(Gravells, 2012:53, 54). Diversity and Equality should be promoted by encouraging positive behaviour and using inclusion whilst the learners are on the course. You should start promoting equality and diversity from the outset so that the learners know what to expect and what is expected from them. Any unacceptable behaviour, discrimination or prejudices must be challenged immediately so precedence is in place. 1b) A teachers roles and responsibilities in lifelong
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
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.
The inclusive educational provision needed to meet the individual needs of children with SEN goes beyond that of normal educational provision of children without these additional needs and this is where is work of teaching assistants, HLTA’s and other colleagues alike play an important role in support and ensuring that these children extra educational needs are met. Q2. Summarise the key points of the SEN Code of Practice 2001. The SEN Code of Practice was issued by the Department of Education in 2001, it sets out processes and procedures that institutions that are government funded must meet and also it ‘provides practical advice on how to deal with SEN pupils, it is designed to help LEA’s, schools and early educational settings to make effective decisions regarding children with SEN, it does not tell these bodies what to do as it would be inaccurate for each individual case’ (DfES 2001). The aim of the code is to ensure that every child with SEN reaches their full potential within the educational environment, to identify their needs early and to monitor their progress toward identified goals.
These families do not work a typical 9-5, this does not mean that they are not involved with their children’s school. They do what they can, when they can. Or they may only have one vehicle between two parents, and job schedules conflict. Just because they aren’t at every event, don’t rule them out based on negative assumptions. These assumptions lead to lower academic expectations of these students and an overlook of what these families bring to the classroom and the
Did you know that “There is no conclusive data to show that school uniforms solve any of the problems they were created to solve”? (“Point: The High Cost of School Uniforms”). Wearing uniforms is not required in all PA public schools, but in some schools it is. Many people (mainly parents) believe it to be that no PA public school should be required to wear uniforms. Others should agree as well.
TDA 3.1 Communication and professional relationships with children, young people and adults It is immensely important that we develop positive relationships with children, young people and adults and this begins with the manner with which we approach and respond to them. Having positive relationships means we are more than likely to communicate information well to parents and other visitors to the school environment and this will gain their trust and in turn will be beneficial to the pupils. The more positively we deal with this will, in turn, mean that we end up with better relationships and should communications not be clear or break down, this is when misinterpretations become evident and lead to relationships deteriorating. When individuals feel comfortable in our company they are more likely to communicate effectively with us and this is paramount in relationship building. Other essential aspects to be considered include the following: Showing respect and taking the time to listen, making sure of clarity on key points, showing consideration for others and remembering personal issues, finally being effective in your communication and retaining a good sense of humour.
Also parents had to give a description of the capability of that child and if they did know then the professionals were unable to help. In my opinion this is a much better way of working together as all families can be helped in the best way. The “Department of Education” also outlines that the “Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way”. Department of education (Accessed 20.12.12) they go one to say about the ways in which this co-operation is best fitted in this work ethic. One key example is early intervention; they are able to intervene with a situation almost immediately depending if the evidence gathered and shared to other professionals shows the Childs safety is being compromised.
It does not solve all our educational problems. But not having a curriculum indicates our unwillingness or inability to define what we are trying to accomplish. It provides direction, clarity, and focus around worthy ends, without interfering with teachers’ decisions about how to teach” (Ravitch, 231). Teachers are not getting the creative freedom that is necessary to be a good teacher. Too much emphasis is being placed on testing and accountability thus creating discomfort and stress for educators.