EDUCATING SPECIAL CHILDREN

INSPIRATIONAL STORY OF LSEN IN MANGALDAN CENTRAL CENTRAL SCHOOL: INCLUSIVE EDUCATION WORKS!

2017-12-14T22:06:00.003-08:00

INSPIRATIONAL STORY OF LSEN IN

MANGALDAN CENTRAL CENTRAL SCHOOL

INCLUSIVE EDUCATION WORKS!

How and What to do if your child is not LEARNING and DOING?

2011-02-21T19:50:00.000-08:00

It is likely that most parents don't know that:

Husbands and wives in the same family learn differently from each other.
Siblings do not share the same learning styles.
Whether children do well in school depends on the "luck of the draw"- whether their learning styles match or do not match-their teachers' teaching styles.
"LD" does not necessarily mean that the child is LEARNING-Disabled; it could mean that the child is TEACHING-disabled.
How children study determines whether or not they learn. The question isn't: SHOULD children do homework? Rather, it should be: HOW should they do?
If, by age six, a child isn't reading, he's been taught using the wrong method.
When a global child fails math, the odds that his teacher analytic. Most children master most topics and most subjects. Their academic difficulties begin when their teacher does not teach according to the way they learn.
Some children learn best while sitting on the floor under soft light, with the television or radio on, and surrounded by food. when they are allowed to do so, they process information globally.
"Night owls" do not learn while the sun shines.
Some youngster cannot work without breaks.
Some youngsters cannot think without moving.
Some youngsters cannot learn by themselves; others cannot concentrate with an adult nearby.
When learning, some like it HOT while some like it COLD- environment.
A Child may not actually be "problem" child; he just may be nonconforming (some kids, rules are made to be broken!)
Some children are "punished by rewards", others are rewarded by punishment. Unfortunately, some children refuse or will NOT learn from the mistakes their parents made.

SO WHAT TO DO:

Parents need to internalize that:
Every child is uniquely different.
Every child has strengths.
Children learn best through their unique strengths; few children learn best through their weaknesses.

HOWEVER;

without knowing it, many parents teach their children weaknesses
Most parents have not been taught to identify their individual children strengths.
Most children are unaware of their own strengths.

How to TEACH your CHILD at HOME?

2011-02-17T00:09:00.000-08:00

Teaching Recipes for the HOME:

High Confidence Diets
Environment Boosters
Learning Banguets

HIGH CONFIDENCE DIETS
"If we are able to make our child say and believe "I CAN DO IT", chances are that he or she actually will do it.

Teach your child how to have a positive self-image. Hold in your mind's eye the most positive vision possible of an individual. Avoid labeling your kids. Do not call them stupid, crazy, or wild because they will later tend to hold a negative concept of themselves.

Teach your child the value of teaching a younger child. Cross-age tutoring seems to help older children for many different reasons. For one, it requires them to review basic materials that may have been fully mastered the first time around.
Teach your child the value of holding family meetings. A family meeting is a regularly scheduled "coming together" of all family members to discuss issues of mutual importance. Such meetings provide parents and children a venue for sharing positive experiences, expressing feelings, planning fun things to do together, establishing family rules, setting conflicts, deraling with recurring issues and problem-solving cooperative climate.
Teach your child to follow rules, routines, and transitions
Teach your child the use of effective communication skills. Parents of misbehaving children tend to use significantly more commanding and negative statements and fewer neutral and positive ones with their children, than do parents of the so called 'normal" children. Such negative communications rarely have the intended effect of forming better-behaved children.
Teach your child the beauty of touch therapy. Touch appears to stimulate the rel;aese of endorphin in the brain. Endorphin is a substance with a pain-releiving effect similar to morphine. It helps dissolve tension and frees up constricted muscular energy that can then flow in a child's body more naturally. Touch is simply human energy. A brief back-rub, a kiss, a hug. Giving our children these could not possibly cost a parent anything and yet could mean a world of difference to them and their learning.
Teach your child the value of bonding or spending time together. A positive relationship between parents and their children prepares the latter for full and active participation in the world. This relationship is forged by all the little moments spent together:moments of playfulness, creativity, respect, solving problems, wonder, silliness, curiosity and delight.
Teach your child physical relaxation techniques. Life has never been as stressful as it is today. By teaching your child to use physical relaxation strategies, you empower him with techniques that will equip him for the rest of his life.
Teach Your child by enhancing his self-esteem. One of the best self-esteem buliders is the use of affirmations or validating statements like; "I really love the way you smile!" or "You've got such a great sense of rhythm!" or, "Hey, you were great in yesterday's basketball game!". At its heart, self-esteem education should touch every part of a child's life, parents help a child handle conflicts, overcome obstacles, and meet challenges.
Teach your child the proper use of TV, video games, and computers.
Teach your child to have positive career goals. We can help stimulate career aspirations in our children by exposing them to wide range of theses and other high-variety, high-movement vocations through trips to the library and exposure to vocation-oriented movies and television programs.
Teach your child positive-talk. Self-talk represents a process whereby an individual develops key phrases that can guide him through a complex task or difficult situation. Self-talk can be used to help children organize themselves. If you want your child to clean up his room, the question "Now let's see, where do I begin?", could prompt him to iniatiate a coordinated set of actions, and might be followed by "Okay, taht's done, What do I do next,."

Special thanks and courtesy from HENRY S. TENEDERO, the author of COOKING UP A CREATIVE GENIUS.2009

NEXT ARTICLE: ENVIRONMENT BOOSTERS: A good learning atmosphere is one that is learner-oriented. It provides for the learner's comfort; it attends to the learner's needs; it caters to the learner's personal style and preferences. Stay connected!

How to Enhance your Child's Multiple Intellligences?

2011-02-14T16:58:00.000-08:00

There are eight category of multiple intelligences. They are: LINGUISTIC, LOGICAL-MATH, MUSICAL, VISUAL-SPATIAL, BODILY-KINESTHETIC, INTRAPERSONAL, INTERPERSONAL and NATURALIST.

LINGUISTIC INTELLIGENCE CHARACTERISTICS AND MANIFESTATION:

A love for the sound and rhytm of language.
Avid use of descriptive language
Exceptionallly animated storytelling skills
A vast vocabulary
The ability to memorize text easily
A ready grasp of the subtleties of grammar and meaning
Spelling skills
Facility in the use of figures of speech

How to enhance your child's linguistic intelligence?

