For instance, Johnson suggests strategies such as providing additional instructional help including specialists, therapists, and aides, (b) establishing flexible classroom that are open and can provide direct instruction in small, self-contained areas, (c) assigning specific teachers with teaching styles that match the learning styles of children with special needs. More important, Sattler asserts that before a teacher evaluates a child with special needs he or she should the child for other potential health problems such as vision, hearing, and other physical conditions (261). In addition, the teacher should examine the student’s school record to determine behaviors of socialization and cooperation. Particularly for preschool children, Sattler recommends the use of materials that is important in communication strategies with younger children, and special needs children including gestures and positive reinforcement. More important, the best way to make a child welcome is to establish a good rapport with the child, so that the child feels comfortable and ready to interact with the teacher and the rest of the
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. Individual Education Plan’s should include the following information: • • • the short-term targets set for or by your child the teaching strategies that will be used to help your child the educational provision to be put in place at your child's school for your child, this means any extra help from teachers or specialist equipment that is needed to enable your child to meet the targets that they have been set when the plan should be reviewed the level of achievement that your child would need to reach before the plan would no longer be needed your child's progress that has been achieved through the Individual Education Plan, although this will only be filled in once the plan is reviewed. • • • In order that an effective IEP is created, parents, teachers and other professionals (student as well) should meet to look closely at the child’s unique needs. The basis of the meeting is to combine knowledge, experience and commitment to design an educational programme that will help the child to be involved in, and progress in the general curriculum. The IEP guides the delivery of special education support and services for the child with a disability.
Before we can understand what the laws of special education are and how they are affected by education reform, we must first understand what a learning disability is and how it is diagnosed. The term “learning disability” is defined as a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, esp. when not associated with a physical handicap, so taking into consideration that we know and understand what a learning
Q2 Identify an issue that a racially diverse child and his/her family might face. Discuss two strategies you could use to assist this family in overcoming the issue. Q3 Describe the possible relationships between cognition, comprehension, and language production. Be sure to include specific skills the preschool child uses (e.g. fast mapping) and the learning theories that support the relationships you identify.
The Equality Act 20102 encompasses and simplifies the previous Acts governing Race Relations, Sex Discrimination and Disability Discrimination, and the trainer must create an environment that complies with each of these components. For instance, ensuring that racist or sexist comments are not made in the classroom, or inappropriate images are not used in presentations. Furthermore, they may have to think of alternative techniques that a disabled person might use in a first aid situation. 4. Where children under 19 or vulnerable adults under 25 are students, the trainer must be complaint with the Protection of Children Act 19993.
Federal Legislation conducts over special education by making sure that parents are knowledgeable of their rights concerning their children’s education and controls “specially designed instruction to meet the unique needs” or the Individual Educational Plan Process. Legislative directives are responsible for the increased importance of family participation, fair recognition of disabilities, disallowing schools to refuse students, proper procedures, the least limiting settings, regulations for punishment, and an elongated school year. Federal legislation provided money for the training of teachers to become experts in special education to improve the quality of the education children with disabilities get. The NCLB legislation stated that all students be evaluated and has caused children with disabilities to come to the forefront now that it is tied to school responsibility and more funding. Legislation has amplified the educational services for children with disabilities to include transportation, tools, and access to previously unattainable facilities and
Those principles are: stronger accountability for results, increased flexibility and local control, expanded options for parents, and emphasis on teaching qualifications and methods. In order to make sure that each student is provided the best education achievable, the NCLB focuses on what a student should be learning (academic content standards), how well they should be learning (academic achievement standards), and whether a school is teaching all students successfully (state assessments). Each state defines what all children should not only know, but also be able to do in order to be considered “proficient.” States define proficiency based on academic content standards and academic achievement standards in reading, language arts, mathematics, and science (NCLD Public Policy Staff, 2009). Schools must show that they have effectively taught their students with the use of state assessment tests. The No Child Left Behind Act mandates that students with disabilities be included in these state assessment tests.
Codes of Practice: The special Educational Needs Code of Practice 2001 This outlines government guidelines for policy, procedures and responsibility for children with SENs. It also states levels of support depending on children’s individual needs. Code of Practice on the duty to promote racial equality 2001 A statuary code that helps public authorities to meet their duty set out by the Race Relations Act 2000. Schools are required to have written Race Equality policy which must include how the school promotes racial equality. Removing barriers to achievement 2004 Provides framework for schools to remove barriers and raise achievement of children with SENs and disabilities.
I will also be giving two examples of how developmental appropriate practice is used in a preschool classroom. Creating a caring community of learners: We learn how to relate to others at an early age. Copple & Bredekamp (2009) say “how children expect to be treated and how they treat others is significantly shaped in the early childhood setting” (p.16). We, as early childhood educators, need to foster a caring community of learners in our classroom to help children build the relationship skills they will need for their future. To do this we need to make sure each member is valued for their similarities and differences.