Name Muhammad Mujtaba

Regist.No 18PLH01871

Tutor Nmae Miss Zubaida Bibi

Program M.A (Special Education)

Course Code 3604

Course Introduction and Assessment of Mentally Retardated

Children-II

ALLAMA IQBAL OPEN UNIVERSITY

 ASSIGNMENT No. 1

Q.1 Cognitive motor intervention is a plan to teach children how to plan

and execute a motor act and how to evaluate result? Discuss.
 Motor planning is a skill that allows us to remember and perform steps to
make a movement happen.
 We use motor planning for all physical activities. These include everyday
tasks like brushing teeth or washing hands.
 Kids who struggle with motor planning may take a long time to learn and
complete physical tasks, like tying shoes.
You may be familiar with the terms fine motor skills and gross motor skills.
But what is motor planning? This important skill is key to executing movement.
It allows us to know, remember, and perform small steps that make a particular
movement or task happen.

For example, the routine task of brushing teeth can seem automatic. But our
brain actually does lightning-fast planning before we get started and as we
continue brushing. It determines how we’ll move, the steps we’ll take and the
order in which we should take them. Without motor planning skills, the
toothbrush might never make it to your mouth.

Learn more about motor planning skills and their role in learning and doing
everyday tasks.

How Motor Planning Works

Motor planning is part of a group of skills that help us move our body the way
we want to. There are different kinds of motor skills that we use over and over
again throughout our lifetime to get things done.

Gross motor skills help us move our large muscles so we can perform actions
like walking, jumping, and balancing. Fine motor skills help us move smaller
muscles that control our hands, wrists, and feet. They’re key to smaller actions,
like grasping a pencil or tying shoelaces. Coordination is how we organize all of
our physical actions so that we move efficiently.

All of those skills are needed for physical actions. But something has to
happen before we can use those skills effectively. We have to think about how
we’re going to move our body, so we can complete the task at hand. Here’s an
example.
When we learned to wash our hands as young children, someone showed us
how to do it. Eventually, though, our brain had to figure out how our body
would physically do what we’d been shown.

How would we move our arms and fingers to get the soap? How would we hold
the soap in order to rub our hands on it? How far would we stand from the sink
so that water didn’t splash everywhere? We also had to think about the order of
all of these steps.

In the beginning, it was very hard. We had to do things very slowly. We had to
constantly adjust what we were doing—scrub for longer or get closer to the
sink. We paid a lot of attention to the process. And with corrections and help,
we eventually were able to do it on our own.

Two things change dramatically once we really know how to wash our hands.
We move much faster and are much more precise. We don’t need to pay as
much attention to our actions. They’ve become automatic. Our planning for the
whole task is quick and efficient. And if we need to make corrections, we can
do it easily.

Trouble With Motor Planning

Motor planning is a process that helps us learn motor actions. You try
something, and you get instant feedback on how it went. You adjust what
you’re doing and try again. And you keep adjusting until you find the most
efficient way of doing it. From then on, your brain quickly plans for that action
every time.

When kids have trouble with motor planning, however, they don’t easily learn
from the feedback they get. Even if they’ve done a task before, it’s like they’re
doing it for the first time.

Kids who struggle with motor planning can seem clumsy. They might seem
slow to learn basic skills and take “forever” to complete physical tasks like
tying shoes. Motor planning issues can also affect how kids do in school, since
basic physical tasks can be hard for them.

Trouble with motor planning may be part of a larger problem with movement
and coordination. It’s common in kids who have developmental coordination
disorder (DCD), which is sometimes referred to as dyspraxia.

How to Help Your Child With Motor Planning

If your child struggles with motor planning, it’s important to know that this skill
can improve. An occupational therapist can help your child learn the initial
steps and sequences of tasks. This will help the tasks become more automatic.
But it takes time, patience, visual and physical demonstrations, and lots of
practice.

Factors affecting Motor Learning .

