing Adult and Pediatric Rhabdomyosarcoma in the Surveillance, Epidemiology and End Results Program, 1973 to 2005: An Analysis of 2,600 Patients." Journal of Clinical Oncology 27, no. 20 (July 10, 2009): 3391–97. http://dx.doi.org/10.1200/jco.2008.19.7483.

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Purpose To compare clinical features and outcomes of adults and children reported to have rhabdomyosarcoma. Patients and Methods We analyzed data from 1,071 adults (age > 19 years) and 1,529 children (age ≤ 19 years) reported in the public-access Surveillance, Epidemiology and End Results database as having rhabdomyosarcoma, diagnosed from 1973 to 2005. Survival estimates were determined using survival time with the end point being death from any cause. Results Adults with rhabdomyosarcoma had significantly worse outcome than children (5-year overall survival rates, 27% ± 1.4% and 61% ± 1.4%, respectively; P < .0001). Tumors in adults were more likely to be at an unfavorable site (65% v 55%; P < .0001) and to have histologies that are unusual during childhood, particularly the pleomorphic subtype (19%) and not otherwise specified (43%). Regional and distant spread was not more frequent in adults. Adults had significantly worse outcome than children with similar tumors. The most significant difference was in localized disease; 5-year survival estimates were 82% ± 2.0% for children and 47% ± 2.9% for adults (P < .0001). Multivariate analysis showed that age, histologic subtype, primary site location, stage, and local control with surgery and/or radiation were significant predictors of survival. However, alveolar subtype and unfavorable primary site lost significance when analysis was restricted to adults. Conclusion Adults reported to have rhabdomyosarcoma had worse survival than children with similar tumors. Predictors of poor outcome in children were valid in adults except for alveolar histology and unfavorable tumor site.
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Little, Anthony C., and Jack A. F. Griffey. "Preferring and Detecting Face Symmetry: Comparing Children and Adults Judging Human and Monkey Faces." Symmetry 12, no. 12 (December 19, 2020): 2112. http://dx.doi.org/10.3390/sym12122112.

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Background: Visual symmetry is often found attractive. Symmetry may be preferred either due to a bias in the visual system or due to evolutionary selection pressures related to partner preference. Simple perceptual bias views predict that symmetry preferences should be similar across types of stimuli and unlikely to be related to factors such as age. Methods: The current study examined preferences for symmetry across age groups (pre-puberty vs post-puberty) and stimuli type (human face vs monkey face). Pairs of images manipulated for symmetry were presented and participants asked to choose the image they preferred. Participants repeated the task and were asked to detect symmetry. Results: Both age of observer and stimuli type were associated with symmetry preferences. Older observers had higher preferences for symmetry but preferred it most in human vs monkey stimuli. Across both age groups, symmetry preferences and detection abilities were weakly related. Conclusions: The study supports some ideas from an evolutionary advantage view of symmetry preference, whereby symmetry is expected be higher for potential partners (here human faces) and higher post-puberty when partner choice becomes more relevant. Such potentially motivational based preferences challenge perceptual bias explanations as a sole explanation for symmetry preferences but may occur alongside them.
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BATISTA, RITA, RUTE BORBA, and ANA HENRIQUES. "FAIRNESS IN GAMES: A STUDY ON CHILDREN’S AND ADULTS’ UNDERSTANDING OF PROBABILITY." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 1 (February 28, 2022): 9. http://dx.doi.org/10.52041/serj.v21i1.79.

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This study aims to analyse the reasoning that children and adults with the same school level use to assess and justify the fairness of games, considering aspects of probability such as randomness, sample space, and comparison of probabilities. Data collection included a Piagetian clinical interview based on games of chance. The results showed that the participants’ judgments about the fairness of the games depends mainly on the understanding about independence of events, analysis of the sample space, and perception of proportionality when comparing probabilities, and that they have misunderstandings about these ideas. The similar low performance of adults and children on probabilistic reasoning, indicates that the maturity and experience of these adults were not enough to properly develop probabilistic reasoning and to instrumentalize it to assess the fairness of a game consistently. Thus, teaching interventions to expand and consolidate students' learning in the field of probability are recommended and the activities presented in this study may serve as a basis for such interventions.
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Roubalová, Marie, Roman Kralik, and Peter Kondrla. "Importance and method of teaching biblical Hebrew and aramaic in religious education of children and adults." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 59–67. http://dx.doi.org/10.15503/jecs2021.1.59.67.