Children who manifest this type of intelligence should be allowed regularly servings of ALPHABET SOUP:

Attend a speakers' or toastmasters club

Listen to audio recordings of literary pieces by great speakers

Play word games

Have a regular storytelling time with friends or loved ones.

Actively use one new word in conversation everyday

Be a member in a book club

Educate iothers by teaching them to read

Tape casual or formal speech and listen to the playback.

Study and read the editorial pages of the newspaper daily.

Observe unfamiliar words encountered while reading and lookup btheir definitions in the dictionary.

Update knowledge through regular visits to the library pr bookstore

Participate in a book club.

Special thanks and Courtesy from : Henry S. Tenedero who is the Author of Cooking Up a Creative Genius, 2009

How does your child learn?

2011-02-14T16:40:00.000-08:00

I would like to think of the 5 sets of stimuli and their elements as the basic ingredients that you may use in the preparation of any dish intended to optimize the learning experiences of your child. They are:
1. What are your child's ENVIRONMENTAL PREFERENCES?
2. What are your child's EMOTIONAL PREFERENCES?
3. What are your child's SOCIOLOGICAL PREFERENCES?
4. What are your child's PHYSIOLOGICAL PREFERENCES?
5. What are your child's PHYCHOLOGICAL PREFERENCES?

Today, let me share you the environmental preferences of your child and their benefits so as to apply with your child and he may learn the best he could:

ENVIRONMENTAL PREFERENCES
There are four major environmental factors that affect the learning process of your child;
a. Some learn best with sounds.
b. others study under dim light
c. Some like to learn in a cool environment
d. other learn best when they study in an informal set-up.

Does your child prefer to learn with or without background Music?
Sound is an element in the home environment misconstrued by many of us parents as noise. And yet, many adolescents think and remember best when studying awith music. Your daughter may work quietly at the kitchen table with earphones plugged onto her MP3 player, or your son may work out a math problem at the living room sofa with the radio blaring out rock music. Studies have also shown remarkable changes in the learning capacity of children who are exposed to classical music. Classical music is recommended because it is considered to be generally culture- fair and value- free.
Benefits of Music and Sound to the child include:
a. stress reduction and relaxation, thereby
b. fostering creativity through brain wave activation; stimulation of imagination and thinking.
c. reduction in the number of disciplinary problems; and
d. increased ability to focus and align as a group.

Next topic: Does your child prefer to learn under bright or dim LIGHT?

How to have a Proper Classroom Setting for Special Children?

2011-02-14T16:23:00.000-08:00

The teacher or parent needs to organize the learning environment to ensure that the child with special needs will be truly involved in any classroom activities and accepted by his classmates. To facilitate interaction and maximum learning the following should be done:
1. Build a positive class/room climate.
2. Position the pupil's seat for inclusion
3. Build opportunities for friendship
4. Make instruction clear, and equipment and materials accesible
5. Supply the pupil with the standard books and equipment
6. Involve the pupil in all class activities possible
7. Affirm the child
8. Set rules and routines

How to Handle Children with Hearing Impairment?

2011-02-13T21:05:00.000-08:00

Handling Children with Hearing Impairment is a tough job. Consider the following strategies on how to handle them.

Develop an altitude of readiness to listen.
Use auditory signals.
Use the voice to get attention.
Allow sufficient time for auditory processing,
Keep within close range when speaking.
Use normal Conversational tone of voice.
Provide good speech model.
Use frequent repetitions.
Orient the child to the activity or discussion.
Encourage the parents to expand the work of school.

Communication Tips for teachers

Investigate sound field and FM systems.
These technologies are wonderful for the classroom.

(NOTE: We have repeated here some of the "Tips for friends and family" because they are relevant, and have added quite a few more.)

Find out what works for the student.
Open communication is essential. Speak to him.
Under what circumstances does he experience difficulty?
You might find if you change a few small things it could make a world of difference.
Keep a clear channel of communication open with the parents.
You can learn a lot from each other.
Decrease the distance between you and the listener.
This is the single most effective way to increase understanding.
Moving a little closer can make a big difference.
Don't eat, drink, or chew gum while speaking.
Wait until passing noises subside.
Wait for that plane to pass overhead or for the students to settle down.
Don't talk while children are retrieving material.
First of all, people make noise when they gather material.
And the HOH student cannot rummage through things and hear you at the same time because he's not looking at you.
Be sure the listener is ready to hear you.
He'll need a moment to focus because understanding speech requires more concentration for him.
To see why this is so, think of listening to someone with a thick accent; it's much more difficult to understand his first few words if you are unprepared to listen. Face him so he can see your lips, your entire face, and hands and body gestures. These all provide valuable cues and can help fill in for sounds he's not getting. Try to avoid bushy mustache or other facial hair that obscures the lips. Avoid shadows. When addressing the student, say his name first.
Lighting should be above or in front of you, never coming from behind you. Don't stand in front of the window while talking to him. As discussed earlier, he needs to observe facial and body gestures. This is particularly important if the listener is further away, as in a classroom.
Face him and talk directly to him so the volume of your voice doesn't fluctuate. Turning away from someone while talking sharply decreases the volume. Talking into the supply cabinet is even worse.
Don't talk while writing on the board (this is tough on all students) and try not to talk while moving around so volume level and visual cues don't fluctuate. Speak louder and enunciate clearly, but don't exaggerate sounds and don't shout. Exaggerating can distort sounds as well as the shape of the lips while speaking. Rephrase, don't repeat.
Vary the words. Some words are more difficult to understand than others and/or may be more difficult to lip-read. Introduce topics clearly, as well as transitions.

How to know if your Child has Hearing Impairment?

2011-02-13T21:02:00.000-08:00

General Observations:

People with hearing loss may experience some or all of the following problems:
Difficulty hearing conversations, especially where there is background noise Hissing, roaring, or ringing in the ears (tinnitus)
Difficulty hearing the television or radio at a normal volume
Fatigue and irritation caused by the effort to hear
Dizziness or problems with balance

Self-Test Ask yourself the following questions.

If you answer "yes" to three or more of these questions, you could have a hearing problem and should see a doctor.

