In one sentence, describe what the following article is about: Many autistic children feel more engaged when their favorite things are incorporated in a lesson, and they tend to enjoy it more. Use their passion to your advantage when teaching. For example, if a child loves cars, use toy cars to teach geography on a map by "driving" the car to different states. Many autistic children have difficulties being attuned to emotion, motivations, and other social cues that are instinctive among non-autistic children. They care about others' feelings, but don't always understand why people feel how they do. Explicitly and clearly explaining social nuances can be helpful as they can be confusing to many autistic children. Most autistic children are capable of learning social skills. They may simply need to be told techniques explicitly, instead of picking them up only through observation. Very young children in preschool and kindergarten can learn simple tasks like color discrimination, letter discrimination, or answering "yes" or "no" to simple questions by observing their peers engaging in these tasks. During centers or group work, consider pairing an autistic child who struggles in a certain area with a child who excels in that area. For instance, if an autistic student struggles with color discrimination, pair that child with a child who excels in color discrimination. By observing a peer perform the task correctly, an autistic child can learn to mimic the targeted behavior. Socially savvy kids can be trained to serve as peer models for their autistic classmates, modeling social skills for interaction such as pleasant greetings, sharing ideas, recommending changes nicely, giving compliments, and talking in a pleasant voice, among other things. Make sure that the child is interested and willing to help first. If peer modeling does not help, it may be a sign that there is an environmental or other barrier (e.g. a noisy environment, an unpredictable schedule, or an untreated anxiety disorder) that is hindering the autistic student's learning. For example, read a story about a child who is sad and point out a frown or tears as examples of sadness to help an autistic child learn how to pick up on emotions. The child can learn emotional and social skills from stories. You can use fictional stories to spark conversations like "What could Kelsey Bunny do when she feels mad?" or "What do you think might help cheer up Prince Jamal?" Some autistic children benefit from a technique known as "social stories", very brief narratives that describe social situations. These stories help them by providing behaviors to model in various situations. Bullying can hinder the development of social skills and may teach the child to fear and mistrust people in general. Be firm if you notice one student mistreating the other. Take reports of bullying seriously and talk to the perpetrator about how this is unacceptable and why they are acting out. Never blame the victim. Comments like "you're being too sensitive" or "this wouldn't happen if you could stop fidgeting" can teach the child to be ashamed of themselves and to avoid seeking help in the future. Even if the autistic child is not the victim, they may pick up on the hostile behavior and become scared or confused. They may also think this behavior is acceptable when it is not. Many autistic children thrive on a predictable schedule, so giving them the security to know what to expect each day is beneficial. If there is not enough structure autistic children may be overwhelmed. Place a clearly-visible analog clock on the wall and tape images that represent the day's activities and the times they occur. Refer to this clock while mentioning the time that activities are to take place. If the child has difficulty reading analog clocks (as a lot of autistic children do), invest in a digital clock that is equally visible. Picture schedules are also useful. Autistic kids can have big emotions and they may not know how to deal with them. Having conversations about healthy ways to handle feelings can help the child later on. Stepping away to take some deep breaths Counting Fidgeting safely Using a calm-down room or asking the teacher for a break (verbally or nonverbally) Instead of assuming that they're choosing to be naughty, assume that something is upsetting them and preventing them from behaving the way they'd like. Maybe they need a sensory problem handled, a social situation handled, or just someone to help them express pent-up feelings. Try to help them label what they're feeling. This helps their emotional development and also helps you figure out what's upsetting them and causing them to act this way. Ask them what would help them feel better. Maybe they need you to fix a problem, or maybe they just want a little attention from you. Validate their feelings and show empathy. For example, "Yes, that must be upsetting that your sweater is so itchy. I know it's not easy to focus when you're uncomfortable. You're allowed to take it off so you can feel better." Praise encourages good behavior and can help with self-esteem. Try to give the student at least as much praise as you give criticism or correction.
Summary: Use special interests to facilitate the learning process. Teach autistic children through peer modeling. Read stories that teach emotional intelligence. Refuse to tolerate bullying. Create a predictable schedule. Talk to the student about good ways to handle difficult emotions. Show empathy to a student who is struggling to behave properly. Recognize the value of praise.

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One-sentence summary -- Create a circle. Make two hexagons and a pentagon on three corners of the ball. Start joining more shapes to the earlier shapes. Complete drawing all shapes of the ball joining each other. Make a couple of overlapping ovals at the top of the circle to form the shapes of the eyes. Insert a smaller oval each inside the above-made eyes to form the eye-balls. Draw a smile of the ball-character at the base of the ball below the eyes. Make three vertical lines within the shape of the smiling mouth joining the top and bottom edges to form the teeth. Draw a couple of paddle-shapes to create the feet of the ball-character detached from the circle. Join a couple of tube-like shapes on each side of the ball to form the arms of the character. Add further lines to the tubes to indicate the hands. Complete the drawing of the gloved fists. Join further regular-shaped tubes joining the bottom of the ball to the paddle-feet to form the legs of the character. Add eye-brows on top of the eyes slightly edging out of the circle and spikes on the shoes with a line for the soles as well. Add the shoe-laces and color the ball-cartoon.

Problem: Article: " You can find this option at the top of the toolbar. " It's the option at the very bottom of the drop-down menu. It's the option on the far right at the top of the menu. It looks like a gear. " " This is the button on the bottom right of the screen. This will check to see if Firefox is your default browser. " If Firefox is not your default browser, you will be asked if you want to change your default browser to Firefox. " After this step, you're all done.
Summary:
Open your Firefox browser. Select "Tools. Select "Options. Select the Advanced tab. Check the box next to "Always check to see if Firefox is the default browser on startup. Select "Check Now. Select "Yes. Click "OK.