Monday 15 January 2024

When school’s out, millions of kids go hungry

 When school’s out, millions of kids go hungry

A A record 21.7 million American kids get free or reduced-price lunch during school. But when summer vacation starts, most of them go without this essential, federally funded benefit. Fewer than 4 million kids – or just 18% of those in the school lunch program – are fed through the U.S. Department of Agriculture’s summer food program. While that’s a record number for the 40-year-old initiative, many advocates and government officials say more needs to be done.

B “In the summer, when those school meals disappear, children find themselves hungry and with few options,” said Duke Storen, a senior director at Share Our Strength, which aims to end child hunger. “It impacts their health and well-being and contributes to learning loss.” One of the top hurdles for the summer meals effort is the federal requirement that the kids receive the food at an approved location and eat it on-site. The rationale is to ensure that the children are the ones actually consuming the meals. But it’s not easy for kids to get to the meal sites, especially in suburbia, where poverty is growing. Also, the weather can be a factor, as can violence in certain cities. The increased number of children in need has prompted some local officials to try new ways to reach them in the summer months. They are bringing meals to more locations through buses or trucks and adding activities to draw the kids there.

C Traditionally, the city provided federally funded summer meals at about 70 recreation centers and camps. This year, it launched GrubUp, which will expand its reach to 34 pools, playgrounds, libraries, and other new sites through a food truck. Funded by $90,000 in grants, the truck will also attend festivals and other community events. Oftentimes, it will accompany the Roving Art Cart, which traverses the city offering arts and crafts programs for kids.

D “Where we can find the kids, we are going to take the meals to them,” said Jim Griffin, director of Pittsburgh’s parks and recreation department, which serves up to two free meals a day at most of its locations. Another new activity aimed at attracting and feeding children over the summer is the Kids Cook program, sponsored by the Greater Pittsburgh Community Food Bank. In addition to receiving their summer meal, the children will learn about healthy eating and make treats to take home, such as black bean salsa, banana pancakes, flatbread, and granola bars. It's the first time the food bank has offered Kids Cook when school is out of session.

E Through these efforts, city officials hope to boost the number of children receiving meals by 10% to at least 7,600 this summer. Still, that means only three of 10 Pittsburgh kids in the school lunch program will receive meals over the summer.

Adjusted to (1)

rationale – důvod

boost – zvýšit

 

1) Read the article and match each of the headings to a paragraph.

1 Children in the suburbs are hungry in the summer

2 Meals are offered in the centres and camps

3 Children are taught about healthy diet

4 Still only 30% children will get their meals

5 Introduction

 

2) Read the article and answer the questions.

1 Where do children in need in the US take their meals during the summer?

2 Where do they get food in the summer?

3 What factors influence their starvation?

4 Who helps starving children? How?

5 How many children might be helped by the project?

 

3) Explain the following words and phrases.

1 summer vacation

2 learning loss

3 poverty is growing

4 children in need

5 recreation centers and camps

 

4) Answer the following questions.

Who are children in need? What is the life in the suburbs like? What kind of problems do the people have? Are there any similar places in Jihlava or other towns? Does our school cooperate with excluded localities? How?

 

Source:

(1)

LUHBI, Tami. When school’s out, millions of kids go hungry. CNN Money [online]. 2015 [cit. 2015-09-20]. Available at: http://money.cnn.com/2015/06/22/n

Thursday 11 March 2021

Children with Communication Disabilities Profit from Inclusion into Regular Classes

Children with Communication Disabilities Profit from Inclusion into Regular Classes

A Petr is 10 years old. He was diagnosed with Asperger’s Syndrome at the age of 3. Till that time, he did not speak at all. And any time feeling uncomfortable, he often threw fits of tantrum. Péťa started attending a free-time centre in Třebíč at the age of four instead of preschool, as none of the preschool teachers wanted to accept him to their class. And his school attendance had to be postponed twice, so he started school attendance at the age of 8. Pedagogy-psychological specialists agreed with his mother to apply for a pedagogy assistant with the recommendation to place Petr into a regular school.

B The secret of enhancing language skills of preschoolers with disabilities may be to place them into classrooms with typically developing peers. Children with disabilities significantly develop their language skills over the course of a year, in case they can interact with other children who have good language knowledge. In fact, children with disabilities have language skills comparable to children without disabilities after one year of preschool. They benefit from being surrounded by highly skilled classmates. Children with disabilities have limited opportunity to improve their use of language if they are not surrounded by highly skilled peers them.

C Petr’s mother decided not to send her son to a special preschool. She rather quitted her job and spent the whole day with her son, and they attended a free-time centre together, so that little Péťa could stay in contact with other children on a regular basis. They were involved in many art, therapeutic and speech activities. Petr’s communication skills developed slowly, and when starting school attendance, he spoke fluently. But he still had a lot of difficulties with social interaction.