Do I have a problem hearing on the telephone?
Do I have trouble hearing when there is noise in the background?
Is it hard for me to follow a conversation when two or more people talk at once? Do I have to strain to understand a conversation?
Do many people I talk to seem to mumble (or not speak clearly)?
Do I misunderstand what others are saying and respond inappropriately?
Do I often ask people to repeat themselves?
Do I have trouble understanding the speech of women and children?
Do people complain that I turn the TV volume up too high?
Do I hear a ringing, roaring, or hissing sound a lot?
Do some sounds seem too loud?

Behavioral Checklist for Infants and Children

Important! Infants and young children with hearing problems can have difficulty developing speech and language.

Some babies are born with hearing problems. Other children are born with normal hearing and begin to have hearing problems as they grow older. You can help your child's doctor to decide if your child's hearing needs to be tested. Hearing problems can be temporary or permanent. Hearing problems can happen because of ear infections, injuries, or diseases. Read the hearing checklist. Find your child's age. Indicate "yes" or "no" for every item. After you complete the checklist, show it to your child's doctor. Ask the doctor questions. Talk about the items checked "no". If you think your child has trouble hearing, tell the doctor right away.

Birth to 3 Months
Reacts to loud sounds?
Is soothed by your voice?
Turns head to you when you speak?
s awakened by loud voices and sounds?
Smiles when spoken to?
Seems to know your voice and quiets down if crying?

3 to 6 Months

Looks upward or turns to a new sound?
Responds to "no" and changes in tone of voice?
Imitates his/her own voice?
Enjoys rattles and other toys that make sounds?
Begins to repeat sounds (such ooh, aah, and ba-ba)?
Becomes scared by a loud voice?

6 to 10 Months
Responds to his/her own name, telephone ringing, someone's voice, even when it isn't loud?
Knows words for common things (cup, shoe) and sayings ("bye-bye")?
Makes babbling sounds, even when alone?
Starts to respond to requests such as "come here."?
Looks at things or pictures when someone talks about them? 10 to 15 Months Plays with own voice, enjoying the sound and feel of it?
Points to or looks at familiar objects or people when asked to do so? I
mitates simple words and sounds?
Uses a few single words meaningfully?
Enjoys games like peek-a-boo and pat-a-cake?

15 to 18 Months

Follows simple directions, such as "give me the ball."?
Uses words he/she has learned often.
Uses 2-3 word sentences to talk about and ask for things?
Knows 10 to 20 words?

18 to 24 Months

Understands simple "yes-no" questions (Are you hungry?)?
Understands simple phrases (in the cup, on the table)? Enjoys being read to? Points to pictures when asked?

24 to 36 Months
Understands "not now" and "no more."?
Chooses things by size (big, little)?
Follows simple directions such as "get your shoes" and "drink your milk."? Understands many action words (run, jump)?

Talk to your doctor if you think your child has a hearing problem. Let him know of the following information and observations:
Whether others in the family, including brothers or sisters, have a hearing problem.
Whether the child's mother had medical problems in pregnancy or delivery (serious illness or injury, drugs or medications).
If the baby was born early (premature). Weight at birth: _______
If the baby had physical problems at birth.
If the child rubs or pulls an ear(s) often.
If the child had scarlet fever. I
f the child had meningitis.
The number of ear infections in the past year: _______
How often the child had colds, allergies, and ear infections (once a month or more often).

What are the causes of Hearing Impairment?

2011-02-13T20:59:00.000-08:00

Causes of Hearing Impairment:

Prenatal Causes: Toxic conditions Viral diseases like mumps, influenza, German measles Congenital malformation such as lack/closure of the external canal of the ear, ossification (the hardening of soft tissue as a result of impregnation of calcium salt) of the 3 little bones in the ear and the oval window.

Perinatal Causes Traumatic experience during the delivery as pelvic pressure or injury, use of forceps (a specialized surgical instrument of different designs but always with two parts that move together to hold something such as dressings, tissues, or organs) and intracranial hemorrhage. Anoxia or lack of oxygen due to prolonged labor Heavy sedation (the use of a sedative or tranquilizing drug to induce a state of calm, restfulness, or drowsiness) Blockage of the infant’s respiratory passage Postnatal Causes Disease/ailments such as meningitis, external otitis (inflammation of the outer ear), otitis media (running, discharging ear(s) or the infection of the middle ear, and impacted or hardened earwax (cerumen) which may lead to infection.

Accidents/trauma such as falls, head bumps, over exposure to high frequency sounds and extremely loud explosions, puncturing of eardrum, difference in pressure between air outside and that one inside the middle ear due to changes in altitude and undrained water in the ear due to frequent swimming. Heredity Prematurity Malnutrition Rh factor- incompatibility of parent’s blood Over dosage of Medicine

"The Pain after the Pain"

2011-02-11T18:19:00.000-08:00

Me, Quennie and Sally

My Dear Quennie

   "Our families are the most special and important person in our life"
   "Treasure all happy memories, love them so much, never hurt them, forgive them and most of all, unite" Trust God....
    It was January 3, 2011, the first day of the class for the year 2011. I guided my siblings in preparing for school. I brushed up their hair and fix their clothes and love to say "take care"... And its all for that day when..

My Family

My Dear Quennie

January 4, 2011 came. That day, my sister Quennie came to my room and she asked me, "Did you eat your breakfast?". She's my favorite sister because she's sweet and thoughtful. I also tutored her personally in her studies. The I replied "Not yet" and we eat together a breakfast. After eating, she prepared for school and I also prepared for my work. I am also teaching. She went to school and I went to work. It was exactly 11:00 a.m. when I received a call from my sister. She's crying on the phone and didn't know what to say. i asked her whats the problem and she told me that my dear sister Quennie was hit by a Toyota Innova Van. I don't know what to do then. Tears slowly falling on my cheeks. I went to the nearest hospital in our place. There, i found her in the emergency room, helpless, bloody, and unconscious. Blood came out in her ear, mouth and nose.. I almost fainted. I knelled down and pray to Him.."God, please let her live once again".. My heart is in deep sorrow,. I can't stop myself to cry. Then I asked the doctor what's the condition of my sister, and she told me that she is in comatose-serious comatose.
We stayed in Urdaneta Sacred Heart Hospital for two days. After that, we decided to transfer her in Pines City Doctors Hospital in Baguio. There, she went to several tests. She had many medicines and nothings happened.. She didn't have any reaction..My mother and my father start to loss hope. Our prayers and our hope didn't seem to response for her.
After six days in Baguio Hospital, at January 13, 2011 at exactly 12:00 A.M.. My dear Quennie died. She lost her breath and her heart beat. Our world fell.. Our dreams for her vanished... Our hope lost....
We brought her home in our barrio. when people saw her without life, there was a great flood of tears and thunder of cry. My family can't accept what happened. We mourned for one week for her burial. We didn't stop crying.. It was January 20, 2011 when we delivered her in the cemetery.

