Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
The Code of Practice suggests that children and young people and young people who are described as requiring School Action or School Action Plus provision or have a Statement of Special Educational Needs (SEN) should have an Individual Education Plan (IEP). • An IEP is a tool to help plan for meeting the SEN of children and young people/young people and to help in teaching them effectively the emphasis is placed on the involvement of parents/carers and children and young people/young people. The Code of Practice identifies the information an IEP should contain: o The short term targets set for or by the children and young people and young people o The teaching strategies to be used o The provision to be put in place o When the plan is to be reviewed o Success and/or exit criteria o Outcomes (to be recorded when the IEP is reviewed) • IEPs should focus on: o Up to three or four key individual targets set to help meet the Individual children and young people and young people needs and particular priorities. Targets set in IEPs will largely relate to curriculum objectives: communication, literacy, mathematics, and all aspects of behaviour or physical skills. Targets can be set to meet more holistic objectives, such as the development of independence skills.
The next part of the essay will look at how practitioners in schools and in the field of social work can improve their communicative relationships with the children they work with. When communicating with children there various ways in which to do so, such as, verbally, non-verbally - through body language, gestures, facial expressions and eye contact. It is important to remember that when adults are not directly addressing the child and are communicating with a different child or adult in the same setting, other children will be absorbing the information sent out and will be learning and developing there own understanding of how to communicate appropriately with others. (The Open University, 2008) To allow communication to take place with a child who has a disability the key worker needs to be fully aware of the child’s needs, in order to know how best to communicate with them. At my place of work we are often signed up to one to one work with children we have not worked closely with before.
This assignment discusses the issue of inclusion within the mainstream school setting. It also discusses the impact it has on teaching English and literacy and the effects it has on the role of the teaching assistant. During this assignment as inclusion is based upon such a broad range of special educational needs I will be paticualary focusing on and relating to children with visual impairments. It is universally recognized that, when children come to school, there is a wide gap between those who are best prepared and those who are least prepared for school (Donaldson M 1978) it is our job to help close that gap. What is meant by inclusion?
In the essay, the rationale of child assessment will be delved into as well as factors that affect the assessment process. Developmental assessment is “A process designed to deepen understanding of a child’s competencies and resources, and of the care-giving and learning environments most likely to help a child make fullest use of his or her developmental potential. Assessment should be an on-going, collaborative process of systematic observation and analysis. This process involves formulating questions, gathering information, sharing observations, and making interpretations in order to form new questions” (Greenspan & Meisels, 1996, p11). The above quotation captures what developmental assessment encampuses.
As defined by the American School Counselors Association (2010), the professional school counselor has numerous roles when addressing the population of students with disabilities. These roles are identified as advocacy, transition planning, behavior modification, counseling parents, making referrals to specialists, improving self-esteem, working as part of the school multidisciplinary team, teaching social skills, and serving as consultants to parents and school staff. There are many hats the professional school counselor must wear, however it is important to note that an efficient school counselor executing an effective comprehensive school guidance program will be implementing these responsibilities in collaboration with school administration, staff, and parents. In collaboration with other school staff, school counselors must search and serve, that is, they must be capable of identifying and promptly serving students who
Education and Learning Programs are offered in schools or other learning centers. They focus on learning and reasoning skills and “whole life” approaches. Many of these programs are based on the Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) approach. Programs like TEACCH use visual supports and arrange the classroom in ways that are easier to manage for a child with ASD. Other programs are classroom- or center-based and use “applied behavior analysis” (commonly known as ABA) strategies like positive reinforcement.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
Should schools be concerned with parental/home involvement? Introduction This assignment will look at the importance of parental involvement in schools and their child’s education and two of the main areas concerning communication between parents and schools. Firstly, this report asks the question is parental involvement important? Secondly, school reports are considered with an analysis of their effectiveness as a means of communication and thirdly parents’ evenings as a forum for discussion and encouraging parental involvement. This report is going to explore the perceived problems with the current systems with a review of relevant literature and a brief look at what can be done to encourage parents to become more involved in their child’s education.