Screening and Evaluation of a Child Believed To Have Special Needs

Special needs education refers to the equipment of physically or mentally handicapped students with the necessary skills and knowledge. The education provided to the handicapped students is aimed at making them self-dependent and active like their able colleagues. The handicapped children’s curriculum is designed with respect to the pupil’s disabilities and should be accompanied by appropriate support services.Advertising We will write a custom essay sample on Screening and Evaluation of a Child Believed To Have Special Needs specifically for you for only $16.05 $11/page Learn More In the United States, special education officers oversee the equitable implementation of technical and professional assistance to the disabled students. Disability may be long term or short term. In this case, long-term disability is ascertained through diagnostic screening while short-term disability such as broken arms may be evaluated through medical reports o r physical examination (Gargiulo Kilgo, 2009). Diagnostic screening is the first step in the process of screening and evaluation of a child believed to have special needs. This entails the determination of whether the student involved is autistic, has sensory impairment, has severe emotional challenges or is multiply disabled. The main purpose of diagnostic screening is to distinguish between handicapped and talented students. The students suspected to be physically challenged are conferred to an appropriate team, which will assist them to participate in the diagnostic screening. Qualified educational professionals undertake the screening of new students suspected to be handicapped, and those who do not pass the minimum percentiles in Regents Preliminary Test. Such a test involves evaluation of students in terms of reading and writing skills. Health examinations records provided by licensed physicians help to ascertain the pupils’ level of disability in many cases (Amendment of the Regulations of the Commissioner of Education, 2012). The results of a diagnostic screening are included in a report reviewed by qualified district education staffs. For children with limited language proficiency, screening involves the ascertainment of the students’ physical and mental development. This includes motor development, cognitive development and expressive language development. Basic listening, reading, writing and other expressive skills are assessed in the process. Emotionally challenged children may face a difficulty in developing language proficiency. Consequently, the New York States’ disability screening and identification procedure is used. This is a three-step process designed to address their challenges.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More A questionnaire is administered to determine the student’s home or native language. When the studentâ €™s home language is not English, an interview is scheduled. The ultimate result of this interview is used to ascertain whether a non-English-speaking or native English-speaking student has the desired oral capabilities. Students who do not portray the expected results are enrolled to the general education program. The assessment of the pupil’s language proficiency is carried out at all levels to determine the necessity of undertaking the pupil on a placement program. The placement program may be either a bilingual educational program or freestanding English as a Second Language (ESL) program (Meisels, 2008). The students with disabilities are subjected to appropriate access modification and accommodative assessment depending on the form of their disability. The tests provided are modified to eliminate any difficulty in the test-taking exercise resulting from disability. The tests should be modified to accommodate the needs of the disabled, but not to the extent of reduci ng the credibility of the test exercise. In this case, it should be to a level that the students portray a level of mastery of educational skills and knowledge. The adjustments made in assessment tests can be in the form of presentation, response, timing and the classroom setting. The disabled students will get an allowance to complete the assessments like their able counterparts. The committee of special education, multidisciplinary team and the school’s principal are involved in mandating the modifications of tests to accommodate the disabled students. Assessment accommodations are necessary for children with motor impairments. These impairments may negatively affect their computational and arithmetic skills. Moreover, other students will have their memorizing ability hampered. To meet the needs of the assessors, they have to be provided with arithmetic tables or have requirements such as punctuations and spellings waived (Gargiulo Kilgo, 2009). The challenges faced by aut istic children demand a range of modifications in the assessment exercise to accommodate their needs. Unlike other forms of disabilities, autism may severely impair a child’s abilities without a known cause. The services needed by students depend on the child’s needs. Therapists, who are trained on inability caused by autism, should offer their support to the children.Advertising We will write a custom essay sample on Screening and Evaluation of a Child Believed To Have Special Needs specifically for you for only $16.05 $11/page Learn More For instance, an autistic child who may be having a communicative difficulty requires the services of a therapist who focuses on the child’s speech development. Family inclusion and repeated teaching may be organized in small intervals. The services may be altered with time as the needs may change with time. Consequently, the modifications allowable during the assessment of the autistic pupils foc us on an individual’s needs. This process alteration may be done through the usage of structured teaching, individualized coaching and focus on social and cognitive skills (Birch Family Services, 2011). Physical and verbal prompts may be involved to capture and maintain focus of autistic students that have the inability to maintain attention. A review of students’ vision and hearing abilities may be tested to determine the consequential impact of students’ impairment on the learning process. Blind or visually impaired students may be accommodated through the usage of Braille or large print assessment tests respectively. On occasions where the questions tested cannot be reproduced in Braille, the questions may be revised to make them accessible. The time allocated to the tests should be adjusted to allow usage of the modifications made in the assessment. Breaks may be allowed for eyestrain, and extra time allowed for the time consumed during illustration of diagr ams. Special lights may be used to help those with visual impairment. Audio tapes, computers with talking word processers and visual magnification equipment may also be employed. Qualified interpreters should communicate test instructions through a sign language to deaf students. Hearing aids or auditory amplification devices should be provided to take care of their needs. Repetitive listening sections may be encouraged, and markers used to maintain learning pace (Meisels, 2008). Children with multiple disabilities may require combined assistance to accommodate their educational needs. The needs may not be exclusively available within the special education plan as the plan may solely serve for the needs brought about by one of their impairments. The students with multiple disabilities require extensive assistance to be integrated into the accommodative modifications. This ensures that they can access privileges enjoyed by other student with fewer disabilities. A multidisciplinary te am formed by the parents, medical, and educational specialists should cater for the needs that accompany the disabilities. The severity of any impairment calls for more significant attention on the support offered to cover for that form of disability.