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Aim. The aim of this paper is to show and explain the meaning and the importance teaching biblical Hebrew and Aramic in religious education. Method. The paper presents a descriptive study of philosophy of teaching Biblical Hebrew and Aramaic as an integral part of religious education, and at the same time it points out the main problems of this education which are connected with the fact that the original language of the Tanakh (one of the basic textbooks for religious education) is not the native language of the students being taught (even Israelis whose native language is Hebrew do not speak Biblical Hebrew) and studying it demands knowledge of Biblical Hebrew and Aramaic. Results. However, as the ideal method for teaching a foreign language does not exist, the choice of teaching methods must be based on the fact that each student or teacher prefers different method of work.
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White, Allan Leslie. "What Does Brain Research Say about Teaching and Learning Mathematics?" Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 75–87. http://dx.doi.org/10.46517/seamej.v2i1.19.

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Brain research has shaken our ideas of the structure of the brain and how the brain works. Gone are the ancient ideas of comparing the brain to a machine. Neuroplasticity describes the remarkable ways in which the brain adapts and transforms itself as a result of a change in stimuli. Cognitive exercises have been designed and trialled that improve memory, problem solving abilities, and language skills in aged subjects and in children, as well as reversing the aging process by twenty to thirty years in some adults. Since the decline of behaviourism as a major theoretical influence upon mathematics education, there have been a number of learning theories emphasising thinking and the influences of the social and cultural contexts. Although, brain research is in its infancy, the question arises as to what does brain research add to mathematics teaching and learning in addressing student needs and developing their potential?
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Maric, Vesna, Vujica Markovic, Marija Bozic, and Ivan Marjanovic. "Comparing characteristics of the optic nerve head among subjects with suspected glaucoma in different ages of onset." Srpski arhiv za celokupno lekarstvo 146, no. 3-4 (2018): 136–42. http://dx.doi.org/10.2298/sarh170222144m.

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Introduction/Objective. Evaluation of the optic nerve head (ONH) is an inevitable procedure in the diagnosis of glaucoma. One of the most common imaging techniques for a quantitative assessment of the topography of the ONH is the Heidelberg retinal tomography II (HRT II). The aim of this study was to determine quantitative stereometric parameters of the ONH by using the HRT II and to investigate any damage of neuroretinal rim in children with suspected glaucoma and compared these data with the group of adults with suspected glaucoma. Methods. This comparative study included 167 (167 eyes) children aged 11?3 years with suspected juvenile glaucoma and 175 adult participants (175 eyes), aged 60?3 years, also with suspected glaucoma, examined between January 2013 and April 2014. Optic nerve head topography and retinal nerve fiber layer thickness measurements were assessed using a HRT II. Results. Data analysis in this study showed that the average mean values for children/adults were: disc area (mm2) 2.828?0.489/2.663?0.412 (p<0.001); rim area (mm2) 1.873?0.391/1.667?0.275 (p<0.001); cup/disc area ratio 0.369?0.125/0.369?0.101 (p=0.530); mean retinal nerve fiber layer thickness (mm) 0.223?0.078/0.219?0.055 (p=0.494). Statistically significant difference in damage of neuroretinal rim, between children and adults, was found in temporal (T) and temporal-inferior (Ti) segments. Conclusions. There were differences in some of the investigated quantitative parameters of the ONH between children and adults, as optic disc size, cup and rim area and rim volume. By using MRA, difference in the damage of the neuroretinal rim, when comparing children and adult optic discs appeared only in T and Ti segments, which means that optic disc cupping has spread more in children than in adults.
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Dissertations / Theses on the topic "Methods of teaching adults, children, comparing"

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Stratford, Vanessa. "Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom." Diss., 2021. http://hdl.handle.net/10500/27490.