Now she rests in peace in the hand and care of our Lord, Jesus.My sister lies in God's arms and she finally rests in peace.We know, she's an angel that lights up our way when she still lives.She's an instrument for us to realize many great lessons in life.It's hard for us to accept the truth, but its easy to remember her memories with us....You know all things,Thank You for Sharing her With us,. We love Her this much..
We are moving on in our life. But how can you say goodbye to a person if you know in your heart that you are not ready for it? Everyday, the pain and the tears is in our hearts... It is much painful after all.. We all know, that she will never get back.......

How to Handle Special Children?

2011-02-06T22:35:00.000-08:00

Me and My Sister Who had passed away..

Handling special children is a tough job. It needs your full patience and your devotion to it. As a teacher, I encounter a lot challenges in handling special children. It requires your whole heart, and your whole soul to educate them. They really in need of special attention, care and love from you. I understand those parents who have special child. Sometimes, we like to surrender and let him alone.. But the fruit there is, you have an angel that makes you strong, good parent and loving guardian..

We have many questions about special children, but let me categorized it into four: a. How sure are you? b. What to look for? c. What to do? d. How to do?

HOW SURE ARE YOU?

· When a child behaves in any manner but it seems extreme...continue to observe.

WHAT TO LOOK FOR?

· NON-COMPLIANCE-When he seems to understand what you say, or even have been punished before, but does not comply just the next minute...he is not being stubborn or disobedient, but it is a symptom of being unable to control oneself.

· ADHD-For an ADHD (Attention Deficit Hyperactive Disorder)child; he will do all kinds of things to get your attention, even if it means getting scolded or punishment. In addition he will be very hyperactive and will be fidgeting even while sitting.

· ADD-An ADD (Attention Deficit Disorder) child, is not hyperactive, but does all kinds of things to get your attention, and it will seem very distracting and disturbing.

· NO EYE CONTACT-Does not look into your eyes while talking.

· PLAYS DEAF-You can be calling him/her just very close, but no response.

· SPEECH DIFFICULTY-Does not speak at the age expected and/or just babbling.

· LANGUAGE DISABILITY-Can only grasp a certain language or only one language.

· LOVES ARRANGING THINGS-Seeing similar things in a mess, he will have to arrange in order before leaving.

· SOCIAL DISTURBANCE-Does not get acquainted with peers well.

WHAT TO DO?

· For Non-Compliance - keep reminding at short intervals.

· For ADHD - give them things that interest them eg. blocks, so assist them to focus.

· For ADD - give them the attention they want.

· For No-Eye Contact - try to get them to look at you when speaking to him.

· For Playing Deaf - call and attract them with what they like.

· For Speech Difficulty - to go for therapy.

· For Language Disability-Can't force a new language into him/her but can mildly input into him/her.

· For Social Disturbance - needs psychology guidance.

HOW TO DO?

· With help of parents and care-takers or teachers and must have necessary therapy with the right specialist.

However, before comfirming, check with a doctor / phycologist, so that you can be given the right

treatment or recommended to the right therapist.You will need a child specialist for all specific areas or a

trained teacher to work together with their parents

Rights of Special Children

2011-02-05T00:15:00.000-08:00

As a parent or a concern individual mingling to special children or having special child, we must know their 10 rights. This is to avoid abusing them and to give whats really for them. We must not be ashamed to them, let us be proud because God gave you an angel to your life.. Let us treat them equally and normally like others...

The child shall enjoy all the rights set forth in this Declaration. Every child, without any exception whatsoever, shall be entitled to these rights, without distinction or discrimination on account of race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, whether of himself or of his family.
The child shall enjoy special protection, and shall be given opportunities and facilities, by law and by other means, to enable him to develop physically, mentally, morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity. In the enactment of laws for this purpose, the best interests of the child shall be the paramount consideration.
The child shall be entitled from his birth to a name and a nationality.
The child shall enjoy the benefits of social security. He shall be entitled to grow and develop in health; to this end, special care and protection shall be provided both to him and to his mother, including adequate pre-natal and post-natal care. The child shall have the right to adequate nutrition, housing, recreation and medical services.
The child who is physically, mentally or socially handicapped shall be given the special treatment, education and care required by his particular condition.
The child, for the full and harmonious development of his personality, needs love and understanding. He shall, wherever possible, grow up in the care and under the responsibility of his parents, and, in any case, in an atmosphere of affection and of moral and material security; a child of tender years shall not, save in exceptional circumstances, be separated from his mother. Society and the public authorities shall have the duty to extend particular care to children without a family and to those without adequate means of support. Payment of State and other assistance towards the maintenance of children of large families is desirable.
The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture and enable him, on a basis of equal opportunity, to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right.
The child shall in all circumstances be among the first to receive protection and relief.
The child shall be protected against all forms of neglect, cruelty and exploitation. He shall not be the subject of traffic, in any form. The child shall not be admitted to employment before an appropriate minimum age; he shall in no case be caused or permitted to engage in any occupation or employment which would prejudice his health or education, or interfere with his physical, mental or moral development.
The child shall be protected from practices which may foster racial, religious and any other form of discrimination. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and in full consciousness that his energy and talents should be devoted to the service of his fellow men.