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The evaluator should familiarize students with the tests they are required to take by explaining the purpose of the test and providing accommodations before administering the assessments. Sufficient rest should be emphasized to reduce stress and advance relaxation. Regular monitoring of the students in the program should be carried out through continuous assessment of their development. The challenged students are offered additional programs to cover for extra-curricular activities and help them develop social skills and self-esteem. An Individualized Educational Program (IEP) is resorted to when the student with disability demands unique needs. However, all-inclusive programs are encouraged to help prevent stigmatization of the handicapped pupils (Gargiulo Kilgo, 2009). A team appointed by the district officer designs both the IEP and the Individual Family Service Plan (ISFP). The IEP determines the educational services required by a disabled child. The team members, who design th e IEP, are parents, social service worker and other relevant service providers. On the other hand, the ISFP has a team that consists of the students, regular education teachers, special education teacher, and the school district representative. The IEP portrays the contribution in assessments and certifies where alternative evaluation is suitable or not. The IEP procedures and plan requirements devolve to the educational components of the ISFP (NYSED, 2011). The disabled students heed instructions from other members of the team whilst exercising a powerful voice of command in the educational practice. One provides useful information in the testing accommodations required. The student develops mentally and physically by adopting the programs provided. On the other hand, general education teachers provide a classroom setting and appropriate curriculum to the student. A special education teacher provides the student with need-based assistance to adapt to the general education activitie s. They provide the accommodative adjustments to the assessments given to the students and serve the unique needs required by the student. Other team members may include therapists, a disability specialist, psychologist, counselor and a nurse or a physician. The therapists and the specialists support the disabled student by providing expert services according to the form of disability. The counselor monitors and assesses the pupils’ emotional health while providing counseling. Nurses and physicians provide medical services by administering proper medication to the student (Meisels, 2008). The parents of the disabled student have a very significant role to play. They provide the valuable background information on the students’ disability and family culture. The parents must give consent before their child joins an individualized education program and accentuates the reviews to the program. They should submit the information such as children’s medical evaluation r ecords and even share on the child’s abilities, before their enrolment in the IEP. The association between the parent and the school is vital to the child’s development since the child’s progress is effectively monitored. Solutions are mutually mined to cater for problems that the pupil experiences within an educational or placement program (Gargiulo Kilgo, 2009). The parents maintain records of any issues that may need clarification from other team members such as the specialist teachers. Parents’ union also becomes a collective force that advocates for issues on behalf of their disabled children. Inclusion of the children in the general educational activities is at the parents’ discretion. Parents must be involved in handling disciplinary issues involving their children at school. Social workers act as an intermediary between the school and the parents. They collect information regarding the students’ background while they assist students ’ transition from early intervention to in-school services in the individualized education program. They coordinate support programs beneficial to the student governed by the local agencies and are involved in family counseling and training. The mandate of the federal, state and city regulations affects special education programs in several spheres. The federal laws govern the accommodative adjustments to the assessment of disabled students. They make sure that the disabled students receive equitable aid, opportunities, benefits, and services. The laws ensure all services available to able individuals are also available to the disabled ones. State laws such as the Individual with Disabilities Education Improvement Act (IDEA) offer the procedure of designing the testing accommodations and alternative assessments (Meisels, 2008). The laws enclosed in the act govern the disabled child’s right to receive appropriate education and access least restrictive environment placem ent. The laws give regulation on the drafting of the IEPs and the ISFPs, which the team members must be involved during the formulation. The District laws can give a ruling on whether a student requires beyond the classroom intervention as per the Committee on Special Education’s recommendation. The state and local laws also administer transitional services to provide for school to post-school events. Students with disabilities command a closer interaction with their educators, families, and special education service providers for them to explore their mastery of skills and knowledge. In order to learn essential skills, a specialized education dissemination procedure must be employed after the student has been screened and the form of disability established. References Amendment of the Regulations of the Commissioner of Education. (2012). Amendment of the Regulations of the Commissioner of Education- Special Education Impartial Hearings: Special Education : EMSC : NYSED. P-12 : NYSED. Web. Birch Family Services. (2011). Autism Services | Birch Family Services. Birch Family Services. Web. Gargiulo, R. M., Kilgo, J. L. (2009). Young children with special needs: an introduction to early childhood special education. Albany, NY: Delmar/Thomson Learning. Meisels, S. J. (2008). Special education and development: perspectives on young children with special needs. Baltimore: University Park Press. NYSED. (2011). NYSED:Bilingual Ed:Information:Commissioner’s Regulations Part 154 Information. P-12 : NYSED. Web. 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Looking For a Sample High School Student Essay?