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1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphs
ADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy.
Psychology
M. Sc. (Psychology (Research Consultation))
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Books on the topic "Methods of teaching adults, children, comparing"

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Kerr, Stenmark Jean, Craig Rose, and Lawrence Hall of Science, eds. Family math for young children: Comparing. Berkeley, CA: Lawrence Hall of Science, University of California, 1997.

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Luiselli, James K. Teaching and behavior support for children and adults with autism spectrum disorder: A practitioner's guide. New York: Oxford University Press, 2011.

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Briggs, Freda. Teaching children to protect themselves: A resource for teachers and adults who care for young children. Crows Nest, NSW: Allen & Unwin, 2000.

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Using storytelling to support children and adults with special needs: Transforming lives through telling tales. New York, NY: Routledge, 2013.

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Farrell, Peter Thomas. Behavioural teaching methods for children and adults with severe learning difficulties: The impact of the education of the developmentally young (EDY) course. Manchester: University of Manchester, 1994.

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Poon-McBrayer, Kim Fong. Special needs education: Children with exceptionalities. Hong Kong: Chinese University Press, 2002.

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E, Ross Denise, ed. Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Boston: Pearson/Allyn & Bacon, 2008.

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Clark, Diana Brewster. Dyslexia: Theory & practice of remedial instruction. Parkton, Md: York Press, 1988.

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Kellogg, Uhry Joanna, ed. Dyslexia: Theory & practice of remedial instruction. 2nd ed. Baltimore: York Press, 1995.

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Margaret, Combley, ed. Overcoming dyslexia: A practical handbook for the classroom. 2nd ed. London: Whurr, 2003.

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Book chapters on the topic "Methods of teaching adults, children, comparing"

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Unsworth, Sharon, and Elma Blom. "Chapter 10. Comparing L1 children, L2 children and L2 adults." In Language Learning & Language Teaching, 201–22. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lllt.27.12uns.

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Wang, Victor X. "Summarizing Teaching Approaches in the Traditional Classroom and in the Virtual Environment." In Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies, 219–35. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-791-3.ch016.

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Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.
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Maruyama, Yasushi. "Wittgenstein’s Children." In The Paideia Archive: Twentieth World Congress of Philosophy, 235–40. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829502.

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The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read Wittgenstein in terms of education. Two children in Philosophical Investigations are discussed. The feature of the first child is the qualitative difference from adults. Wittgenstein uses the feature to criticize Augustinian pictures of language which tell us that children learn language by ostensive definition alone. The referential theory of meaning is so strong that philosophers fail to see the qualitative gap and to explain language-learning. The second child appears in an arithmetical instruction. Although he was understood to master counting numbers, he suddenly shows deviant reactions. Wittgenstein argues against the mentalistic idea of understanding by calling attention to the potential otherness of the child. This could happen anytime the child has not learned counting correctly. The two features show that teaching is unlike telling, an activity toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the justification of teaching is a crucial problem that is not properly answered so long as otherness is unrecognized. As long as we ignore otherness, we would not be aware that we might mistreat learners.
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Habil, Mahima, David D. Massey, and Ajay Taneja. "Influence of Microenvironments and Personal Activities on Personal PM2.5 Exposures among Children and Adults." In Air Quality [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95116.

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Environmental issues are a major worldwide problem of significant concern. Due to the growing human population and advancement in every sector, the environmental related issues are multiplying in recent years. Scalable exposures assessments approach that captures personal exposure to particles for purposes of epidemiology are currently limited, but very valuable especially for a country like India. The high levels of indoor particulate matter and the apparent scale of its impact on the global burden of disease underline the importance of particulate as an environmental health risk and the need for monitoring them. Human exposure especially to fine particles can have significant harmful effects on the respiratory and cardiovascular system. To investigate daily exposure characteristics to PM2.5 with ambient concentrations in an urban environment, personal exposure measurements were conducted for different age groups of people residing in different indoor environments. To account for PM2.5 exposure and measurements personal environment monitors (PEM) and medium volume sampler APM 550 was used to measure PM2.5 concentration. On comparing the annual average PM2.5 concentration with National Ambient Air Quality and WHO standards the concentrations were found to be many folds higher for personal and ambient monitoring at homes, schools, and offices. Moreover, the questionnaire data study explains the fact that the health hazards experienced by occupants linked to various activity patterns pose a greater risk in different indoor environments as compared to outdoor environments. The presented research method and analysis can help develop environmental awareness in identifying these pollutants and can also help in elucidating these contaminants. A real understanding of these possible causes of airborne contaminant is crucial for selecting and developing suitable and effective control methods.
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Campbell, Patricia Shehan. "Teaching World Music." In Voices of the Field, 154–76. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197526682.003.0010.

