Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
The article is review of research done on the impact of shared decision-making as an effective tool to empower and collaborate with a team required to support the progress of students with special needs. The article recognizes the law within the Individuals with Disabilities Education Act (IDEA), which requires that students with special needs be placed in the least restrictive environment in which they are able to progress successfully in the school setting. Recognizing the law of IDEA, the article presents that a key to making the inclusion process successful is to have shared decision-making. That realistically, where the general education teachers are brought into the decision-making process at the end of the inclusion process, those teachers must be included at the beginning.
As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners. 2. Promoting equality and valuing diversity by understanding of creating a differentiation of all students, each individual are / students are different and have to be treated equally. 3. Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training.
Current Issues Summary and Response Matt 12/12/2010 Intro As a future special education teacher one of my jobs will be to keep up-to-date on current issues in the education field and let my parents know about any helpful development on these current issues. It is important for teachers to keep tabs on new developments that could be useful to better their understanding of education as a whole. There are a plethora of current issues involving special education. These issues range from more controversial to less controversial. Some of the more controversial issues are the use of tests to place students into special education, how should we grade students with special needs and how to discipline a student who is in special education.
Better alteration, solutions Since the stabilization of school administration of NISB, members of the school are considering potential enforcement of school uniforms. NISB is in the process of adopting curriculums and teaching methods of neighboring international schools and therefore reconsidering the enforcement of school uniforms. However, according to Key (2007), school uniforms do not provide significant improvements in both academic achievements and behaviors of the students but act as burden for numerous parents and violate certain rights of students. Hence, school uniforms should not be enforced in NISB for further improvements and benefits of the students. When it comes to legal issues, dress code and school uniform policies violate students’ rights and freedoms of self-expression.
A critical evaluation of an aspect of the inclusive practices, evidenced in the case study (which will be provided), with specific reference to your own practice during school placement and your wider reading? Our understanding of diversity is broad – it encompasses gender, race, age, disability, cultural background and so much more. Inclusive practice is understood to be attitudes, approaches and strategies taken to ensure that students are not excluded or isolated from the learning environment because of any of these characteristics. As a teacher, my role is to ensure that all students feel welcome, accepted, safe, listened to, valued and feel confident that they can participate in all activities. Every child should be given every opportunity
The inclusive educational provision needed to meet the individual needs of children with SEN goes beyond that of normal educational provision of children without these additional needs and this is where is work of teaching assistants, HLTA’s and other colleagues alike play an important role in support and ensuring that these children extra educational needs are met. Q2. Summarise the key points of the SEN Code of Practice 2001. The SEN Code of Practice was issued by the Department of Education in 2001, it sets out processes and procedures that institutions that are government funded must meet and also it ‘provides practical advice on how to deal with SEN pupils, it is designed to help LEA’s, schools and early educational settings to make effective decisions regarding children with SEN, it does not tell these bodies what to do as it would be inaccurate for each individual case’ (DfES 2001). The aim of the code is to ensure that every child with SEN reaches their full potential within the educational environment, to identify their needs early and to monitor their progress toward identified goals.
For example it provides special education teachers and those the different assistive technologies preparing to become one. It also provides a list that are available for special need students. of professional course developments and IEP tools. Council for Exceptional Children http://www.cec.sped.org Council for Exceptional Children This website works to improve the success that http://www.cec.sped.org special needs students have in education. It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator.
Multiculturalism’s Five Dimensions Dr. James A. Banks on Multicultural Education The article presents the five dimensions of Multicultural Education, and how teachers can help transform the world by giving equal opportunities to all students and create positive racial attitudes. New information and relevancy to my personal life - As many teachers I thought multicultural education is mostly a matter of content integration and the extent to which teachers use content from a variety of cultures and groups to illustrate key concepts, principles, and theories in their subject area. In certain subjects, like social studies, there are more opportunities to integrate ethnic and cultural content, so it is difficult to see why learning about multicultural education would be relevant to all teachers. After reading the article I understand that content integration in the curriculum is only the first dimension of multicultural education.
2. The strength of these philosophies lies in the fact they are all student centered approaches to teaching and learning. I most appreciate the prescriptive nature of the philosophies meaning that they all are attempting to increase learning and decrease behavior issues by establishing roles, routines, and norms of a classroom. I think if I can actively utilize the approaches above, I can create the type of environment that is helpful to both students and still be a place I want to work in. I do not expect that I can do it all the first year, but maybe over time I can bring in more research based applications of classroom management.