Looking For a Sample High School Student Essay?There are a number of ways in which you can write a sample high school student paper for your personal use. There are a number of good samples for high school students to read, either at home or on the internet. However, there are a number of methods that do not always produce the same results as they might expect.A proper sample is most important for writing an essay. This is because students need to know what they are going to be doing. They also need to know what the essay will be about and what they should be writing about it. The writers need to know what kind of paper they are going to be writing.Many do not realize that they cannot expect an essay to come across as easy. It does not have to be that way. The student can make the writing process easier on themselves by taking a look at a sample essay to know exactly what they are trying to achieve.There are a number of places where students can find samples. Most of these places are excellent and can help the student to get their writing done on time. However, if they choose to do the work on their own, then they need to use caution in choosing which kind of essay they want to write.The first place to look is at the news that is currently happening in the news, as well as the current school subject that they are taking part in. They can look at the media to see what is happening in their school and why it is happening. They can also find any kind of school-related articles that they can read and find a sample that they want to use.The local libraries are another great place to go. There are many good books available and there are some samples that are very appropriate for what they are looking for. Students can take a look at these books, as well as find a sample on the internet that they want to use.A number of companies are willing to take a look at their samples and give them suggestions on how they can make their work easier. These people are all very frie ndly and they are willing to help out those who are writing a paper. Many times, they can help students solve writing problems that they may have and even give advice on what they should be writing about.As a writer, you can look for samples to see how others handle their writing process. You can ask for help from those who are experienced writers so that you can write your own paper. A sample will allow you to see what the others are doing, as well as give you ideas on how you can make your own paper easier to write.