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For teaching musicians and music educators who work in elementary, secondary, and tertiary teacher education programs, questions of cultural diversity and social justice have triggered the development of teaching models, methods, and movements. One such program is the week-long intensive course in World Music Pedagogy by the University of Washington in partnership with Smithsonian Folkways Recordings, a Smithsonian Institution nonprofit record label that documents music from across the world. The course features an examination of audio, video, print, electronic, and human resources, with the aim of learning as well as developing an understanding of ways to teach music of the world’s cultures. Attention is given to learning cultural heritage through songs, movement and dance experiences, instrumental music, and contextualized cultural components. Musical experiences are tailored for use at various levels, including in classes for children, youth, and adults in university and community settings. Going on ten years of development, the course has succeeded in offering pathways to teaching world music at all levels. It has also been a labor of love for those in education and ethnomusicology who have fashioned it, and who have lived the challenges of connecting ethnomusicological principles to classroom practice. This essay tells the story of a “two steps forward and one step back” in shaping music education practices that center on diversity, equity, and inclusion in the design, delivery, and full facilitation of lessons in music of the world’s cultures.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Handbook of Research on Adult Learning in Higher Education, 1–33. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Okojie, Mabel C. P. O., and Yan Sun. "Foundations of Adult Education, Learning Characteristics, and Instructional Strategies." In Research Anthology on Adult Education and the Development of Lifelong Learners, 1–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch001.

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The chapter examines the concept of adult education by analyzing its emergence as an academic discipline, and assesses the philosophical ideologies through which it finds expression. It provides a critical review of andragogy as a framework for examining its perception as a teaching method exclusively for adult learners. The review reveals that andragogical principles can be used to develop learning strategies to support instruction for both children and adult learners. The unchallenged assumption that pedagogy is exclusively reserved for teaching children is critically assessed. To demonstrate that adults do learn from instructional strategies that are supported by both pedagogical and andragogical principles, a case study is conducted. Adults learn from similar methods as much as children. It indicates that the distinction between pedagogy and andragogy as principles of learning is somewhat spurious. The chapter discussed strategies for using digital theories to facilitate instruction.
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Kish, Maria H. Z. "Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment." In Advances in Information and Communication Technology Education, 135–56. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch011.

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A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.
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Wang, Victor X. "Andragogy and Pedagogy in Learning Theories." In Encyclopedia of Human Resources Information Systems, 42–47. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch007.

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A good question human resources development (HRD) and human resources management (HRM) practitioners ask is “why do we explore learning theories?” The simple answer is we want quality learning in our organizations. HRD, HRM interventions, and management policies are congruent with the assumptions about human nature and organizational life. Naturally, learning theories about human behavior carry with them assumptions about human nature, the purpose of training, and desirable values. Understandably then, a better understanding of the various learning theories will result in better decisions regarding learning experiences and more desirable outcomes (Knowles, Holton III, & Swanson, 2005). Without a doubt, learning theories will contribute to long-term gains in our human capital. The purpose of this article is neither to solely outline existing learning theories in contemporary human resource management settings nor to present an analysis of the theory of helping adults (andragogy) vs. the theory of teaching children (pedagogy). It is rather an attempt to incorporate andragogy and pedagogy into effective teaching/facilitating methods of human resource development and human resource management in contemporary organizations. The collaborative use of and ragogy and pedagogy is believed to lead to better learning outcomes in any organization (Knowles et al.,1998, 2005). In e-HRM, it does not necessarily require that andragogical approach be used. The collaborative or single use of andragogy and pedagogy depends on a plethora of factors: organizational differences, individual differences, and subject matter differences(Knowles et al., 1998, 2005). To address the above pertinent issues associated with HRD, HRM and e-HRM, it is necessary and important to look into two important terms, namely, andragogy and pedagogy and how these two different approaches affect effective teaching/facilitating methods of HRD, HRM, and e-HRM in today’s learning organizations.
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Kozibroda, Larysa, and Oksana Lypchanko-Kovachyk. "ORGANIZATION OF EDUCATION OF SCHOOLCHILDREN WITH SPECIAL NEEDS IN SECONDARY SCHOOLS OF GERMAN-SPEAKING COUNTRIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-5.