"Life"

2010-07-04T23:49:00.000-07:00

Life
By:Ricardo S. Tambogon

What is life? A common question we frequently ask....
For me, it is:::

In the world of criticism,I appreciate those people who understand me...
In the worldof descrimination,I accept those people who accept me....
In a world of unacceptance, I love those people who stay with me...
In a world of pretentions, I prefer those people who show their bad side and good side...
For all the people who ...dont like me, you are my inspiration....
For all the people who like me, you are my strenght,..See More

All of us think that life is not perfect...
Think about these....
In every problem and challenge, it teaches us howto be brave and have courage...
how to have faith and trust God!
In every opportunity,it teaches us how to appreciate,love, care and give value to what we have,...
In every up and down, it teaches how to keep holding, keep on fighting and you will say: "never surrender"
In every decision, it teaches how to be wise, focus and strong enough to face the risks..
In every people come to your life, it teaches us how to trust, choose and to be happy..
In every lost of faith, it teaches us how to be faithful, appreciate life and trust God!!!
In your own beauty, only those people who appreciate you can see the real and hidden beauty!!!
Life teaches us everything... not teaches us nothing...
Its up to us to see life... in positive way, and not in negative way...
DON'T see life as hopeless,,,see it as hopeful..
Never Quit, never surrender...
Keep on fighting, keep on moving..
Because at the end of the day,
We will realize that life is perfect,,
Because God wants us to be a perfect maker not a perfect destroyer of our own life...
Life is perfect, isn't it?

The Boy Who Looked For God

2010-03-17T02:42:00.000-07:00

I am Juan Picas, born half of myself. I had only one eye, one ear, one arm, one, leg, one half of a body. My mother wept when she saw me, but loved me as I grew up and never regarded me as abnormal. My father, too, must have wept, although he never spoke of this. He also took me as I was and loved me as much as he knew.
I grew in their care, I thrived in their love. As far as I knew, I was entire; I thought myself whole. Like all babies, I learned first to smile and then to coo, to babble, and know my mother and father, too. I learned to crawl and sit up and, in time, to toddle.
I learned to speak, but even before that, I learned to laugh. My mother taught me laughter, perhaps even before I learned how to cry. She showered me with good cheer and constant delight. She taught me how to sing.
My father taught me how to see. The birds of the sky, the trees, the flowers that grew, the rain that fell and the winds that roared in the night – these my father spoke of and made me see how perfectly they fitted into our world and made it as lovely as it can be.
My father also spoke of people, saying that they are on this earth and living life as in a test. All that mattered was a life spent doing good. A man should apply his days in work and by his hands, hone his heart in service to God and his fellowmen. Less than this in intent and in labor done, a man’s days are but in vain. My father said this, and I realized how he directed his day and how he wished my life to be.
My father often spoke of God, as did my mother. The father in heaven who made us and whose Will keep us alive. God orders our days from our birth, through our youth and manhood, through age and through death and the afterlife. He has the whole world in His hands, rules the beating of our hearts, knows the numbers of our hair, and loves us in everything whether good or ill befalls us. All of life’s roads lead to Him; the answer to life’s questions lie to Him; the meaning of life is with Him. My mother and father taught me this and I learned it.
So I grew up a happy child swathed in kindness. My parents sheltered me and keep me away from prying eyes. I did not know harshness, cruelty even less; until as a frisky boy I set out to explore the world on my own. When ridicule sprang, I was bewildered and asked my parents why other children laughed and poked fun at me.
I had no playmates, I would not make friends. The very young fled in fright. Children as big as I was when surprised had ebbed plied me with questions to which I could not reply. Some hooted, many laughed and called me at their kindest, odd. Some even threw stones – which always missed for they hit my missing half.
Other people stared, too, and would not believe their eyes. They whispered about me and spoke behind their hands. What monster is this? They cried. Who sired him? And who bore him in the womb? They must be cursed.
I could not bear to hear my parents maligned. Without wishing them pain, I knew I had to ask them why: why was I like this and not like the rest; why was I born with just half of me, and not one whole as the others are; and where, if they knew, was the other half?
My mother wept, unable to answer. My father bowed his head and held me close. He did not know the answer, either. He never thought to pursue the question, trusting that God knew what He was doing. He made me and gave me to my parents to love. My father said, however, that I wished I could go by myself and seek out God for the answers I was seeking.
I knew I was a grown boy and could take care of myself. Certainly, I could find the way to God and I was willing to journey where I must, spending days, nights, months – nay, even years – to find in Him my entire self.
I set out with my parents’ blessings. I traveled through strange countries, walked among strange men and creatures. “Where are you going?” they always asked. Is said I am seeking God to ask Him why I was born one half of myself and where was the other half.
Nearly everyone, when each one learned that it was God whom I sought, they, too, realized that they also have a message for Him that was a question like mine. I met a creature in the shape of a horse that was tethered with a short rope. He was hefty, but he wanted to know why his tether was short. Why was it not longer so that he could wander and go wherever he pleased. He was so skinny, his bones showing through. Why was he so thin and ugly? He entrusted me to ask this question to God.
At the crossroads, I met a man who spent his days ostentatiously doing good – helping those who were lost, burdened, or tired; feeding the hungry and giving drink to the thirsty; binding the wounds of those who were hurt and comforting those who wept. He proclaimed goodness and love and condemned those who did not do. What was his reward for such deed? He entrusted me to ask this question to God.
Finally, beside waterfall, I met a man who hid among the rocks and from there, robbed the unsuspecting and ignorant. He divested them of their possessions and if they had none, he whipped them in his fury, leaving them weak and wounded and poor. He knew he did wrong. What was his punishment? He entrusted me to ask this question to God.
After much traveling day and night, along smooth roads and on rough, running at times or stumbling along, covering miles in a day or going around in circles, my strength often fails me and my heart throbs with fear; but constant in faith, I, at last, reached God.
He was not like lightning or raging fire. Neither was he like a thunder nor whooshing like the wind. He was not blinding like the sun nor distant like the stars. He was gentle as an evening breeze that caresses my sleeping brow. He was certain like the voices I hear about me in my walking, at my work, and play. And He was real as the most ordinary events of everyday life.
I did not have to go far from where I was. In the most usual circumstances of my life, among those I knew and amid what I always did, there I found God. He was mirrored in my mother’s gentleness and in my father’s wisdom. I was not afraid to speak to Him. First, I asked the questions of the men and the creatures I met and then, my own. I learned from His answers that His ways and thoughts are not of men.
God said that the horse with short tether knew best how to make of his situation, and so he was hefty. The horse with a long tether did not profit from his instincts, so he was deprived of them. The robber by the waterfalls knew his wrong doings and seeing the error of his ways will make amends and reap his rewards with God. But the man at the crossroads who worked for reward, showing off his deeds, judging men and condemning those who did not do as he did, was a vain performer and did not really serve God; he had already reaped his paltry-sized prize and would not see Him.
And what is to become of me? I asked at last. Will I always be what I am? Do I serve Him, part of myself that I am, the other half not there?
God seemed to smile at my way. I heard Him say that He was glad I had come to Him at last. I had used my mind well, He said. I had followed my heart well, too. Didn’t I know that God rewards those who, in every way, seek Him through all their days?
Be whole, God said. Be one whole body. So it was. But now, as a reward for seeking God, I was whole at last, I sought and found. I journeyed and I arrived