Preventing Central Line Blood Stream Infections Essays

Preventing Central Line Blood Stream Infections Essays Preventing Central Line Blood Stream Infections Essay Preventing Central Line Blood Stream Infections Essay maximal sterile barrier precautions, catheter placement and optimal timing of replacement, surveillance, education, improved hand hygiene technique and compliance, etc. ), and technological (e. g. , use of preferred skin antiseptics such as chlorhexidine gluconate, closed infusion containers, catheter dressings, etc. ) practices† (Torricone et al, 2010). Another intervention includes a closed infusion container with self-sealing injection ports that reduces the risk of air and organisms from entering the infusion. According to the American Association of Critical Care Nurses (AACN), a large proportion of nosocomial infections result from â€Å"cross-contamination from the hands of healthcare workers† (2005). It is important to Always wash your hands  before and after  putting on or removing gloves, direct patient contact, inserting a peripheral catheter or assisting with CVC nsertion, palpating a catheter insertion site, changing a catheter dressing, accessing the catheter to administer a medication or flush (Hadaway, 2006). The CDC also recommends the use of alcohol-based hand rubs between patient contacts instead of just hand washing alone (AACN, 2005). Always wash your hands  before and after  putting on or removing gloves, direct patient contact, inserting a peripheral catheter or assisting with CVC insertion, palp ating a catheter insertion site, changing a catheter dressing, accessing the catheter to administer a medication or flush (Hadaway, 2006). Also, change gloves  used for other patient-care tasks before you perform any infusion or catheter care tasks. The use of the Central Line Bundle is also beneficial. The bundle focuses on hand hygiene, maximal barrier precautions, chlorhexidine skin prep, optimal catheter site selection, and daily assessment of line necessity with prompt removal of unnecessary lines (Institute for Healthcare Improvement, 2008). An article written by Suzanne M. Brungs, RN, MSN, MBA, OCN, and Marta L. Render, MD, supports the use of bundles for Central Lines in an effort to reduce infections. The bundle is composed of hand hygiene, use of chlorhexidene as a skin prep prior to insertion, a full body-drape that covers the patient from head to toe, barriers such as sterile gloves, gown, masks and caps to be worn by the inserter and avoidance of using the femoral insertion site (2005). The article reports that since the implantation of these bundles, central line associated blood stream infections were reduced by at least 50% and â€Å"compliance with using evidenced-based practices increased from 30% to nearly 95%† (Brungs Render, 2005). Florence Nightingales Environmental Theory supports the Joint Commissions patient safety goal to reduce central-line related blood stream infections. She believed that the patient is affected by the environment and that the nurse acted on the patient. By controlling the environment you could control the patient’s health. Cleanliness, among other factors, in her theory, facilitated the patients healing process. This is essentially the same thing we are doing with the use of CVC bundles. By controlling our environment and maintaining sterility during insertion, management and care of central lines, we reduce the risk of infection and promote the patients well being. Good hand hygiene prevents bacteria from being passed from one patient to another, which therefore reduces risks of infection. Another theorist that supports the Joint Commissions patient safety goal is Dorothea Orem. Her self-care model states that when the patient cannot care for his/herself, it is the nurse who in turn meets the patient’s needs by acting and doing for the patient (Current Nursing, 2010). The nurse guides, teaches, supports and provides an environment that promotes patient care and health. This is the whole premise of advocacy. When the patient cannot speak for his/herself or when they aren’t knowledgeable about a specific procedure it is our duty to make sure we assume the role of patient advocate and do for the patient and teach the patient. It is up to us that the patient received optimum care. Ultimately, patients are at risk with any intra vascular device but there are steps that we can take to minimize risks for infection. Many national efforts today are aimed to reduce the risk of blood stream infections related to central lines. I believe that infection control programs must strive to apply universal and consistent control measures and prevention tips with all types of CVC’s. There is no doubt they are here to stay but it is essential that all healthcare providers are given the tools necessary to ensure patient safety and satisfaction. There is no excuse for an infection. We must advocate and we must strive to protect our entire patient population. References American Association of Critical Nurses. (9/2005). AACN practice alert: Preventing catheter elated blood stream infections. Retrieved from aacn. org/WD/Practice/Docs/Preventing_Catheter_Related_Bloodstream_Infections_9-2005. pdf Brungs, S. M. , Render, M. L.. (2005). Using evidenced-based practice to reduce central line infections. Clinical Journal of Oncology Nursing, 10(6), 723-25. Hadaway, L. C.. (2006). Keeping central line infectio n at bay. Nursing 2006, 36(4), 58-64. Haller, L. T. , Rush, K. L.. (1992). Central line infection: a review. Journal of Clinical Nursing, 1, 61-66. Institute for Healthcare Improvement. (2008). Prevention of central line-associated bloodstream infection. Retrieved from hi. org/NR/rdonlyres/01E7F0ED-EEDE-41BA-ABB0-982405602158/0/cli. pdf Maki, D. G. , Kluger, D. M. , Crnich, C. J.. (2006). The risk of bloodstream infection in adults with different intravascular devices: A systemic review of 200 published studies. Mayo Clinic Proceedings, 81(9), 1159-71. Nursing theorists: A companion to nursing theories and models. (2010). Retrieved from http://currentnursing. com/nursing_theory/nursing_theorists. html The Joint Commission. (2009). Accreditation program: Hospital national patient safety goals. Retrieved from http://scholar360. com/cchs/media/user/1341/Joint%20Commission%202010%20NPSGs_3. pdf