1. Verbal instructions
2. Practice
3. Active participation and motivation
4. Possibility of errors
5. Postural control
6. Memory
7. Feedback

Clinical Significance of motor control and learning

Motor control and learning help therapists to understand the process behind
movements, motor tasks and skills. By acknowledging the theories of motor
learning and control and integrating them into day- to-day practice,
therapists will have a better chance of:

1. identifying issues in motor performance,

2. developing treatment strategies to help patients remediate
performance problems, and
3. planning programmes that include a new movement, or the
reacquisition and/or modification of movement to be taught in
such a way that it is, consistent  and transferrable (ability to
perform movement under different environments and
conditions).
4. evaluating the effectiveness of intervention strategies employed
It is important that therapists identify the appropriate motor learning strategy
and motor control theory to get optimal and effective results

Q.2 Propose a plan of activities for a pre- schooler to boost his all types of
multiple intelligence.
Different children learn differently, which is why you need classroom activities
for multiple intelligences. Students who don't learn traditionally may be left
behind by regular classwork. By engaging students in multiple intelligence
activities that teach to each of the eight different types of intelligences, you will be
able to help all of your students succeed.

Eight Multiple Intelligences

The theory of multiple intelligences posits that children have differing levels of
eight different types of intelligence. Every child has at least one intelligence that is
the strongest, and some believe teaching to those strengths can help students to be
more successful. The eight multiple intelligences include the following:

1. Verbal/linguistic

2. Math/logical

3. Spatial

4. Musical

5. Body/motion/kinesthetic

6. Interpersonal

7. Intrapersonal

8. Naturalistic

Ideas for Classroom Activities for Multiple Intelligences

You can learn which type of intelligence a child has by testing then design

classroom activities for multiple intelligences that play to each child's strength.
Using multiple intelligence stations, or breaking children up into smaller groups
according to their intelligence strengths, can help assure that each child is
participating in activities that will help him learn.

Verbal/Linguistic Activities

Students with high verbal/linguistic intelligence are often well-spoken, and they
write well. The following classroom activities favor this type of intelligence:

 Storytelling and narration

 Writing stories

 Create a television or radio newscast

 Create a newspaper

 Have a debate

 Play vocabulary games

 Create advertising materials for a made up business

 Create a classroom podcast

Math/Logical Activities

Students who have math/logical intelligence are logical thinkers who enjoy
solving puzzles. Classroom activities that work well with this type of intelligence
include the following:

 Solving mysteries using deductive reasoning

 Predicting outcomes based on circumstances

 Solving number or logic puzzles

 Doing financial planning for an imaginary business

 Use toys and images for sequencing games where kids have to show
the right order
  Hide prizes, school supplies, or assignments in puzzle boxes

 Write secret messages in computer code

 Escape room or escape room kit such as Breakout EDU

Spatial Activities

Students with high spatial intelligence often think in pictures. They do well with
art activities and spatial puzzles. Classroom activities to highlight spatial
intelligence include the following:

 Art activities such as painting and play dough

 Working with play money

 Map reading and map making

 Play a Pictionary-style game

 Diagram sentences

 Pack specific items into a suitcase or box so they fit exactly

 Keep a bullet journal

 Use mind maps instead of traditional note-taking

Musical Activities

Children with high musical intelligence learn well through rhythm. They often
enjoy musical activities. Classroom activities for musical intelligence include the
following:

 Write and recite poetry

 Perform dance routines to act out historical or literary events

 Create songs or raps about math concepts

 Perform sound and vibration experiments in science

  Read picture books to the tune of music from different genres

 Make up song memory devices for different subjects

 Write test or worksheet answers on the beat of a metronome

 Practice spelling words with a classroom orchestra where each kid

makes a different sound with their body while reciting a spelling
word

Kinesthetic Activities

Kinesthetic learners love motion. They are often very physical children and
sometimes gifted athletes. Activities for kinesthetic learners include the following:

 Dramatic re-enactments of historical or literary events

 Using different body parts to measure objects

 Use charades to act out parts of speech

 Learn folk dances that represent different cultures

 Design and build an architectural model out of materials like Popsicle

sticks or toothpicks

 Use Lego bricks for math lessons such as the different sized bricks
for fractions

 Tell a story or practice vocabulary words with yoga poses attached to

each word

 Make up fingerplays to study for tests

Interpersonal Intelligence Activities

Interpersonal learners are those children who work well cooperatively and thrive
on building friendships and relationships. Activities to teach interpersonal learners
include the following:
  Working in small groups on a project

