education

The Political Economy of Rural–Urban Migration in Contemporary Sukumaland Juma spent the first six years of his life on his family’s rural shamba—or farm—in Shinyanga District, one of two administrative districts that make up Sukumaland. In 1996 (when Juma was four), the shamba included approximately two hectares of land that Juma’s father inherited from his […]

Situating the Present Study The present study contributes to ethnographic approaches to violence and, as in the above-mentioned body of work, conceptualizes violence as operating on a con- tinuum from the physical to the symbolic and structural. Like Farmer, it situates Everyday Violence in the Time of AIDS 97 violence and AIDS in a materialist

Ethnographic Approaches to Violence: Some Critical Issues The fundamental feature of ethnographic approaches to violence involves a more comprehensive definition of the concept that moves beyond direct acts of physical force and the “ethnographically visible” (Farmer 2004) to include those processes that contribute to social oppression and assaults on human rights and dignity (Bour- gois

The Life and Death of a Street Boy in East Africa Everyday Violence in the Time of AIDS This article focuses on the life history of a single street boy in northwestern Tanzania, whom I name Juma. I suggest that Juma’s experiences and the life trajectory of him- self and of significant individuals around him

Information about what families can expect as they move through the Child Find process from initial referral through enrollment in special education, if found eligible. Child Find programs are mandated by the Individuals with Disabilities Education Act (IDEA) and require that each state search out and evaluate children aged birth through 21 who may be

Facilitating Generalization of Social Skills We next discuss strategies that should increase the likelihood of generalization of social skills. These include the Stokes and Baer (1977) generalization strategies (described in Chapter 5) as they relate to social skills as well as additional recommendations that were not presented in Chapter 5. 1. Teach skills that are

Peer-Mediated Interventions Peer-mediated interventions (PMIs) involve using socially competent peer confederates to initiate and maintain social interactions with students with autism. The peer confederatespeer confederatesPeers who are trained to assist with socialization interventions by initiating or maintaining social interactions with students with autism. peer confederatesPeers who are trained to assist with socialization interventions by initiating

Video Self-Modeling Video self-modeling (VSM) involves making a brief video of the student with autism engaging in a target social behavior. VSM is a variation of video modeling. In video modeling (VM)video modeling (VM)An intervention in which the student with autism views a brief video of a model (another child or an adult) demonstrating a

Self-Mediated Techniques Self-mediated techniques use strategies that involve the student doing something to facilitate the use of target skills. For purposes of this discussion, the self-mediated techniques we present are self-monitoring and video self-modeling. Self-Monitoring Self-monitoringSelf-monitoringA self-mediated socialization intervention in which a student is taught to systematically record each time a target behavior is performed.

Ms. Jacobs Uses Antecedent Prompting Remember Ms. Jacobs from Vignette 7.1 ? In addition to directly teaching social skills, she also uses antecedent-prompting procedures with each of her students. To do this, she and her paraprofessional, Ms. Rogers, accompany their students to activities that involve social interaction with peers and adults without disabilities. In these