Write an article based on this "Ask yourself whether the goals involve accommodation or assimilation. Consider if the therapist controls your loved one's affect. Consider whether the therapist is fighting or accommodating the autistic person's brain. Evaluate whether learning communication is treated as an essential skill, or a performance to please adults."
article: The UN states that disabled children have a right to preservation of identity, i.e., to be themselves even if it means looking autistic. Research has shown that autistic people who attempt to "camouflage" their autism are at significantly higher risk of suicide. A good therapist will value the person's individuality and mental health by allowing and encouraging them to be different. They should not try to remove autistic behaviors or characteristics like... Most stimming (You may hear phrases such as "quiet hands" and "table ready" to indicate suppression of stims.) Toe-walking Avoidance of eye contact Introversion or a desire for a quiet social life Other quirks (Fitting in should be a personal choice, not forced by others.) Some therapists train autistic people to show facial expressions or body language that suggest happiness, regardless of their actual feelings. All people need to be able to express their feelings. No one should be pushed to smile or act happy if they do not feel happy. Dog trainers consider dogs that have been trained not to growl or show aggression as "time bomb dogs" that are likely to attack seemingly "out of nowhere." This is because stopping a dog from acting out will not stop the fear and anxiety that caused the dog to act this way. Similarly, training a child to bottle up their distress is likely to turn them into a "time bomb" of anxiety and aggression. It may make their meltdowns more intense and unpredictable. Children should not be treated worse than dogs. Hugs and kisses should not be trained or pressured, even if it means hurting feelings. The right to set boundaries is important in arming your loved one against sexual and emotional abuse. A bad therapist may try in vain to make your loved one not be autistic; a good one will seek to work with them so they can grow into a happy and capable autistic adult. Therapists should focus on helping the person become a happy autistic person, not a non-autistic one. Good therapy goals might include... Building emotion regulation skills Finding comfortable and non-harmful stims, instead of extinguishing all stimming Finding ways to accommodate and alleviate sensory issues Gaining social skills in a friendly environment; these include assertiveness as well as making friends Discussing and working on your loved one's own personal goals Communication should be considered more important than verbal speech (including both behavior and AAC). Beginning vocabulary should focus on basic needs instead of parents' feelings. Words such as "yes," "no," "stop," "hungry," and "hurt" are more necessary than "I love you" or "Mommy." Behavior should be respected, even as someone is learning to communicate via AAC or speech.

Write an article based on this "Use objects to demonstrate how addition works. Group children and use their bodies as human "manipulatives. Consider having children create their own manipulatives. Employ game pieces in new ways to create addition games. Count with coins."
article: Children respond well to visual tools that help them understand addition concepts. Any easily handled object may be used, from beads or blocks to Cheerios. Start with a small number of items and use a variety of tactics to demonstrate number relationships: Give the child two small groups of items -- say, a group of two blocks and a group of three blocks. Have the child count the number of blocks in each group. Have the child combine these two groups of objects and count the total number of blocks. Explain that he or she has "added" these groups together. Provide a set number of objects -- six Cheerios, for example -- and ask your child how many ways he or she can combine groups of Cheerios to make six. She might create one group of five Cheerios, for example, and one group of one. Demonstrate how you can "add" to a group of objects by stacking. Start with a stack of three pennies, for example, and add two more to the stack. Ask your child to count how many pennies are now in the stack. " In a classroom setting, take advantage of your young students' need to move around regularly by using them as human manipulatives. Utilize tactics similar to those you'd use with objects to group and combine students and have them count themselves in different configurations. (Stacking students is not recommended!) Use modeling clay to create manipulative objects, or combine your addition lesson with an art lesson in using scissors to create a collection of paper shapes. Dice lend themselves easily to beginning addition games. Have students roll two dice and practice adding the resulting numbers. You may also use playing cards or dominoes. When working with groups of students with varying abilities you may tailor this game to provide an extra challenge for quick learners. Instruct them to add the results of three or more dice or playing cards. Use money to practice adding ones, fives, tens, and even intervals of 25. This tactic teaches money skills in addition to addition, and has the added benefit of demonstrating the practical advantages of learning addition.

Write an article based on this "Now that we have Java downloaded and installed you need to download Windows 7 Beta from Microsoft."
article:
It may take several minuets to download, just minimize.(DON'T FORGET TO WRITE DOWN YOUR SERIAL KEY!)