Characteristics of a Metropolitan

Characteristics of a Metropolitan ABSTRACT The purpose of this paper is to understand what Groningen appropriates as a mini-metropolis city. The first step is to find the meaning of the metropolis from a variety of sources, the second step of searching for data about Groningen and the third step is to compare between the two data. In the end is at a conclusion that the metropolis are not only associated with the factor number of population, area and economy of a city, but a related metropolis of a character which is owned by the city. So Groningen with all matters and functions and its ability to further develop its compliance is said to be a mini-metropolis city. Metropolis Characteristics Metropolitan is a term used to describe a relatively large urban area, both of the size of area, population, and the scale of economic and social activity. While the etymology, said metropolitan (noun) or metropolis (adjective) is derived from the Ancient Greek language, which the word meter means mother, and the word polis means city. (Wackerman, 2000) In general, the metropolitan can also be defined as a large residential center that consists of a large city and some in the surrounding area with one or more major cities that serve as a point of contact (hub) to the towns in the surrounding areas. A metropolitan area is an agglomeration of several settlements, settlements should not be the city, but the overall form a unity in nature activities and lead to the city center (a large city that is the core) that can be seen from the flow of labor and commercial activities. According Goheen (in Bourne, ed. 1971), City / Metropolitan District is an urban area with a population characteristic that stand out in comparison with the surrounding countryside. This term is used to give a more precise picture of the amount and concentration of the population in a large area, which in turn can show the magnitude of the centers of the main settlements in the country. In general, the metropolitan region can be defined as l arge, with economic and social unity integrated and characterize the activity of the city. The characteristics of the Metropolitan of several aspects such as the amount of population, economic activities, mobility, activities of the population, and the structure of the region. 1. The amount of the total population The magnitude of population becomes a major consideration in determining the aspects of the definition of a metropolitan. However, some urban experts set different limits for the determination of the minimum number of metropolitan area population. 2. Economic activity In the metropolitan area occurs agglomeration residential areas and jobs. That is, the metropolitan area is an urban area with a specializing in social and economic activities function. The economic specialization is the industrial and services sectors. Industrial activities and services is the dominant sector in the growing metropolitan region. Economic activities that take place in the metropolitan area is heterogeneous and has a role as a central / center of economic activities on a regional scale, both within the province or state and national scope.

International strategy Essay Example | Topics and Well Written Essays - 1500 words

International strategy - Essay Example Disadvantages of Scandinavian business culture From the case study, it is clear that IKEA has been following a Scandinavian business culture, even in most of its international assignments. Scandinavian business culture is dominated by a direct style and more open culture. Conversations are more liberal and personal, and they prefer not asking questions after meetings or presentations. It should be noted that this culture is opposite to America or Asia, where business meeting are more formal and structured (Warner and Joynt, 2002). A typical Scandinavian culture gives high importance to consensus in every decision they take. Hierarchical structure is more or less flat and decision making can be sometimes very lengthy, because agreement has to be taken from every member of the business. Ingvar Kamprad, the founder of IKEA followed a similar culture. His distinctive style and objective of making a difference in the lives of common people drove his expansions strategy. He followed a non- conformist philosophy and looked at all facets of his distribution strategy, in order to focus and innovate (Politis, 2000). During the initial days, the objective of the company was to keep the costs low, and most of the strategies were made keeping this objective in focus. Supplier relationships were made reciprocal so that the company is above to sell whatever they have produced. Managers were expected to keep caring and close relationships with their subordinates and co-workers. Interactions between the co-workers and managers were characterized by egalitarianism and informality. In the following sections, IKEA business cultural and strategies will be discussed which the company implemented in different international assignments. While the culture of IKEA was a strong factor in contributing for the success of the company in its homeland, the same culture caused many issues and roadblocks when the company went for expansion strategy (Hofstede, and Minkov, 2010). The business cult ure of the host countries was vastly different from the way IKEA was doing business and caused cultural as well as business conflict (Huettinger, 2008). In Germany managers do not call each other by their first names as it is perceived as disrespectful. Business culture in Germany is mostly authoritative where managers takes order from bosses and are not supposed to perform any activity taking their own initiatives. This is vastly opposite from IKEA’s normal way of doing business. Thus, when IKEA entered Germany, its collaborative and opted business culture did not go well with the strict authoritarian German business culture. IKEA’s preference for informal relations between managers and co-workers was misinterpreted as disrespecting the boss and undermining the traditional rule of respecting authority. Also, the business culture is more adaptable to detailed work structure and a lengthy procedure, which is opposite IKEA’s cultural of minimalist bureaucracy and making things less burdensome. Similarly, in case of France, the informal culture of IKEA was interpreted as a sign of indecision and weakness. Also, in IKEA, recognition of status was not considered important, which again was interpreted as a negative sign in Germany. Even though the company was able to reduce communication problems arising in most of its international counterparts,

