During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
Assignment 11 Question 1: Outline procedures for ensuring that Individual Education Plans for pupils are in place and regularly reviewed. Provide examples of the relevant forms, e.g. an Individual Education Plan; review sheets for pupils comments, parent comments and staff comments; record of review. Remember confidentiality. The purpose of Individual Education Plan for disabled children and young people and those with SEN is to ensure they are getting access to the curriculum.
“Focusing on one issue covered in this module, discuss how this issue can give rise to barriers to learning and explore ways in which these barriers may be overcome or lessened by action which should be taken by the class teacher.” Criterion 1 The submission demonstrated understanding of: * The concept of additional support needs * Knowledge of a variety of circumstances that can give rise to barriers to learning and * Makes reference to relevant legislation and policies Education provides the foundation for all children to have a bright future. As educators, we are committed to ensure that all children are able to achieve their full potential, however, for children with additional support, special educational needs or disabilities, many barriers can arise that can hinder their progress. Education is the key to a better future for all our children, and I am committed to ensuring that every child has the opportunity to achieve their full potential. But for children with special educational needs and disabilities, too many barriers can stand in the way of the right education and support. And too often, the help they receive depends on where they live rather than on their own needs.
The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process. A ground floor venue would be the preferred option for those who need wheelchair access. For students that have a disability (such as being blind or deaf, etc.) it may be useful for the student to have learning support whilst attending the classes. Carefully prepared resources can also help with inclusive learning.
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
Discipline with Dignity focuses on three main concepts, which are: the three-dimensional plan, the social contract, and teaching students to make responsible choices (Burden, 2010). This positive discipline method offers a flexible approach for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect, and shared decision-making. Moreover, it helps students to develop a sense of self-esteem and gives them the encouragement and tools necessary for making responsible decisions in their lives, both inside and outside of the classroom. The Discipline with Dignity approach offers
Cognitive Behavioral Intervention Approach Anelyse Belsom Grand Canyon University: SPE 558 September 17, 2014 Cognitive Behavioral Intervention Approach In our public school systems today there are plenty of intervention strategies and approaches to help the needs of students with EBD. These interventions strategies and approaches are not only to help EBD students in the public school system by for those to realize how to appropriately behave outside of school. Self management intervention strategies with Cognitive Behavioral Intervention approach has shown that they are the best to teach students with EBD(Telzrow & Bonar, 2002). In self management students learn how to evaluate how their own behavior and how it effects them and their environment. Along with self management students learn self instruction, self control, self monitoring, self evaluating and self reinforcement(Telzrow & Bonar, 2002).
As educators, it is important to focus on the concept that each student is an individual and deserves a program that is tailored for them. Although this fact is not highly disputed, the route taken to reach this outcome is. The result is the reoccurring debate over how, when, and if to use labeling for students with disabilities. Being aware of the opposing positions is essential to taking a stand with either side or choosing to incorporate both. Continuation of Labels Disability codes were introduced as a way of helping link, organize, and evaluate findings for research and funding.
Foremost among the concerns and of interest to child development specialists are practices of socialization and culturally-relevant educational practices and programs. The basic purpose of the child developmental specialist is to enhance the child’s ability to develop on both social and cognitive levels, including language proficiency. (Goss, n.d.). The NCLB Act addressed the way children with disabilities are assessed. For instance, the Act mandated a change from the overreliance on objective tests to alternative forms of assessment that help students develop their talent (Eisner,
D1- Explain the importance of reflective practice for improving your own performance. D2- Discuss TWO (2) strategies for improving your own learning and performance. C1- Analyse how the main principles that underpin work with children can Page 1 of 16 support the practitioners’ practice in the setting. B1- Evaluate how the recent initiative supports practice within early years settings. A1- Evaluate how the current research can support practitioners’ professional practice.