D Children with disabilities who are included to regular classes with more skilled peers are affected by the skill levels of their classmates. For those children with disabilities who are in classrooms with the highly skilled peers, language scores at the and of the school year are much better than those of children with disabilities who were placed to special schools. Other benefits of school inclusion are development of a positive understanding of themselves, development of friendships, enhancing empathy, and sharing knowledge and information.

E Nowadays, Péťa is attending the third class. He does not need an assistant anymore. He has the best school results of all children in the classroom. Moreover, his dream is to become a university professor. And on top of that, he has superior knowledge of maths, loves reading encyclopaedia, and learning English.

Adjusted to (1)

 

1) Read the article and match each of the headings to a paragraph.

1 Benefits of preschool education

Petr’s preschool education

3 Petr today

4 Pre-schoolers with disabilities should attend normal preschools

5 Petr’s case

 

2) Read the article and answer the questions.

1 What does the article refer to?

2 Who is Petr? What are his problems?

3 What is written about Petr’s preschool education?

4 What are the benefits of inclusion?

5 What is written about Péťa’s life today?

 

3) Explain the following words and phrases.

1 Asperger’s Syndrome

2 typically developing peers

3 limited opportunity to improve their use of language

4 art, therapeutic and speech activities

5 development of a positive understanding of themselves

 

Source:

(1)

FRAŇKOVÁ, Ruth. Future of almost 500 children unclear after charity crisis. Český rozhlas [online]. 2015 [cit. 2019-04-14]. Available at: http://radio.cz/en/section/curraffrs/future-of-almost-500-children-unclear-after-charity-crisis

 

Network of excellence to improve services for children, youth with complex mental health needs

Network of excellence to improve services for children, youth with complex mental health needs

A The Educational and Psychological Counselling in Jihlava cooperates with regional schools to improve services for children and youth with complex educational and behavioral needs. It focuses on diagnostic, therapeutic, reeducation, counselling and methodological activities for children and youths from 3 years to the end of secondary school, eventually higher professional schools, their parents and teachers.

B “We focus on assessing the prerequisites of children, pupils and students, not only when there appears to be a problem in the development of the child’s dispositions, but also when a certain acceleration in the development of skills or inequality can be expected,” the social worker Iveta Vrbková said. “We advise on how to work with children, how to develop them, what to offer. All this is not only in connection with schools, but with the whole development period and health of the children and adolescents.” The goal is to enable these children and youth to reach all possible services they need, and enable the services available in the community. “The objective is to engage youth, families and communities in working together to boost children’s educational abilities,” Vrbková explained.

C “Under the agreement with the parents, we also agree on individual steps with pupil’s teachers. We help solving difficulties also in other areas, as upbringing problems, starting school, connection with some diseases, family situation, selection of suitable employment, etc.,” Jarmila Prošková, director of the Educational and Psychological Counselling in Jihlava, said. “The aim of our institution is to help children, youth, and families develop strategies to improve prevention and early intervention, as well as treatment and services. To truly transform kids’ problems in educational area, we need to all be rowing in the same direction – children, families, and schools.”

D Meanwhile, the centre is issuing a request for enlarging the centre for children and youth with educational needs. Our centre helps assess and develop educational plans so that education delivered within all schools in our Region is as effective as possible. “We also offer further professional psychological or special pedagogical guidance, therapies and reeducation, individually or in a group, or in cooperation with the family. We provide full-consultations and advice. We offer one-off and repeated meetings, again as needed,” Vrbková said. “We organize consultations, lectures, discussions, seminars in schools, we work with classes focusing on the development of children’s social skills.”

E The centre works with a wide scale of groups. They have programs of individual reeducation, programs for preschoolers, preschoolers with the need for increased care, children with learning difficulties, groups where children can develop social skills and graphomotor development groups. Vrbková said: “Further, we provide relaxation programmes for children, family and individual therapies, we want to provide a continuum of educational and counselling services that best responds to children and youth with educational needs.”

Adjusted to (1)

 

1) Read the article and match each of the headings to a paragraph.

1 Prevention and early intervention are important

2 Introduction

3 Cooperation with families and schools

4 Target groups and programs

5 Offered activities

 

2) Read the article and answer the questions.

1 What is the Educational and Psychological Counselling?

2 Who is Iveta Vrbková?

3 Who is Jarmila Prošková? What does she say?

4 What does the centre offer?

5 What groups do they work with?

 

3) Explain the following words and phrases.

1 Educational and Psychological Counselling

2 acceleration in the development of skills

3 develop strategies to improve prevention and early intervention

4 children and youth with educational needs

5 individual therapies

 

Source:

(1)

Network of excellence to improve services for children, youth with complex mental health needs. New Nouveau Brunswick Canada [online]. 2013 [cit. 2019-04-14]. Available at: http://www2.gnb.ca/content/gnb/en/news/news_release.2013.12.1280.html