AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an…

The Untied Nations Educational, Scientific, and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Competency Standards for Teachers (ICT-CST) project aims to improve teachers' practice in all areas of their work, combining ICT skills with innovations in pedagogy, curriculum, and school organization. It is also aimed at…

A social skills curriculum for learning disabled students involves assessing strengths and weaknesses, choosing target skills, and teaching target skills. In the area of nonverbal communication, suggested activities can help students understand facial expressions, gestures, and vocal intonation. Opportunities should be provided to practice new…

The goal of the United National Educational, Scientific, and Cultural Organization (UNESCO) Information and Communication Technology (ICT) Competency Standards for Teachers (ICT-CST) project is to improve teachers' practice in all areas of a their work. By combining ICT skills with emergent views in pedagogy, curriculum, and school organization,…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

Educators today have a renewed perspective: when schools attend systematically to students' social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, the quality of the relationships surrounding each child improves. The challenge of raising knowledgeable, responsible, and caring…

Curriculum content for adolescents with behavioral disorders should emphasize academic learning as well as social and behavioral skill development. "Therapeutic academics" is proposed as a process of teaching academics that is therapeutic in its systematic focus on the behavioral and social needs of students. A therapeutic academic curriculum…

This volume presents a curriculum developed specifically to develop the social, emotional, and organizational skills of individuals with Asperger's Syndrome or high functioning autism. The book offers ideas and techniques drawn from various disciplines including cognitive behavioral therapy, applied behavioral therapy, education, and occupational…

The extensive media use common today among children and adolescents requires no special literacy skills. Television, video, film, and popular music can also be viewed or listened to without acquiring new skills. Without purposefully teaching the skills to decode the meanings behind the media, however, we leave students, as well as ourselves, in…

Many social processes are needed before a child is ready to speak, but many educational and therapeutic approaches to preverbal children do not address the social skills that are prerequisite to effective communication. This curriculum manual contains activities for educating parents and professional to help children develop the social skills…

A conceptual background and definition of social education with emphasis on interpersonal values and skills are provided. Secondary Canadian and U.S. social education curriculum development projects are discussed, emphasizing implementation guidelines, program objectives, and potential pitfalls. (RM)

Incorporating information and perspectives from national and state preschool education standards and other resources, this document presents the guiding principles, program goals, content standards and performance standards for domains of development for preschool children in Connecticut. The four domains are: (1) personal and social development;…

This article describes a social skills instructional framework, with examples of its use in inclusive and diverse classrooms. The framework has three phases: (1) defining the social skill to be taught; (2) implementing instruction; and (3) moving to self-control. Also provided are guidelines for performance-based assessment of social skills. (DB)

The practical application of multicultural education to the British elementary school classroom is discussed, taking into account the 1988 Education Reform Act and the attainment targets of the British National Curriculum. Part 1 explores the historical development of multicultural education, considering sex and class inequality and local and…

Intended for instructional personnel working with rural handicapped and nonhandicapped children (birth through 5 years), the documents provide English and Spanish versions of a checklist of behaviors to record an individual child's developmental progress, a card file listing possible methods of teaching these behaviors, and a manual of direction.…