Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how? we can provide for diverse needs (Spandagou, Lecture 2), also Standard 1 of the Disability Education Standards (2005) identifies the need to know our students and how they learn, thus the need for personalised learning plans. The IPAA is an incredible framework, a reflective tool to assist teachers in achieving an inclusive approach to education, teaching and learning which helps to achieve standards 5 & 6 in the Disability Standards for Education (Florian, 2014, p.293). I agree with Foreman (2008) in his argument for inclusion as a concept which extends beyond the immediate environment and education to society itself. It is not ignorable the fact of discrimination and unsettlement of people around others with disability and lack of education about various disabilities and additional needs is concerning.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
Accepting shared responsibility by knowing what our role is and what’s expected of us is very important, following recognised procedure and understanding shared values all promote good relationships. Educational values such as school Mission Statements and classroom Golden Rules helps all of us to promote a positive learning environment in the school. It is very important to have a good relationship with someone as they could help with disputes or disagreements, when they arise. Treat people how you expect to be treated, treat people as an equal and positively to promote effective communication. 1.2.
E1 Children Act 1989 The Children Act 1989, was implemented on 14 October 1991, it Introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. It is concerned with families, fostering, child-minding, and day care provision and schools. The Children act 1989 is particularly important because it emphasises the importance of putting the child first. From reading the act I found that in summary, the Act states that: * What is best for the child must always be the first consideration. * Whenever possible children should be brought up by their own family.
Multicultural Theme Unit Tiffany Green ECE405 Instructor, Carlee 4/13/2011 In early childhood education it is so important to provide for individual differences adequate learning experiences for our young children especially when teaching a multicultural classroom. We must allow our children to group the concept that we are all different, we are all alike, and we are all capable of learning. Multicultural education means that early childhood education professionals include, accept, and respect each child as an individual. It means that we recognize what each child values and hold dear, and then build those things into the daily life of the early childhood program (York, 2006). The material that can be use for my preschooler, for multicultural education is music, number, nursery rhymes, online activities they all can be use for the preschool program.
They should encourage through example, be truthful and polite while encouraging children to have relationships based on the kindness and understanding of other children within the school B) Although often referred to as the same thing, the ethos and mission of a school are very different. The mission is the overall intention of a school and based upon what the school intends to achieve in a more physical and academical way, as set out by the head teacher. This is usually seen as the school motto when you enter the school. The ethos is more related to the feelings and beliefs of a school. These should be recognised upon arrival of the school environment.
They ensure that all the children in the school understand clearly how they are expected to behave in a kind and considerate manner and also encourage them to learn in a positive environment. The policies include guidance in two areas Promoting appropriate behaviour in the children and discouraging
My Educational Philosophy is to educate the whole child. So my Philosophy is that of an Idealist, and somewhat of a Realist. I believe each child is a unique individual who needs a safe, loving, and stimulating environment in which to grow and mature mentally, intellectually, spiritually, physically, and socially. (Metaphysics) It is my desire as an educator to inform, tutor, to educate occurrence, ideas, and generally awaken student’s creative expression, giving them all the knowledge and tools they need to learn. In order to accomplish this, I would have to act as a guide for each of them, allowing their natural inquisitiveness to direct his or her learning, giving the opportunity for achievement, the giving of challenging responsibility, along with the growth in stature and peer recognition should all be appropriate, worthwhile, offered sincerely and done in public, for example; the teacher’s individualized goals for the child, the child’s goals for him or herself, and the family’s goals for the child, which will then promote
Even in the young grades, teachers need to relate the content in which they are teaching in every way possible. Authentic instruction is a wonderful strategy to use in the classroom, to show students the importance of the content at hand. Along with authentic instruction, teachers can use various strategies to help the students organize their thoughts and the information they have read. Authentic instruction is often defined by teachers and preservice teachers as being interesting, motivating, fun, relevant topics (Duke, Gates, Hall, Tower, 345). Simply this is a
The constructivist theory of learning has two strands child’s prior knowledge identified by Piaget and social engagement identified by Vygotsky. McGuigan (1997) argues that science understanding is acquired actively not passively and that the constructivist approach is the best way to teach children about the misconceptions in science. McGuigan (1997) also describes that the science learning process should be supported by the constructivist approach of the scaffolding theory based on the work of Vygotsky through a five phased approach. The five phases consist of the following planning of science suggesting that teachers need to base these on children’s ideas and be prepared to fine tune plans for children interests as well as planning the learning objective. The context in which science is taught should allow for exploration of materials to initiate children’s ideas