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My academic and vocational interests in early childhood development predated the knowledge of my cousin's condition, but my involvement in his life since his diagnosis has been one of the most rewarding experiences of my life, already. While all childhood ailments and learning disabilities are equally deserving of attention and efforts to help children overcome their challenges, one aspect of autism in particular strikes me very hard. Specifically, my cousin [insert name] is a loving, intelligent child with potential to achieve a productive life. His intelligence is apparent in many ways, which makes his disability especially heartbreaking to me.
Whereas many learning disabilities limit a child's intellectual potential directly, the frustration of autism is precisely that it coexists with high intelligence so frequently.
The fact that autism prevents a child from applying his or her innate intelligence to the educational environment for the benefit of the child makes it especially important to help autistic children overcome their disabilities to whatever extent possible through targeted intervention techniques.
Obviously, that sentiment is not to diminish or in any way discount the corresponding importance of...
But to be perfectly honest, the combination of this particular element of autism with the admitted relevance to my family generates a motivation on my part to devote my educational and professional life to helping autistic children.
With respect to that sentiment, I am thankful that my previous academic course of study has already prepared me to continue those efforts in the very direction in which I feel more committed than ever, by virtue of my experiences helping [insert name] overcome the daunting challenges of his autism. Likewise, I am equally grateful that my prior vocational and recreational pursuits have been devoted to the realm of childhood development for at least two reasons. First, I am confident that the skills and practical experience that I have already developed are conducive to success in my chosen field; second, I know that my interest in the field of childhood development and special education are genuine and long-term and not just a temporary focus. If I am so fortunate as to be admitted to the University of La Verne, I hope to realize my ultimate goal of helping learning and behaviorally challenged children just like [insert name].
Goal-Setting & Task Performance In the journal article "Managing time: the effects of personal goal setting on resource allocation strategy and task performance," authors Strickland and Galimba (2001) centered their discussion on the relationship between goal setting and task performance among undergraduate students. Using an experimental design for the study, the authors explored whether goal-setting influences task performance or not. Furthermore, they also determined whether there are differences between the task
Here the emphasis is on complete neutrality, the child being exposed to all different ways of thinking and believing (Cahn, p. 421). In the end the child will make his own choice as to what is best. Such complete freedom; however, rests upon a notion that children might indeed make incorrect choices; ones that are base don incomplete knowledge of the real world. The need to make rational choice
transfer from XXX University School to YYY University because I believe that YYY University offers a cosmopolitan environment to various bodies of students. I am a 21-year female from AAAA, visited in the United States in year 2001 for getting higher education. While I planned to get my education from New York University, but because of the 9-11th devastation in New York due to the terrorist attack, on the
Session Christ-Centered Psycho-Educational Process Group Program for Adolescents and Young Adults The purpose of this initiative is to develop a six-session Christ-centered psycho-educational process group program for the population of interest described further below. This intervention is designed for six weeks duration. The population of interest for the initiative outlined herein is male adolescents aged 13 to 17 years and young adults aged 18 to 25 years who have experienced a
Learning Theories to Current Education In psychology and education, learning is normally described as a process that brings together cognitive, emotional, and influences of the environment being experienced for obtaining, enhancing, or enacting changes in an individual knowledge, values, skills, and views of the world. Learning as a process put their center of attention on what takes place during learning. Explanations of what takes place forms learning theories. A learning theory
Rationale of Study According to De Valero (2001), "Given the high costs associated with graduate education, the current national climate of diminishing resources for higher education, and an increased competition for these resources between undergraduate and graduate programs, understanding and examining the factors that affect students' ability to complete their degree requirements in a timely manner and considering the implications of these factors becomes crucial" (p. 341). In this regard, Neumann