Liaise with other external professionals with may come into contact with the pupil i.e. Physio, speech and language. | Teachers | Deliver curriculum, class responsibility. Plan and assess work, consult with parents and teach differentiation. | Support Staff | Plan and support work with the teacher.
| Witness Testimony(to complete in school) | | 2. Understand the impact of prejudice and discrimination on children and young people. | 2.1. Explain ways in which children and young people can experience prejudice and
What type of grouping is used within classroom? 10 How do you differentiate between the students within the gifted class? 11 What do you do to motivate the unmotivated gifted students? 12 What is the process for removing a kid from the gifted program? 13.
Members will seek to determine their limits and acceptable behaviors within the group (Robbins & Judge, 2012, p. 275). It is apparent that many of the candidates for the development team hold a variety of different positions and views about parent involvement in program development. Many can agree however that there is a strong need for change within the public school system. These differences of opinion will begin to emerge during the forming stage. Once the development team candidates are selected and have gone through the forming stage, they will begin to experience intragroup conflict.
Causal Factors and Models of Interventions of Students with EBD Causal Factors and Models of Interventions of Students with EBD Kanousha Burton Grand Canyon University: SPE 558 December 20, 2011 Causal Factors and Models of Interventions of Students with EBD The term emotional behavior disorder has very different meanings and it can be difficult to determine which suits the term best. Aside from the different meanings there are various factors that could have caused this disorder. It had to take observation, evaluation, research and facts to determine what causes this disorder in children. The disorder may result from biological factors, cultural factors, school and family. Examining and looking closely into
Wiley, A., Siperstein, G., Forness, S., & Brigham, F. (2010). School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance. Journal of Child & Family Studies, 19(4), 451-461. doi: 10.1007/s10826-009-9316-4. This article studies the different social and behavioral characteristics of students with Emotional Disturbance in the public schools and how it may impact special education effectiveness. I was interested in this article so I could further my knowledge of the social and behavioral characteristic of students with emotional disturbance because I wish to work with emotional disturbance children once I complete my Masters of Education.
Parents of English Language Learner (ELL) or English as a Second Language (ESL) students have significant communication challenges impacting their lives. Imagine how different your life would be if you spoke no English, and your child was in charge. Social cultural influences effect how all people interact with one another. Children raised in the dominant culture understand what type of behavior is expected in school and other social situations. At home families' traditions, discipline styles, attitudes toward education, and prejudices are very different.
Information gathering Skills Activity 1.1 I used the following key words when searching for my article * Learning disabilities * Types of learning difficulties * What levels of support is needed with learning difficulties * Autistic spectrum disorders * Attention deficit hyperactivity disorders * Problems faced developmental problems associated with AD/HD * Developing teaching relationships with AD/HD diagnosed child * Peer relationships and learning difficulties * Difficulties faced by someone with AD/HD in developing peer relationships The articles that I found were * Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD ( (Houghton, 2008) From this article I chose the following two articles *
Feenstra (2013) also states in our textbook: "That ingroups are groups that you might be a part of, and out groups are groups that you may not identify with." (pg. 6.2) As we grow up, there comes a point in our lives where we all have dealt with prejudice people, stereotyping people and people that may have discriminated against you. In this paper I will discuss these issues and the consequences of each of their behaviors in the social world. Being prejudice can be described in two different forms.
Secondly, it will talk about the three parties involved – the bully, the victim and the bystander and it will explore some issues of concern for these three parties. Thirdly, this essay will look at some of the ‘core-beliefs’ that help create a bully and a victim. Fourthly, it will explore the issues that are important for the counsellor when working with this issue, these will include; using C.B.T. with bullies and victims, the influence of school culture and policy and the need to include whanau and teachers. The essay will finish with a conclusion summarising all of the points covered.