Special Children: Facing Hard Life

2009-07-07T15:41:00.001-07:00

In this hard life, special children really faces alot of troubles starting in the womb of the mother down to adulthood. A lot of people ask me:

"Is a special child any less of a child than a normal one? Is it ok to abort a foetus that has some defects because you are not equipped to raise a special child? Is it fair to bring a special child into the world if you are not ready to accept it and give it unconditional love?

A special child is not a curse, but a gift ... a gift which challenges us to respond with enormous energy and dedication. Finding a way to help that child, to be there in the most loving, supportive and facilitating way possible is, in effect, to express the most powerful and humane part of ourselves. Such a process is a daily, moment-to-moment treasure for all of us.

Children can have all sorts of difficulties growing up. Sometimes problems are obvious right from the start; and sometimes they don't appear until a child is in school. Some children have trouble learning to read or write. Others have a hard time remembering new information. Still others may have trouble with their behavior. For some children, growing up can be very hard to do!When a child is having trouble in school, it's important to find out why. The child may have a disability.

Life with a child with special needs presents constant challenges and stress. Inevitably, you get wrapped up in the stresses and strains of everyday life.
Marriage and family relationships are impacted. Communication problems, lack of time and energy for personal, marital, and family activities, and social isolation affect many families. It seems obvious that parents need to refresh and recharge. How does a parent get a break?
First and most critical is your own state of mind about the emotional issues. Do you feel guilty, and are you ready to deal with it? Can you trust anyone with your precious and fragile child? Do you fear that something could go wrong?
As opposed to feeling like you’re doing something wrong and irresponsible by leaving your special child with someone else, you can actually be doing the responsible thing by taking care of yourself and your other relationships.
Many people start with small breaks. Your break could be anything from a half-hour or an hour alone without children in your home, or an evening or a day out, an overnight or long weekend away, or even longer.
Second and also challenging is where to find help. Do you turn to relatives and friends or do you seek services through a public agency?

Next Writing: Part II: What help can you give? How to help them in this hard life?

Inspirations: They are the Special Persons...

2009-07-02T16:08:00.000-07:00

Have you ever experienced someone who slapped you on your face? and someone who slapped your heart by painful words that you will never forget through your lifetime? Which is harder to forget? Which is more painful? Which?

"Words are hard to forget.."

"My tears slowly flowing on my lonely face When I remember my sacrificer, supporter and my defender: my sublime mother"

"Every time my father speaks.. it touches my heart but touches like a knife that slowly breaking my baby wings to fly higher through my beautiful dreams"

"One night, I was about to sleep because I'm so tired from graveyard schedule of work. I'm so weak so I lie down. I wake up, its already late in the evening. So i stand up to eat my dinner.

When I start to eat, my father saw me. He said: '"I'm not proud of you, maybe you are not also proud of me.your like a foolish teacher"..
My ears slowly ringing on, my heart slowly bleeding, my mind is slowly blocking.. I don't know where those words came from.., but all i know, Those words stop me from dreaming for myself, for my family and for our future..."

I slowly walk outside the house, not even finishing my dinner. My eyes become red and i feel water flowing down my pale face. I can't stop it, I need to release this.

My heart is under madness and hatred, they slowly eating my whole life..,
Suddenly, i hear the whisper of God, comforting me and letting me express what's inside my sad heart..

I pray, but hope is still on the ground and i don't want to pick it up. Why should I? Why this?
My heart is still burning, its so heavy,.. so heavy.. so heavy... that I can't carry..

I almost pack up my things and ready to leave. But suddenly, I remember my mother, my tears flow again. I stop for a while and say: My mother!, I still have her, my brothers and my sisters"

Hope reigns over me again.. I know, God is on my side so He touches my mind just to remember them....

My father... I don't know how to face him: how to... I don't know.
Time can heal everything, time can only tell, time can only do it.. and God can only Make it!!!..

I still have THEM..,, I need to continue life...

How to Educate Special Children?

2009-06-30T18:39:00.000-07:00

"Every child is special, so treat them all special"

Being part of the special world of these special children is challenging. As a spEd Teacher, it is complicated but very nice to handle them. I had experience many things in this kind of world.
My first question is: how can I handle them? or How can I educate them?

In my own perspective and view of their world, here are my personal experiences:

First, handling and teaching them:

1. Accept them and give them love, care and attention. Love is the best way of showing acceptance and care.

2. Understand their nature. Every child is unique. know first their strength or what the child can do and improve it. Their skills, interest and happiness will be your starting point to teach the chil and integrate what you want your child to learn.

3. Provide attention and time for them. Special children needs extra time and special attention because they need your support and guidance, and assistance. Neglecting them will lead to poor life and unlearning. Time to play educational games is more effective. In playing, enjoyment and bonding will felt by the child. Just make it sure that the environment and materials are safe for the child.

