A wide range of students often struggles to make academic and/or social progress and will require the supports or accommodations provided with inclusive programs. According to the evidence available, all children are said to benefit from the inclusive education program. Inclusion is beneficial for many reasons. It allows the students to develop newly established strengths with appropriate expectations for each of the students. The students also become able to work on individual goals while also participating in the classroom community with their peers.
Projects such as the Effective Provision of Pre-School Education (EPPE) and Peers Early Education Partnership (PEEP) have been instrumental in highlighting the long term impact that high quality early years provisions can have on young children. “Communication in childcare is the one of the greatest ways to provide the best care for the child on both ends - for parents and providers. Not only is this the best way to provide the best possible care for the child, but it makes for a great relationship between parents and providers” http://www.myparentime.com/articles/articleS198.shtm Training and Development Practitioners have many teaching responsibilities to children, families and professionals. Using training and development helps to develop the skills, attitudes and practices of a competent teacher. It helps practitioners to provide new ideas and thoughts about practice and to feel confident about areas of work or knowledge that needs updating.
A critical analysis of the information provided in the ‘Gifted and Talented’ presentation The PowerPoint under discussion provided information regarding the potentially overlooked issue of offering inclusive education for children with gifted and talented attributes. This piece will critically analyse the ways in which authors may define the term ‘gifted and talented’, and the consequent implications on practice. When defining gifted and talented attributes in the context of education, some may suggest that this term encompasses pupils who achieve, or have the potential to achieve, at a significantly advanced level of the average for their year group (DfEE, 1999). The extent to which, and the curriculum areas within which, pupils must excel to achieve gifted and talented status may be disputed, with some arguing that every individual has an area of expertise that they achieve well in. Gardner’s () theory proposed a minimum of seven distinctive types of intelligence, and suggested that gifted and talented people may demonstrate exceptional performance in one or more of these kinds of intellect.
Help Improve Own and Team Practice in Schools 3.1 – 3.4 I believe team work is important in any work place but especially in a school setting as primarily, it is for the benefit of the children. Working well in a team will ensure the entire school runs to its full potential, which will then make sure everyone achieves excellent results, which will fuel positivity and a willingness to strive to work harder and better, for the children. There is a lot of organising and work to be carried out to run an effective and efficient setting for children to learn, grow and play in. It is very easy to get caught up in one task at a time but in reality, the more organised we are with our planning and communication skills the more we are able to work together to identify tasks which need to be completed and offer a quick and easy solution. There are set tasks I do every day such as setting out the book boxes for the children to change their reading books for homework daily and putting out their name cards so they take responsibility for locating their name cards when they arrive in the morning and putting them on the name board.
The Early Years Foundation Stage (EYFS) (DCFS 2008) states that high quality provision is a continuous process which: improves outcomes for children through high ambitions and effective practice; offers personalised learning, development and support; builds the base for future success and involves parents in children’s learning and development. It could be suggested that practitioners in early years settings hold on to the EYFS (DCFS 2008) and its outcomes for children therefore the quality of provision should follow. Recent research (Sylva et al. 2003) proposes that quality could be understood as a set of measurable characteristics. Stokes and Wilkinson (2007) demonstrate difficulty of measuring quality consequently it could be argued that it is complicated to measure the quality of early years provision.
Early childhood is a time of tremendous opportunity for active exploration and for interpreting this experience (NCCA, 2004, p. 32). In order to make sense of the world, baby, toddler and young child learn best when they are actively involved in their own interests and goals through first hand experiences. For preschoolers, learning is not just about adhering strictly to pre-set curricula outcomes;
Breaking students into groups based on their known Zone of Proximal Development and allowing them to do tasks that have been tailored to their individual levels would be productive. Children would achieve maximum productivity, as well as feel equal and accomplished within the lesson. If activities are altered to encourage success for the students, they are more likely to approach on the next task with the belief that they can do it, and therefore have a higher success rate (Schunk & Miller,
This is supported by Cheminais (2003) who highlights that partnerships between mainstream and special enable both parties to learn from each other by offering great support and diversity to all pupils, enabling pupils in mainstream to develop greater awareness and understanding of such diverse needs, offering flexible pupil placements for those who need them, the sharing of resources/facilities, a more effective curriculum delivery through helping mainstream partners to implement inclusion policies and make effective use of teaching and non-teaching expertise. Interestingly Ainscow et al (1999) cited by Cheminais (2003) describe the process of partnership working and how developing such links can be useful for creating a positive role for special schools in supporting the deep changes in attitudes and practices that are needed to move towards greater inclusion. Ofsted (2001) supports this by recommending that the DFES continues to work with schools and LEA’s to ensure that mainstream schools have the ability to cater for pupils with complex and diverse SEN, enhancing productive links between mainstream and special schools (Cheminais,
Palmer and Bemis said that the overall advantages to year round education include: improved achievement, improved attendance, decreased discipline problems, increased motivation, and also increased opportunities for enrichment programs during the intersession. Despite a few disadvantages to year round education, the effectiveness is pretty good. It has many benefits, not only to students but to teachers, administrators, maintenance, and office workers as well. It also, helps with over crowding schools, due to the rising population in our country. There are many things that should be considered when a school is trying to decide if they want to adopt year round education for their institution.
Any parent would love to see their child grow up with the most opportunity to succeed in a growing linguistically diverse world. An increased knowledge of languages fosters the advancement of cognitive ability and the social and communication skills that often translate into a child’s ability to successfully navigate his or her everyday lives in creating long-lasting relationships with others. By providing bilingual education to a student, we can raise a generation of empathetic and knowledgeable