Empiricism Essay Example | Topics and Well Written Essays - 2500 words

Empiricism - Essay Example We should reject knowledge claims concerning matters of fact about the nature of the world which are not supportable by the evidence of experience. This leads to a tendency among empiricists to emphasize that the limit of human knowledge and imagination is bounded by the limit of our experience. Empiricists reject the rationalist claim that it is possible to come to know by a priori reason alone the nature of an intelligible real world inaccessible to experience that stands beyond appearances. The empiricist may argue that concepts (such as substance), and the terms that express them, are meaningless or else must relate to some possible experience, since concepts and terms get their meaning by reference to some possible experience, but a world beyond experience cannot be a world that might possibly be experienced; in either case it is not possible to use meaningful concepts to talk of a world beyond possible experiences. The tendency in empiricism is also to deny the existence of natural necessity: necessity is a property only of logical relations between concepts, or of logical relations between ideas or thoughts, not between things or events in the world whose existence, nature and connections are all contingent; such natural contingent connections can be discovered not by reason, which can establish only necessary truths and necessary connections, but only by experience. Empiricism is inclined to argue that there are two exclusive and together exhaustive types of proposition. (a) Propositions whose truth, logically speaking, can be known merely by understanding them, or by deductive reasoning alone, independently of the evidence of experience: truths of reason. (b) Propositions whose truth, logically speaking, cannot be known merely by understanding them, or by deductive reasoning alone, but which depend on the evidence of experience: truths of fact. All propositions which tell us anything about the real or actual world are truths of fact. Propositions stating matters of fact cannot be known to be true merely by our understanding them, or by our deducing them from other propositions known to be true by the understanding alone; if we can know them to be true at all, they must be known through consulting experience. It should be noted that the distinction is not the genetic one of how we come to have, acquire, or understand these different sorts of proposition, but a logical question concerning on what, once acquired or understood, the truth or falsity of a proposition depends, and on what knowledge of the truth or falsity of a proposition depends. If the truth or falsity of a proposition depends only on the meaning of the terms in it, then it is an a priori proposition whose truth or falsity can be known a priori by reason alone independently of empirical evidence. If the truth or falsity of a proposition does not depend only on t he meaning of the terms in it, then it is an a posteriori proposition whose truth or falsity can only be known a posteriori by empirical evidence, not by reason alone. (Frederick Copleston, 1964, 54) The basic contrast between rationalism and empiricism is an argument about the extent and nature of what truths it is logically possible to know a priori by the understanding independently of experience, by intellectual intuition

What Exactly Can Picture Books Teach Our Children? Essay -- Learning T

What Exactly Can Picture Books Teach Our Children? I chose to read and comment on Barbara Kiefer’s â€Å"Envisioning Experience: The Potential of Picture Books.† Kiefer’s main point in writing this essay was to get the message across that children enjoy picture books that allow them to identify and make connections with the characters or the plots, and that while reading and analyzing the pictures, they gain a better sense of aesthetics and how to interpret them. I agree whole-heartedly with the conclusions that she drew from her observations. It is very hard to get the whole â€Å"picture† from a children’s storybook that has no pictures. The children find it harder to identify with the characters and often find these books boring. Being able to see the pictures helps them to make connections with either the characters or with their personal experiences. For example, all small children can identify with the little monkey, George, in Rey’s Curious George. On page 27 of the book, we see George smoking a pipe because he saw the man in the yellow hat smoking it. At some point in every child’s life, he has seen an adult doing something unfamiliar and wanted to try it, just like George did. This would be a good point at which the child could articulate one of his experiences to a class or friend, helping him to become more comfortable with speaking about and sharing his thoughts. Kiefer points out in her essay that when children vocalize what they think about a story and the pictures, it helps them to become more cognitive thinkers. She also stated that â€Å"the children I observed seemed to be intent on making meaning regarding the picture books †¦Ã¢â‚¬  (Kiefer 66). I, too, can see this when I am ... ...s and classrooms should have a wide variety of books available with varying styles of writing and art work. In addition to the books, the children should be given a variety of ways in which to express their thoughts and feelings about these books, either through discussion, writing, or their own art work. I agree because this could only allow children to enjoy reading more and lets them feel like their opinions matter and are appreciated. Having books readily available only increases a child’s desire to read and creates in him or her a love for books that, hopefully, never goes away. Works Cited Kiefer, Barbara. â€Å"Envisioning Experience: The Potential of Picture Books.† Publishing Research Quarterly 7.2 (1991): 63-75. Rey, H. A. Curious George. Twentieth Century Children’s Book Treasury. Selected by Janet Schulman. New York: Knopf, 1998. 88-95.