The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour. This policy usually includes information such as the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy etc. Most schools have a code of conduct. The code of conduct are a clear set of rules as to how the children should behave in and around schools. These rules are sometimes written in a way that they can be like targets for the children e.g.
Set the school’s budget. | Senior Management Team | Usually made up of the Head Teacher, Deputy Head Teacher and senior teachers with curriculum responsibility and Senco. Set strategic direction of the school and manage/lead it. | SENCO | Support, identify, train, advise and help overcome barriers within the school for children with SEN or disability. Liaise with other external professionals with may come into contact with the pupil i.e.
It leads to better outcomes and it creates better patient and family satisfaction. The FCC’s basic concepts are based on respect and dignity where health care providers listen to what the patient and the patient’s family’s perspectives and opinions are. Patient and family knowledge, values, beliefs, and cultural backgrounds are very important to consider incorporating into the planning and delivery of health care. Patients and families are encouraged to decision making depending
type of targeted intervention; mentoring – advice and guidance; additional specialist teaching; transition arrangements; resources to support access to | |curriculum; support for/involvement with parents/ carers, peer support; | |arrangement for pupils missing work through absence, through attendance at additional programmes or through exclusion etc) | |
* Help with special functions which take place in the school connected with the Education Catering services or the school and with games refreshments in secondary schools. 2.2 Educational Psychologists All schools should have an educational Psychologist allocated to them through the local special Educational needs department. They are concerned with helping children who are experiencing problems within an educational setting. This may include social or emotional problems or learning difficulties. They work with individuals or a group.
Cognitive and Psychological Factors Underlying Secondary Students’ feelings Towards Group Work. Educational Psychology. 22, pp. 75- 91. Cheng, W. & Warren, M. (2000) Making a difference: using peers to assess individual students’ contributions to a group project.
BRIEFING PAPER (On Functional Behavioral Assessment: Principles, Procedures, and Future Direction) Introductory Note: The Functional Behavioral Assessment (FBA) is an investigative process that examines the context of challenging behaviors in the classroom. Information gleaned from the FBA process is used to develop a behavior intervention plan to address the challenging behavior and teach a socially acceptable replacement behavior. However, the FBA has remained almost exclusively used with students identified with disabilities, particularly those with emotional/behavioral disorders (EBD) as a last resort before removal from the general school campus. Fortunately, there is a growing awareness of the FBA as positive behavior support practice
Good relationships, clear communication and common goals between parents and practitioners are crucial to the successful delivery of an effective service. Every major legislative or policy document contains reference to ‘partnership’ and the importance of ensuring that parents are informed about and involved in strategies and approaches to the care and education of their child. Partnership with parents is based on the belief that good working relationship, clear and mutual communication and common goals between parents and professionals are crucial to the successful delivery of effective services to children. MacLeod-Brudnell (2004, p.412). Partnership with parents should be a key aspect of provision.
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.
‘The care and support that we provide for people should enable them to make the most of their lives’ (DH, 2006, p. 13). How successful are health and/or social care services in achieving this aim? In this essay I will first consider how people are enabled to make the most of their lives and, reflecting on the case study of Angus Macphail and Ann Walker (K101, 2010, Unit 3, pp.126-136), I will gauge whether social care services provided are successful at achieving the aim. I will also use Maslow’s hierarchy of needs (Maslow, 1970) and also further consider how these services can be improved. How can people be enabled to make the most of their lives?