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The article aims at investigating, analyzing and summarizing the peculiarities of organization of education of schoolchildren with special needs in secondary schools of Germany, Austria, Switzerland. The authors describe the experience of the countries mentioned above. In particular, the national policy of German-speaking countries concerning the integration of people with special educational needs into common socio-educational environment has been considered, the provisions of state and regional regulations governing this process have been highlighted, as well as the key approaches to its organization and practical implementation have been described by the authors of the article under consideration. The study reveals general ideas and principles of education of children with special needs in secondary schools of Austria, Switzerland, Germany and highlights the specificity of their practical implementation at the legal level of these countries in general and throughout specific regions of each one, in particular. In the process of the analysis the following methods have been applied: description, generalization, comparison and systematization of psycho-pedagogical, didactic and methodological researches. The authors reveal the specific features of the implementation of policies in the field of inclusive schooling, which had been implemented by the governments of developed countries: coverage of all children, despite individual differences or difficulties; adoption of the principle of inclusive education in the form of a law or a political declaration; development of demonstration projects and encouragement of exchange of experience with other countries; creation of decentralized and joint mechanisms for planning, monitoring and evaluation of educational services for children and adults with special educational needs; encouraging the participation of parents, communities and organizations of persons with disabilities in the planning and decision-making processes to meet special educational needs; efforts to develop strategies for early identification of such needs, as well as professional aspects of inclusive education; ensuring of the establishment and implementation of teacher training programs to provide education for people with special educational needs in public schools. It has been concluded that the integration of people with special educational needs into the academic environment of public school involves the recognition and consideration of different opportunities and needs of students, providing different types and rates of learning according to students’ abilities, implementing the appropriate organizational structure, teaching and educational strategies, providing necessary additional assistance and support.
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Conference papers on the topic "Methods of teaching adults, children, comparing"

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Vasconcellos, Barbara Cunha, Tamie Mota Arbex, Aline Silva Ziehe, Lara Cruz de Senna-Fernandes, Samantha Golçalves Barbosa, Tatiana Virgínia Fidélis Cordeiro, and Caio Andrade Prins Rodrigues. "Psychomotor consequences in children with Tourette’s Syndrome." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.385.

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Background: Tourette’s Syndrome (TS) has a neuropsychiatric aspect and a chronic repertoire of motor-phonic tics. The common onset is in infants and remission in adults. Objective: investigate psychomotor consequences in children with TS. Design and settings: literature review. Methods: eleven studies were selected from a group of 20 after searching the MEDLINE database for “psychomotor performance OR psychomotor development” and “Tourette’s Syndrome”. Only articles with full texts available and published from 2011-2021 were included. Results: the response time (RT) of children with TS was longer. Throughout Do/Don’t tasks, with/without false alarms, the RT was lower while the accuracy of movement (AM) was greater. A study on RT and AM with different levels of complexity showed greater difficulty in ST group (p<0.001) with RT increasing according to complexity. Many children with TS also had ADHD, and when comparing them to the ones only with TS, the ADHD+TS group made more mistakes while having the same RT. The ADHD+TS group also had a response blockage in non-sequential tests and lower TS in sequential tests (p=0.006). Studies showed an association between motor tics and forgetfulness rate (FR), with these being inversely proportional. Conclusion: children with TS have greater RT and the response to uni and bimodal stimuli differ, with greater AM and lower RT to single stimulus. More severe tics were associated with better content retention. Other psychiatric disorders are common, especially ADHD, requiring further studies to link the consequences of each pathology accordingly.
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