4. Provide continuous support for the child.

5. Attend theraphy, seminars about handling these angelic children.

Teaching them on how to learn:

Life Skills: Important Skills for Special Needs Children

Article courtesy from: rosy

Published on Jan 2, 2009

http://www.brighthub.com/education/special/articles/20911.aspx

The most important part of teaching special needs children is helping them to transfer their knowledge and skills to both familiar and new situations in their lives. Success in learning can be measured by a student's ability to put what he/she has learned into use in all possible situations. Many opportunities should be provided for special needs children in every phase of learning, allowing them to apply their skills and knowledge effectively and productively.
Some of the basic life skills special needs children require for living independent and productive lives include daily living, social, personal, and occupational skills.
Daily living skills include grooming, table manners, cooking, using money, buying things in a store, and paying bills. These kinds of daily living activities can be taught by the parents at home and by teachers in school. Parents with a special needs child can take him/her along on a bus and explain how to pay the bus fare and how to calculate the balance after paying a certain amount. In school, role-playing shops may be set up, allowing teachers to give children hands-on instruction on how to buy things. Teachers can also show children how to locate the lowest-priced item and the highest-priced item, determining the difference between the two. In this way, both parents and teachers can help special needs children to learn how to handle some daily living tasks independently.
Social skills include interaction with peers in the classroom as well as with others in society. Special needs students should be given adequate instruction concerning their behavior in society. They should be taught proper behavior in public places, such as at parties, in banks, in a shop, and at a restaurant. Appropriate behavior in public places will help throughout the lives of special needs individuals. Acquiring these skills may eventually help them to gain occupational opportunities in society.
It is very important for special needs children to develop independence and become productive in both their personal and public lives. When possible, teachers should arrange curriculum according to the unique desires and interests of different special needs students. Occupational skills, such as sewing, playing music, and preparing and serving food, may be covered. Occupational skills are necessary to earn money and enjoy independent living.
The practical experiences children have while trying out new things, applying their understanding to various tasks, and practicing their skills solidify learning. Knowledge gained may be of no use if the child does not know how to apply it or make use of it. Hands-on opportunities and continuing practice help to make the student's life more productive.
It may help to remind children that what they are learning will be useful in their lives, encouraging them to sustain all their efforts until they reach their learning goals. The outcome of learning should be the development of lifelong skills.

What is Special Education?

2009-06-30T18:35:00.000-07:00

Special education is the education of students with special needs in a way that addresses the students' individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.

Common special needs include learning differences, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities.Students with these kinds of disabilities are likely to benefit from additional educational services or different approaches to teaching.

Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term "special education" is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom, and gifted education is handled separately.

Setting

In the main, special education has been provided in one, or a combination, of the following settings:

PS 721, a Special Education school in Brooklyn, New York

Inclusion: Regular education classes combined with special education services is a model often referred to as inclusion. In this model, students with special needs are educated with their typically developing peers for at least half of the day. In a full inclusion model, specialized services are provided within a regular classroom by sending the service provider in to work with one or more students in their regular classroom setting. In a partial inclusion model, specialized services are provided outside a regular classroom. In this case, the student occasionally leaves the regular classroom to attend smaller, more intensive instructional sessions, or to receive other related service such as speech and language therapy, occupational and/or physical therapy, and social work. Inclusion of students with mild to moderate special needs is accepted as a best practice. For example, in Denmark, 99% of students with learning disabilities are educated in an inclusive setting.In the United States, three out of five students with learning disabilities spend the overwhelming majority of their time in the regular classroom. Full inclusion of students with significant disabilities is controversial and uncommon.
Mainstreaming: Regular education classes combined with special education classes is a model often referred to as mainstreaming. In this model, students with special needs are educated with their typically developing peers during specific time periods.
Segregation in a self-contained classroom or special school: Full-time placement in a special education classroom may be referred to as segregation. In this model, students with special needs spend no time with typically developing students. Segregated students may attend the same school as their neighbors, but spend their time exclusively in a special-needs classroom. Alternatively, these students may attend a special school.
Exclusion: A student who does not receive instruction in any school is said to be excluded. Such exclusion may occur where there is no legal mandate for special education services. It may also occur when a student is in hospital, homebound, or detained by the criminal justice system. These students may receive one-on-one instruction or group instruction. Students who have been suspended or expelled are not considered excluded in this sense.

Courtesy: http://en.wikipedia.org/wiki/Special_education

What is Hearing Impairment?

2009-06-30T14:47:00.000-07:00

In no other area of exceptionality is early education more crucial than with the hearing impaired. For hearing infant, the world of sound helps him to learn to associate objects, persons, and events, to draw inferences, and to make predictions about what will happen. It also provides an excellent means for him to relate to other people.

Definition:
Hearing impairment is a hearing loss that: With or without amplification that adversely affects educational performance a development progress. May be permanent or fluctuating. May be mild to profound. May be unilateral or bilateral May also refer to hard of hearing or deafness.

Hard of hearing refers to loss of sensitivity of hearing but can hear sound and responds to speech with or without the use of hearing aids.

Deafness refers to the inability to hear with or without the use of hearing aids.

Sample Questionnaires for Licensure Examination for Teachers (Sped)

2009-06-15T16:13:00.000-07:00

Ms. Jackson is teaching her class how to fill out a job application. She starts by reminding them of other forms they have completed. She then helps the members of the class enter their information into the application, gradually reducing her intervention until the members of the class can accomplish the task independently. What instructional strategy has Ms. Jackson been using?
A: experiential learning

B: peer tutoring

C: collaborative learning

D: scaffolding

2. Which of the following is NOT characteristic of curriculum-based measurement (CBM)?
A: assessments can be scored by teachers

B: assessment content is drawn from outside the curriculum

C: assessments occur frequently

D: assessment data can be organized graphically

3. Which is the most appropriate instructional strategy for nonalphabetic readers?
A: activities that increase phonological awareness

B: instruction on using context clues to determine meaning

C: exercises in reading comprehension

D: independent reading

4. During an oral reading fluency assessment, how are self-corrections treated?
A: they are subtracted from the number of words read correctly

B: they are not subtracted from the number of words read correctly

C: they are partially subtracted from the number of words read correctly

D: they are ignored

5. For mentally retarded students, which is the most appropriate curriculum?
A: life-skills curriculum

B: vocational curriculum

C: academic curriculum

D: collaborative curriculum

Practice Questions
1. What is the best explanation for why deaf children take longer to acquire reading comprehension skills?
A: they do not understand the concept of language

B: they cannot make the connections between graphemes and phonemes

C: they have never been spoken to

D: they are busy learning American Sign Language

2. Which of the following contrasts between deaf or hard of hearing students who use oral communications and students who use sign language is true?
A: Students who use sign language are more socially adept.

B: Students who use oral communications interact more with hearing peers.

C: Students who use oral communication do better on standardized tests.

D: Students who use sign language have more friends.

3. According to IDEA, what is the role of a parent in developing an individualized education program?
A: Parents can submit recommendations in writing but are not allowed to attend meetings.

