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.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions. Each situation would be different if it was actually happening but a case allows analysis of a real life scenario. Reviewing different cases gives knowledge that will help shape teachers experiences in the classroom. The knowledge teachers can gain from analyzing cases and offering alternate solutions can be applied if similar situations arise in the classroom. Discussing cases in small group settings can be a huge benefit in that each person would bring varying perspectives, critiques and solutions to the table, increasing the knowledge of each teacher more than if they were to just complete individually.
In a Christian learning environment, a student can feel free to question their faith so it will be strengthened and ready to meet the challenge when evil strikes.. I believe it would be best to look at, and learn about, the world from God’s perspective since He created it and He knows it best. ( eric this just repeats what you already
The organisation in which i work prefer to work as team and talk through any ideas we may have. All teachers and practitioners would talk about what they would like to do, how and ask if there are any changes we could make to ensure it is the best possible way to go about the situation. For example, changing a role play area, practitioners would involve children gather their thoughts, send a letter to parents asking for any extra ideas, and finally staff would discuss resources needed, location and size etc for the role play area. It is important to understand that leadership and management are inherently linked and interwoven. Effective leaders in early childhood need to be aware that their leadership role is more than routine management, which focuses on the present and is dominated by issues of continuity and stability.
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
If we are to have a society that looks for the well being of all people, we must learn to recognize that as people we are diverse and must learn to embrace one another with love, respect, and honor each others’ uniqueness. For example, in “Race, Class, and Gender: An Anthology” by Margaret L. Anderson, and Patricia H. Collins (2010), provided a wealth of information in the narratives they produced from the different scholars and teachers they worked with and interviewed to make this book inspiring and an eye opener to understand our world better. Transformation is not easy and we must be willing to change the way we think on many different issues that deal with gender, race, discrimination, and acceptance of each other despite our differences. The narrative that really touched me the most was “From A Native Daughter”, by Haunani-Kay Trask. I have not appreciated history as much as I should have, not proud to say; however, after reading this narrative it opened my eyes and mind that not everything we read or hear about history is the truth.
I intend to train and guide my students in every aspect, even in other subjects. I persuade my students to perform excellently in anything they do. When there are upcoming tests or quizzes, I make sure that I tutor them beforehand. I engage them to let me know if there is something that they do not understand, and I also want them to support each other. I hope that my students use the skills that they learn in my classroom so I can help them progress their skills more.
Effective missionaries are lifelong learners of culture, working to understand where their people currently are so they can lead them to a true, yet truly enculturated, understanding of the grace and truth of Jesus Christ. They understand that the core of the Good News can come wrapped in different packages and expressions. That is all to say, this book by Reggie McNeal resonates with my passion for people with a missional faith. That we should be more missional. To survive as a church in this modern western world, we need a huge paradigm shift of being missional.
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