In children, major depressive disorder can impair social and academic performance (Emslie et al., 1994), can increase risk for substance abuse and other psychopathologies (Kovacs, 2003), and can lead to successful suicide or suicidal attempts (Rao et al
, 2008). Its primary goal is to reduce depressive symptoms through enhancement of communication and interpersonal skills (Stark, Herren, and Fisher, 2009)
, 2008). Its primary goal is to reduce depressive symptoms through enhancement of communication and interpersonal skills (Stark, Herren, and Fisher, 2009)
Rather he or she will act out in frustration. Children under 9-years-old express distress through behavioral problems and acting out (Schwartz, Gladstone, & Kaslow, 1998)
For instance one therapist suggests that patients who are experiencing anxiety actually "allow themselves to feel the storm [of anxiety within] whip up, then let it pass, concentrating on not doing anything," rather than retreating to the hectic, hurrying busyness that is often the instinctive treatment for anxious feelings. (Carey, 2004) "This Zen-like self-observation, called mindfulness, is an exercise not in avoidance but in feeling and enduring emotional pain
The teachers are showed videos and tutotials which help them better deal with the autistic children in their own classrooms instead of sending them to private institutes. These teachers often use strategies of constant repetition and reinforcing the child's behavior so that the desired improvement is received (Abramson, L
Despite these concerns faced by the public schools, the individuals with Disabilities Education Act and the No Child Left Behind Act state want the schools to apply the research-based practices in the general education classroom which is stated as the least restrictive environment (LRE). Since in the LRE, the classroom teacher takes the lead role (Fisher & Meyer, 2002), the implementation of effective intervention would greatly depend on the teachers and the extent to which they are ready to excecute the research-based practices (Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005)
Having atutistic students in such schools would greatly benefit the child because of the learning strategies adopted by the professional learning communities. In this way, the constant progress of the child with disabiltiites would be monitored and continuous effort would be put to enhance the achievement of the student (Boreham, N
In this regard, the PLC builds a sense of belongingness amongst the collegues who take ownership of the content being provided at the workshop. Consequently, student performance increased and this progress was observed through the teacher's own assessments instead of analyzing the standardized tests (Borrero, 2010)
Looking at this, it may be correct to say that the learning needs of one autistic child differs from the other. Therefore, schools are required to design their curriculum in a manner which is in accordance with the differences in children with autism (Broun, L
Studies suggest that schools are not completely fulfilling their responsibility when it comes to educating the child with disabilities such as a student with autism. In this regard, there are many professionals and scholars who are of the opinion that schools do not meet the emotional and social needs of the children with autism (Bryson, Rogers, & Fombonne, 2003)
The use of breaks and pauses can produce fruitful results. Similalrly, some autistic children have a need to exercise (Callahan, K
Therefore, working on the communication skills of the autistic child should be the goal of the public schools. One way of doing this is by providing the child with more opportunities to communicate during his day at school (Chiang, 2009) so that his skills are polished
This technique also encompasses the idea of letting the child do, decide and choose instead of instructing him at each step. Conseuqently, the choices made by the child are then linked to their environment (Cooper, J
2012). When it comes to the promotion of professional development of the educators and instructors, the Professional Learning Community (PLC) tends to gain popularity (Dallas, 2006;Schmoker, 2005; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006)
Similar feelings also result if the teacher is unsure and doubts his/her skills. Such feelings would also affect the self-confidence and the self-esteem of the teacher who since ever has been performing his/her task efficiently (Davis, K
In order to achieve this target, Suiban Jiudu is being practiced. It is a practice which promotes receiving education in regular classrooms and in public schools (Deng & Manset, 2000)
PLCs can also be successfully established if the school and the university faculty give autonomy to their teachers by providing them the power to make decisions. The faculty can also provide useful resource material to these teachers which would strongly bind the members of PLCs (DuFour, R
Despite these concerns faced by the public schools, the individuals with Disabilities Education Act and the No Child Left Behind Act state want the schools to apply the research-based practices in the general education classroom which is stated as the least restrictive environment (LRE). Since in the LRE, the classroom teacher takes the lead role (Fisher & Meyer, 2002), the implementation of effective intervention would greatly depend on the teachers and the extent to which they are ready to excecute the research-based practices (Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005)
Furthermore, another provision of IDEA is the least restrictive environment, a term which says that the state must ensure that the children with disabilities to study with the children without disabilities in a general public school environment. In addition, the idea of separating these children from the regular school environment thereby creating special schools would only occur if the nature of the disability is to such an extent that the child requires the supplementary aid and services which would not be properly gven in a regular school (Fouse, B