ANALYSIS OF PARENT – TEENAGER’S COMMUNICATION ON SEX EDUCATION AMONG SELECTED PARENTS IN ABEOKUTA, OGUN STATE

The study examined the impact of parents – teenagers’ communication on sex education. Three research questions were generated for this study. The study utilized a purposive sampling technique to select 246 parents in Abeokuta Metropolis. Results indicated that 59.8% of parents disagreed to discussing sex education with their children until they are fully matured, 76.8% of the parents wait for the right mood of their teenagers before giving them sex education and 63.7% of the parents reported that their teenage child find them boring whenever they want to give them sex education. It was recommended that parents should endeavour to be a friend to their children even before their teen years so as to enable an effective parent – teenagers’ communication.

Managing Mistakes and Misbehavior: When Teaching and Reminding Aren’t Enough

By the second year, Laura realized she needed a stronger response to hurtful behavior. She often tried to help misbehaving children see and understand the harm they had caused, firmly requesting that the offending child find a way to repair the harm. She used empathy, restitution, and moral reflection when responding to hurtful misbehavior. However, most misbehaviors happened because the students lost focus momentarily or let their self-interest get the better of them. In such instances, a simple reminder to pay attention or quite fooling around was enough. For repeated misbehaviors, Laura had her students write a reflection on their behavior for later discussion with her. Some misbehaviors were so serious that Laura sent students to another classroom with a work folder or to the office. In such extreme cases, Laura followed up with renewed efforts to build trust and help the student reflect on the misbehavior.

Response to Intervention and Child Find: A Legally Problematic Intersection?

This article provides a systematic and impartial analysis of the law, including hearing and review officer as well as judicial decisions, specific to the intersection of response to intervention (RTI) and school districts’ ongoing affirmative obligation of child find. The results reveal that this intersection has not been the subject of particularly frequent adjudication and that the majority of the rulings have been in favor of school districts. At a more nuanced level, however, the analysis suggests that the outcomes of such litigation depend on various factors, including the effective implementation of RTI with overriding attention to the two defining dimensions of child find—reasonable suspicion of eligibility and reasonable period for evaluation. Finally, the applicable legislation, regulations, and case law thus far is relatively limited in the scope and specificity of its prescriptive requirements, leaving ample latitude for prudent professional discretion.

IMPROVING LITERACY SKILLS THROUGH THE LEARNING MODEL CHILD FIND IT IN CLASS IV SDN CIBEBER 1 CIMAHI

The research titled improving literacy skills through the learning model child find it in class iv sdn cibeber 1 cimahi based on the reduction of children ability in literacy skill in class IV. The method used in this research is Mix Method method (mixed qualitative and quantitative method) by comparing the learning outcomes of children before and after treatment. This research was conducted at SDN Cibeber 1 in South Cimahi District, Cimahi City. The results of this study is the increased ability to speak children as much as 70% after being given treatment find it. This shows that finding it can help improve children's literacy skills.