SPED 641 Fall Session 2008 University of North Carolina at Fayetteville State School of Education Dr. Dickens Special Education Teacher Burnout and Retention Showcase 2 Karen Jacobs October 21, 2008 Introduction The need for special education teachers has been a critical issue for many years. A shortage of qualified special education teachers has existed since the 1980’s. In 1983, the shortage of special educators was highlighted in A Nation at Risk. This article was written 25 years ago and there still continues to be a shortage of special education teachers. Apparently, this problem has not been addressed or the current system of teacher recruitment and retention is not working.
Main Body There was a guide produced in the 1990’s called ‘Undertaking a Comprehensive Assessment’ also known as the ‘Orange Book’. (Department of Health 1988). It was produced in response to concerns that were identified in enquiry reports regarding individual social work assessments, following the deaths of some children. Katz (1997) in his critique of the ‘Orange Book’ noted that the guidance provided a much needs, structured assessment framework when it was first introduced in the late 1980’s. However concerns had arisen amongst those involved in childcare practice regarding the way in which the ‘Orange Book’ was being used.
Attitude, Legislation, and Litigation The education of students with disabilities has changed drastically over the years. Twenty years ago, classrooms were nearly devoid of exceptional students; and if any were to be enrolled in the school, they were sent in a class merely to be looked after. However, in today’s classroom, students with disabilities are highly valued and recognized by legislation as individuals worthy of fair instruction, where they can be acquainted with society and taught how to function successfully on their own. Teachers country-wide are expected to do everything thing in their power to fill the needs of each individual student in their classroom. Schools have implemented IEPs and RtIs to assure parents that their children are receiving adequate attention in their schooling.
Assignment 3 Define in your own words what is meant by ‘Special Educational Needs’ (SEN) From 1970 with the passing of the Education (Mentally Handicapped children) Act, children and young persons with learning difficulties were entitles to receive an education. Before this children and young persons with learning difficulties were uneducable. By the time the Warnock Report of 1978, people were thinking about what constitutes Special Educational Needs. The term ‘Special Educational Needs’ was introduced in the Education Act (1981) and has a’ legal’ definition. This definition is also set out in the Education Acts 1991 and 1996 and the Children and Families Act 2014.
The purpose of this essay is to discuss, examine and illustrate reasons for and against research theories that suggest early experiences of children will have an effect on their later development. Namely, the report on Maternal Deprivation Hypothesis by John Bowlby, which was popularised in the post world war two years in the United Kingdom. Psychoanalyst, John Bowlby was commissioned in 1949 by the World Health Organisation, to research whether children residing in institutions, due to the war years, were likely to be suffering from their experiences and what would be the best upbringing for these types of children (Hayes 1993, pp. 52). Bowlby’s research identified a maternal deprivation hypothesis which stated that an infant had to form an attachment to its mother during the first two years of its life, known as the critical period, and if this attachment was disrupted due to deprivation the child would develop irreversible intellectual, social and behavioural problems in later life.
In the early twentieth century the government started showing support for the disabled and their families. As time progressed there has come a reform bringing the disabled into the classroom. The Rehabilitation Act of 1973 was created and amended in 1986 and1992 giving children with disabilities the right for an education. In 1990 the Americans with Disabilities Act of 1990 (ADA) legislation from to the Civil Rights Act of 1964 which seeks to end discrimination against the disabled. In 1975 The Individuals with Disabilities Education Act (IDEA) which requires that education be allowed in the lowest regulated environment in general education classes (Torreno, & Wistrom 2012).
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
Such perspectives have parallels to, and challenges for, disability studies. This article considers such parallels and challenges, leading into a (re)consideration of research claims to represent children’s ‘voices’ and the current promotion of children’s participation as researchers. It concludes how research with disabled children encourages due account of multiple communication methods to access, analyse and present research, and being more reflexive about assumptions of competency, expertise and agency in the roles of researcher and research participant. Introduction Two decades ago, the ‘new’ sociology of childhood emerged out of a strong critique of the dominant child development and family studies paradigms. Leading theorists and researchers took insights particularly from sociology and social anthropology to argue for the social construction of childhood rather than normalised development, a respect for children and childhood in the present rather than a focus on adults and adulthood as the ‘gold standard’, and recognition of children’s agency and rights rather than perceiving them as passive and
Keywords: retention, turnover, transfer, engaged and dis-engaged INTRODUCTION There is an extreme challenge for the hiring team responsible to staff for the needs of special education. Human resources focus on the development of talent to produce a highly qualified work force, and to create an organizational culture that will maintain engaged special educators. The ever increasing demand for special educators has been a great concern to policy makers for many years (Morsink, 1982). There are not enough new teachers entering the field, and there are many qualified teachers that have resigned or retired and no longer work in the special education career field. Research found that
• Identify the theories that influenced the study of child development in the mid-twentieth century. • Describe recent theoretical perspectives on child development. • Identify the stand taken by each major theory on the basic issues of child development. • Explain the importance of social policies for safeguarding children’s well-being, and cite factors that affect the policy-making process, noting the role of child development research. |Chapter 1 Summary | Child Development as a Scientific, Applied, and Interdisciplinary Field What is child development, and what factors stimulated expansion of the field?