 Mentoring or teaching concepts to another student

 Conducting interviews

 Role-playing historical or literary situations

 Team-building exercises

 Cooperative or team video games

 Board or card games that involve creating alliances

 Mock political campaigns and elections

Intrapersonal Activities

Intrapersonal learners are those who are very aware of their own motivations.
They often have a high level of self-awareness and emotional intelligence.
Intrapersonal classroom activities include the following:

 Keep a journal

 Write an autobiography

 Work independently

 Write essays about which historical or literary figures they would

want to be

 Rewrite a story from their point of view

 Share how they'd be different if they were from another culture

 Multi-player role-play games such as Dungeons and Dragons where

each kid is their own character

 Meditation sessions for brainstorming or studying

Naturalist Activities

Naturalists are nature lovers who often have an excellent understanding of or

interest in earth sciences. Activities for naturalist learners include the following:

 Categorize species in the natural world

 Collect items from nature

 Go on nature walks

 Orienteering

 Math story problems featuring plants or animals

 Classroom pets

 Plant and maintain a community garden

 Host a community nature clean-up event

Engage the Whole Child

You don't have to back the multiple intelligences theory to see the value in
engaging the whole child in lessons and activities. Look for brain game
activities that incorporate at least a few of the listed types of intelligence to create
a fully immersive experience for your class.

Q.3 Explain the procedure involved in assessment of articulation disorders

in order to identify the phonological processes.

Articulation refers to how clearly someone forms words. It includes the ability
of a speaker to be coherent and easily understood. Articulation involves using
proper pronunciation and grammar and using an appropriate volume and rate of
speech. Articulation can also refer to the physical abilities necessary to form
sounds and words, including the movements of the tongue, lips, teeth and vocal
cords.

Benefits of improving articulation

Becoming more articulate can impact other people's perceptions of you.

Developing strong speaking skills can help you appear more competent.
Delivering a well-crafted speech or speaking easily with colleagues can show
that you're comfortable in the workplace. Additionally, being articulate can
demonstrate confidence and poise, which are features employers value.

When you feel comfortable speaking with others or to a group, you may be
more likely to volunteer for presentations or special projects, making you an
important asset to your company and improving your chances of being
recognized by your supervisor. This ability can help you stand out and may lead
to promotions or other career advancements.

How to improve articulation

Here are nine steps you can take to improve your articulation:

1. Listen to yourself speak

To help you improve your speaking, record yourself speaking. You can capture
an actual presentation at work or simply speak for several minutes on your own.
Listen to yourself and identify areas that you can improve, such as sharpening
your pronunciation and eliminating filler words. Consider asking close friends
and family to listen to you speak and ask for their feedback.

2. Check your speed

Strong articulation involves knowing how to use the appropriate rate of speech.
Speaking too quickly can make it difficult for people to understand you and
follow your thoughts, while speaking too slowly may imply that you are not
confident or knowledgeable of your material. Generally, a conversational
speaking tone is between 120 and 150 words per minute. You can use your
recorded speech to measure your speech rate by converting the audio to text and
pasting it into a word counting program.

Once you know your rate, you can make a conscious effort to either speed up or
slow down to get to a pace that is engaging for the audience and comfortable for
you. You can also practice varying your speed in various parts of your speech.
Talking faster can show passion and urgency, while talking slower can show
seriousness and help you emphasize a point.
3. Watch for unnecessary words

Try to eliminate filler words from your speaking, such as "um," "like" and
"okay." These words do not add substance to your speaking and may distract
your listeners. Using streamlined, precise speech patterns can suggest
confidence and help your audience understand you better and stay interested in
your ideas.

4. Use pauses effectively

Breaks in your speaking can be strategic ways to emphasize certain points and
allow you to organize your thoughts before speaking. When you pause during a
speech, it gives your audience time to think about your last statement. It denotes
the seriousness or importance of the subject.

When speaking casually or in a small group, taking a few seconds to collect

your thoughts before responding to a comment or question can help you provide
a more articulate, focused answer. Organize your thoughts to ensure you
provide a thorough, thoughtful, appropriate response.

