Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools and other organisations to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme. Schools must encourage participation in all aspects of school, eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 Makes it unlawful for education providers to discriminate against special educational need or disability.
Those parents have to stay vigorously involved in schooling their kids. Surely the obligation to ensure our nation’s future must be shared also by those who don’t have children in the public schools. Those people who should take an interest in the students that will eventually be stepping into the workforce. They should be developing work-study groups, internships and job placement banks that they can recruit and develop to be successful. Evidently, the tasks of educating our children nowadays are a lot more difficult than simple examinations and easy solutions.
Conformity vs. Individuality State education and student individuality are what causes much tension in public schools. Schools want to achieve the same goal of producing a good student, but through what means? Are mandatory classes going to teach students to think for themselves of how to blend in with conformity and obey authority? It is in the schools best interest to balance these ideas and not lean towards only one, and not have a school only based on conformity or individuality, but should balance both. Mandatory classes are used to set a basic system and to set standard classes for everyone, since everyone must learn the same things such as math, reading, and science.
Evaluate the effectiveness of business information and its communication as key contributors to the success of an organisation, using examples Llantarnam School Verbal Verbal is one of the key factor of business information as it can make communication a lot easier and quicker to understand and there will also be a less chance of misunderstanding a set of instruction than other type of communications. Some of the communication used in schools are interview, telephone conversations. Llantarnam School uses verbal communication in many occasions like assembly where teachers speaks to the students delivering important messages by face to face conversations. I personally think this is the best way to communicate but there are many problems of this communication like language barrier where I myself sometime find it difficult to understand what teachers are saying as English is not my primary language, the person who you want to talk to might not be present. Written communication This communication is also used very often in Llantarnam School.
In this assignment I will be writing about the importance of promoting equality and diversity in work with children and young people. I will give examples of how equality and diversity are promoted in my school. I will look very carefuly at the school policies to see how the school addresses these issues. Assignment criteria 1.2 To the school and the whole school environment should have an access every child. Children should have ensured the highest level of education tailored to their individual needs.
I have chosen to compare and contrast John Dewey and Nel Noddings views on their educational goals, a social justice curriculum, liberation education, issues of standardized testing and the effects on students and teachers. Dewey’s main educational goal is that education should have two sides: social and psychological. His evaluations are based on how the child interacts with society and how he/she contributes to the good of society. Dewey was the first one to say we need to look at the students to decide how to teach, a modern-day form of ‘differentiation’. He believed that all students should have the opportunity to take part in their own learning.
In tier 3, schools guarantees that all students in need of intensive support would receive this help in addition to core instruction and not in place of it. The authors believe Response to Intervention (RTI) is “our best hope for giving every student the additional time and support needed to learn at high levels” (Burns, Appleton, & Stehouwer, 2005). However, the article reference misconceptions the school and teachers have concerning the implementation of RTI and how RTI will benefits the students versus creating extra work. Therefore, the schools “are implementing RTI from a compliance perspective, doing just enough to meet mandates and stay legal. For some schools, their efforts are driven by a desire to raise test scores” (Buffum, Mattos & Weber, 2010).
The American grading system may not be flawless but it is crucial to the development of all students. Pursuing this futher, when a child first starts school grades are a foreign concept to them. Usually by the time students reach second grade, the idea of earning a certain mark for different levels of workmanship
I would help the child to see that just because their parents and grandparents are education to a certain extent, doesn’t mean that’s how it has to be for them. I would encourage them to set their own goals and to work toward creating their own identity. Another way that I would help these students overcome generational poverty is to help them set goals, both short term, and long term. I would help them set some serious goals for their life and for their education in hopes that those goals will stay in their mind and push them to work as hard as they can to be successful and overcome the life that generations before them have laid out for
The stability in the classroom is necessary to meet basic needs of students. I believe firmly that if basic human needs are not met then there is no hope for curricular learning to take place. The student needs to be comfortable to learn. To correct a behavior that is already in progress prevention can also be a method of attack. The key is to discover the antecedent and change it, remove it, or take action to create a new one.