B: Parents are expected to be equal partners in the development of the IEP.

C: Parents are allowed to attend planning meetings but cannot participate.

D: Parents are expected to lead all planning meetings.

4. Which of the following expressions would be the most difficult for a deaf student to understand?
A: The cow jumped over the moon.

B: My name is Mrs. Bailey.

C: He screamed at the top of his lungs.

D: Welcome to my humble home!

5. Which of the following syntactic structures CANNOT be indicated through facial morphology in American Sign Language?
A: negation

B: conditionals

C: questioning

D: subordinate clause

Practice Questions
1. Which of the following individuals does NOT need to be involved in the planning of an IEP?
A: parent

B: teacher

C: counselor

D: student

2. What is an aural habilitation curriculum?
A: a program in American Sign Language

B: a program that teaches vocational skills

C: a program to help deaf or near-deaf students make use of their residual hearing

D: a program that concentrates on music education

3. A special education teacher has recently begun incorporating natural supports in her classroom. Which of the following changes can he NOT expect to see in his students?
A: improved self-esteem

B: improved fine motor skills

C: improved sociability

D: improved content-area performance

4. Which of the following activities would be the most problematic for a group of students with moderate intellectual disabilities?
A: drawing a picture of their families

B: crossword puzzle

C: using addition rules to keep score of a basketball game

D: reading a short story

5. One of the students in Mr. Reynolds' class has recently become very disruptive. Which of the following initial measures would be most appropriate?
A: Sending the student to the principal's office

B: Talking to the student to determine the cause of the disruptive behavior

C: Calling the students' parents

D: Ignoring the disruptive behavior

1. Which of the following best demonstrates the associative property of multiplication?
A: 6(4 x 7) = 7(6 x 4)

B: 4(6 + 8) = 4(6) + 4(8)

C: 5 x 3 x 6 = 3 x 5 x 6

D: 5 x 5 x 5 = 25 x 5

2. What was the result of Plessy v. Ferguson (1896)?
A: railroads were required to provide "equal but separate" accommodations for whites and blacks

B: public schools were integrated

C: new states were allowed to decide whether or not they would permit slavery

D: freed slaves were allowed to vote

3. What is the median of the set {4, 4, 8, 12, 17}?
A: 4

B: 8

C: 9

D: 17

Read the poem by Thomas Hardy called "Heredity" and answer the two questions that follow.
I am the family face;Flesh perishes, I live on,Projecting trait and traceThrough time to times anon,And leaping from place to place Over oblivion.
The years-heired feature that canIn curve and voice and eyeDespise the human spanOf durance -- that is I;The eternal thing in man,That heeds no call to die

4. Which sentence best summarizes the theme of the poem?
A: Everyone dies eventually, so it is best to live for the present.

B: The members of a family share physical characteristics.

C: The similarities in appearance among family members allow for a kind of immortality.

D: Humans die, but memories last forever.

5. The phrase "trait and trace" is an example of what literary device?
A: metaphor

B: assonance

C: simile

D: alliteration

1. Which of the following terms is used to describe educational interventions that require child participation and imitate everyday behaviors?
A: non-aggressive

B: naturalistic

C: artificial

D: mechanistic

2. In the following sentence, identify the underlined section that contains a grammatical error: "As long as you're going to leave", he said, "you may as well take the wheelbarrow."
A: "As

B: you're

C: leave",

D: wheelbarrow."

3. Which of the following sentences contains a spelling error that would be detected by a typical word-processing program?
A: You're going to have a problem learning this knew material.

B: After the reign, John went back outside.

C: That is'nt such a bad idea.

D: Look out for the grizzly bare!

4. Which of the following is an example of purely formative assessment?
A: class discussion

B: final exam

C: written report

D: parent-teacher conference

5. What is the mode of the data set {4, 5, 5, 5, 7, 7, 9}?
A: 4

B: 5

C: 6

D: 7

What are the four criteria of creativity as measured by the Torrance Tests of Creative Thinking (TTCT)?
A: flexibility, intelligence, elaboration, and fluency

B: intelligence, originality, elaboration, and flexibility

C: fluency, flexibility, elaboration, and originality

D: fluency, originality, intelligence, and charisma

2. According to Piaget, what occurs during the development phase known as equilibrium?
A: schemata are proven to be inadequate to explain environment

B: responses to environment are adjusted to agree with schemata

C: schemata are adjusted to agree with environment

D: schemata become adequate to explain the child's environment

3. What is the name of the instructional strategy that entails learning complex behaviors through a sequence of connected stimulus-response interactions?
A: fading

B: chaining

C: scaffolding

D: coding

4. Which school of educational psychology asserts that individuals react to their entire field of experience rather than to individual elements?
A: Gestalt psychology

B: behaviorism

C: Freudian psychoanalysis

D: classical conditioning

5. Which of the following is NOT one of Marcia's four stages of adolescent development?
A: crisis

B: identity diffusion

C: moratorium

D: foreclosure

1. A school counselor notices that one of her students is failing several classes but is excelling in one. What is the most likely explanation for this scenario?
A: The student is autistic.

B: The student is gifted.

C: The student only has one good teacher.

D: The student has a traumatic family life.

2. What is the best description of the role of the student support team (SST)?
A: It provides discounted school lunches.

B: It assesses student needs and provides relevant services.

C: It makes sure that students have transportation to and from school.

D: It provides financial assistance to students who love in foster care.

3. Which of the following is NOT characteristic of a student who has been physically or sexually abused?
A: guilt

B: distrust of adults

C: intense interest in family privacy

D: gregariousness

4. When dealing with an unruly child, school counselors will often recommend avoiding open-ended questions. For instance, a teacher might ask "Would you like a blue pen or a black pen" rather than asking "What would you like?" What is the name for this technique?
A: controlled choice

B: implied attribution

C: circumscribed boundaries

D: limited efficacy

5. A school has five fulltime counselors. What is the best way for these individuals to coordinate their activity?
A: email

B: weekly meetings

C: by electing a leader to set tasks for the others

D: meetings called whenever necessary

Note: Answer the following questions on your paper or post your answers through "post a comment" with your name and email address. I will sent to you the questionnaires and the key answers!!!

Enjoy Reading!!!