5. Practice pronunciation

When you listen to yourself speak, you may notice that certain words or sounds
present challenges for you. Practice saying these words each day, focusing on
each syllable and sound and emphasizing the correct part of the word. For
example, the word "mischievous" has an emphasis on the first syllable, "mis." If
you're unsure of how to pronounce certain words, look them up and listen to
audio examples of their pronunciation.

You may also want to focus on clearly expressing the last sound of the word,
making sure your voice does not trail off. For instance, pay close attention to
contractions and words that end in t, sh or ch.

6. Vary your pitch

Your pitch refers to how high or low you speak. To improve articulation, try
varying your pitch throughout your speaking to sound more natural and
conversational. People tend to respond better to more soothing, melodic
speakers who incorporate a range of high and low tones.
7. Speak at the right volume

Choose an appropriate volume when speaking to others. This may mean

projecting your voice when speaking to a large crowd or reducing your volume
when having a meeting with your supervisor.

8. Develop confidence

An important component of speaking well is to feel confident in your

knowledge and ability. Before a presentation or meeting, do things that make
you feel good about yourself, like exercising, painting or writing. Find activities
that give you a mental boost so that you feel more sure of yourself heading into
an important discussion. Increased confidence can help diminish your
nervousness. Reducing your anxiety can improve your focus, recall and ability
to speak clearly and directly.

9. Prepare thoroughly

It can be easier to speak well when you know your material thoroughly. Before
a speech, study your material until you are comfortable giving the presentation
without notes. Consider bringing only an outline with you when you deliver the
speech to help you speak naturally, rather than read from a script. Adequate
preparation can improve your confidence, which can help you feel more
comfortable in front of people.

Improving articulation

Here are several tips you can use to become more articulate:

 Imitate effective speakers. Find celebrities, artists or professionals that

are articulate and listen to their speeches. Imitate their cadence, tone and
volume to help improve your own speaking abilities.
 Picture your success. Before a presentation, visualize yourself speaking
confidently and effectively. Having this picture in your mind can help
reduce your discomfort and give you confidence and optimism for your
speech.

 Join a public speaking group. Find groups in your area that practice

public speaking. These groups can provide tools and strategies to help
you overcome your fears and become a more engaging, articulate
speaker.
Q.4 Are our special education institutions successful in inculcating
necessary job transition skills in the children? Provide evidence to support
your answer.
School-to-work transition is a phrase referring to on-the-job
training, apprenticeships, cooperative education agreements or other programs
designed to prepare students to enter the job market. This education system is
primarily employed in the United States, partially as a response to work training
as it is done in Asia.
School to Work is a system to introduce the philosophy of school-based, work-
based, and connecting activities as early as kindergarten to expose students to
potential future careers. School to Work emphasizes lifelong learning.
School to Work is funded and sponsored at the federal level by the U.S.
Department of Labor and U.S. Department of Education. At the state level in
states like Arizona, the grant is administered by the Arizona Department of
Commerce, School to Work Division. This grant was funded for a maximum of
five years with decreasing funds years three through five.
An example of county level involvement is the Cochise County School to Work
Consortia in Arizona. It is composed of more than fifty Cochise County public
and private schools, kindergarten through four-year university level, local and
community-based organizations, and more than one hundred supporting
business partners.
STW is part of a comprehensive education reform movement which includes
formulating new standards which emphasize higher order thinking skills, new
standards based assessments, and graduation exams, such as the Certificate of
Initial Mastery which insure that students are ready for job training or college
prep by age 16. Reformers believe that it is important and egalitarian that all
students graduate ready for jobs and ready for college, rather than tracking
students one way or the other.

Critics
"Back to basics" traditionalists observe that in Europe, apprenticeships typically
mean that the worker essentially ends their formal education after age 16, and
works full-time at reduced pay in exchange for learning "job skills" such as
assembling automobiles. Some believe that it was better to have students who
were not bound for college concentrate on career schools, while academic
students should spend class time learning core academic subjects such as history
or science rather than job-shadowing at a hospital or auto dealer. A student in
North Dakota would have little opportunity to learn to be an auto designer,
while one in Alabama would have little opportunity to do job shadowing at a
major software company if job training were allocated according to local human
resource needs, as many programs are structured. Local businesses also need to
structure their operations to accommodate student workers, and transportation
since typically schools are situated close to homes, and not businesses which are
typically a car or transit commute away from homes.
The Michigan STW Initiative states "students work without pay for two to three
hours each day" and "students are able to perform what might otherwise be
hazardous order work." which would contradict child labor laws. Data would be
shared with state STW partnership network and local labor market areas which
might be an invasion of privacy. The state would utilize the national industry-
recognized skill certificates when developed, which would be the Certificate of
Initial Mastery. Critics call this a government-controlled passport to work.
Michigan Rep. Harold J. Voorhees expressed concern that, with full
implementation, a child would not be employed without this Certificate

Q.5 What do you understand by curriculum-based vocational assessment

(CBVA)? Which professionals collaborate in the assessment process?

Curriculum-Based Evaluation (CBE) is "any set of measurement procedures

that use direct observation and recording of a student’s performance in a local
curriculum as a basis for gathering information to make instructional
decisions" . Curriculum-Based Evaluation is sometimes used interchangeably
with Curriculum-Based Assessment (CBA) and Curriculum-Based
Measurement (CBM) although CBA and CBM are also considered types of
CBE.

Curriculum-based assessment (CBA) is a type of on-going assessment that

involves periodic monitoring of a student’s daily performance in relation to
what is taught. It provides a measure of a student’s progress through the
curriculum and whether that progress is adequate. CBA is based on the skills
described in the student’s curriculum, is repeated frequently throughout the year
and is used as the basis for educational decision-making and student planning .

CBE is administered to a student or groups of students in the classroom for the

purpose of describing academic competence, tracking academic development,
identifying learning disabilities and/or improving student achievement.
Teachers assess students’ performance on a regular basis to determine whether
they are learning appropriately from the instructional program and also to build
more effective programs for those youth who do not benefit appropriately from
the typical instructional program.

CBE was designed to address problems with Mastery Measurement, defined by

Fuchs and Stecker as "mastery of a series of short-term instructional
objectives." Research indicates that CBE demonstrates strong reliability and
validity. "CBM produces accurate, meaningful information about students’
academic levels and growth and is sensitive to student improvement. When
teachers use CBM to influence instructional decisions, students achieve better" .

CBE differs from traditional assessment models in that "Whereas standardized

commercial achievement tests measure broad curriculum areas and/or skills,
CBE measures specific skills that are presently being taught in the classroom,
usually in basic skills"

Hall and Mengel (2002) describe three CBE models:

1. Curriculum-Based Assessment (CBA)

2. Precision Teaching
3. Curriculum-Based Measurement (CBM)

These models differ in two respects: "(1) The purpose of the assessment, and (2)
Research support for testing procedures and decision-making" However, all
models "have in common the basic assumption that one should test what one
teaches" .CBE models share the following common characteristics:

1. "The measurement procedures assess students directly using the materials

in which they are being instructed. This involves sampling items from the
curriculum.
2. Administration of each measure is generally brief in duration (typically 1-
5 minutes.)
3. The design is structured such that frequent and repeated measurement is
possible and measures are sensitive to change.
4. Data are usually displayed graphically to allow monitoring of student
performance" .

The goal of CBAs is to measure the rate of students’ responses to instruction, as

well as help teachers build more effective instructional programs to increase or
enhance student achievement. The visual representation of CBE results in the
form of charts and figures allow students to visually inspect their progress over
time and encourages students to work towards reaching specific milestones and
goals.
Although CBE is primarily used in the subject areas of math, reading and
spelling, it is effective in other subject areas in both general and special
education classroom settings. For example, Curriculum-Based Vocational
Assessment (CBVA) is a type of CBE that is used in career and technical
education courses in several Florida counties. It is a systematic, continuous
evaluation process to determine student career development and vocational
instructional needs. CBVA provides data that can help identify student skills
and preferences for IEP development and transition planning (Career and Adult
Education, Florida Department of Education.

Scientists and other professionals across the globe require employees to

collaborate, think critically, and solve problems effectively. To this end,
the Next Generation Science Standards (NGSS) have a vision of ensuring that
through inquiry, collaboration, and evidence-based instruction, students will
have the necessary skills to be practical and rational thinkers upon graduation
(NGSS Lead States 2013). Collaborative work among students is part of the
vision of NGSS. For example, the Grade 9-12 Science and Engineering Practice
(SEP) of Planning and Carrying Out Investigations states: “Plan an investigation
or test a design individually and collaboratively to produce data to serve as the
basis for evidence as part of building and revising models, supporting
explanations for phenomena, or testing solutions to problems” .
Collaborative learning is a form of instruction that promotes an active
classroom learning environment where the students form pairs or groups to
accomplish tasks (Meseke, Nafziger, and Meseke 2010). The advantages of this
method of instruction include increased conceptual understanding, retention,
and problem solving and critical thinking skills .Furthermore, collaboration
promotes heightened intrinsic motivation, interpersonal skills, and the ability for
students to engage in evidence-based argumentation .that are all necessary skills
for the current workforce. 
While many students collaborate in tasks and formative assessments in their
courses, they generally take summative assessments individually.point out that
individual tests have have been shown at times to lower intrinsic motivation,
use only information-recall questions, and increase students’ test anxiety. 
Collaborative summative assessments can bring the benefits of collaborative
learning to assessment, transforming it into a learning experience. Studies done
at the undergraduate level have shown that collaborative assessments improve
students’ depth of understanding, critical thinking skills, and exam performance
likely as a result of students engaging with their peers to discuss questions and
answers, thereby filling in knowledge gaps .
In this article, we describe how two teachers have used and continue to use
collaborative assessments in their classes. We describe the impact on student
learning and testing, and provide some tips and resources to implement
collaborative assessments in any science classroom. 
Ms. Bremert used an alternative testing method with her AP Environmental
Science (APES) course. For each exam, students did not know until they came
to class if it was an individual exam or a collaborative group exam to ensure
that all students studied. The format of the tests was the same for both types of
tests; multiple choice and short-answer questions sourced from College Board
APES exams, with a time limit of 50–55 minutes. The groups were changed for
each test and the students were not told who was in their group until the testing
day. 
For the group exams, every student had to answer the multiple-choice questions;
however, for the short response questions, only one member had to provide
complete sentences; other group members could use bullet points. Enabling the
students to hand in their individual multiple-choice answers gave them the
ability to reject the group’s answers if they felt the group was wrong. This
rarely occurred. However, when it did, the students indicated that this gave
them more control and reduced stress within the group and for themselves. All
members of the group received the same short response grade. Student scores
were determined by combining their multiple-choice scores with the responses
to the short answer questions. 
Two-stage assessments

Ms. Stoff used a two-stage assessment method in her AP Chemistry course.

[Note: The term “two-stage” assessment has been used previously to refer to
exams in which at least one part of the exam is completed individually by
students and another part is completed in a group repetition of the order of the
stages and individual stage may occur On exam day students first completed a
multiple-choice portion of the chapter test individually. Once each student had
completed the multiple-choice portion, the students were randomly placed in
small collaborative groups of three to answer the collaborative portion of the
exam. 
Collaborative groups were changed for each exam, and students did not know
their group until the exam period. The same multiple-choice questions were
used on both the individual and collaborative portions of the exam. The students
worked together, discussed the material, and agreed on one answer to record for
the group for each collaborative assessment. The students were given
approximately 90 seconds for each multiple-choice question on both the
individual and collaborative portions of the exam. Once the group finished the
collaborative portion of the exam, each student completed a short answer
portion of the exam individually. Students’ exam scores were calculated as 85%
from their individual portions and 15% from the collaborative portion. 
Students’ responses to collaborative testing

In both teachers’ courses, working in collaborative groups improved assessment

scores compared to completing the exam individually. (Note: Because these
were different courses at different schools with different assessment methods,
the same data was not collected in each classroom. The results presented here
are a summary of what was collected.) For example, the alternating assessment
method and in the order they took them from Ms. Bremert’s AP Environmental
Science Class.