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Parent collaboration in special education
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Parent collaboration in special education
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Professional development for educators is an important step in learning new ways to educate, implement new practices and administering the best possible outcomes for children 's wellbeing. Depending on the child’s circumstances it is also important to search for other means of opinion. In this case accommodating the child’s family and the community in which he or she lives in and advancing towards promoting worthwhile relationships. Relationship building encourages parents in working collaboratively with professionals to create environments of support and enthusiasm around the best interests of the child.
As stated in the National Quality Standards (2013), “the expertise of families is recognised and they share in decision making about their
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Armstrong (2010), states that the approach focuses more on the abilities children already have and “enables adaptive functioning outcomes” (p. 9). Another study by Fenton (2012) declared that working with the model provided children with a boost of confidence.
However, in some ways the approach seems that it neglects important components in how children can learn from their mistakes. The synonyms for strength are courage, power, stability and main force, it is these words that help provide children with the ability to move forward. Using the Strengths Approach can in some ways help children to see past their weaknesses and strive to develop on their strengths but in order to find your strengths you must test out and find the gap between them. “Simply focusing on people’s strengths is not enough to liberate people from oppressive realities” (McCashen, 2005, p. 2). The approach hides the ability to sort out the weakness and “not able to give a complete picture of a child” (DEECD, 2012, p. 8) therefore the approach is designed to neglect the areas in need of further
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The Strengths-based Approach provides a foundation of influencing confident and capable learners and their “unique qualities and abilities” (DEEWR, 2009, p. 9). Both models can be used in partnership with one another to provide a complete overview of the child. The two take into account the influences and connections that society brings and understands how some influences might affect other children differently. Utilising learnt strengths focuses on the ability to strive towards achievement, a strong sense of identity and wellbeing, become connected to community and be confident learners and communicators. These examples are reflected in the Early Years Learning Framework (2009) developmental outcomes. A shift towards using the approach requires a commitment to change and an evaluation on the means of working with and facilitating positive influences on a child 's commitment to process
Weick, A., Rapp, C., Sullivan, W.P. and Kisthardt, W. (1989). A strengths perspective for social work practice. Social Work, 34(4), 350-354.
Parents and families are children’s first educator as they play an important role into young children’s education and development. The term “partnership with parents” has been outlined as a “working relationship that is characterised by shared interest of purpose, mutual respect and the willingness to negotiate” (Pugh & De’ath, 1989, p. 34). This includes parents and educators coming together; sharing the process of decision making; outlining individual information and skills; sharing of feelings and recognition of individuality of families (O’Hogan & Curtis, 2003). However, OECD (2001) emphasized that partnership is not about being involved but instead it’s more about the educator sharing the responsibility for young children with their parents and taking the opportunity of learning from all the unique knowledge that different countries bring on board. According to Pugh & Duffy (2010) partnership can be identified by having parents involved in the planning of next steps for their child’s learning or being involved in the recruitment of staffs. As Lindon (1997) stated that partnership with parents is the fundamental part of enriching good practice in the early years. In relation to Aistear (NCCA, 2009) the responsibilities from parents and educators value each other’s opinions in order to benefit children. Síolta (CEDE, 2006) highlight partnership with parents takes a child’s best interest into account by being opened, honest and respectful.
The area of focus for this research project is on the support children receive from practitioners during transition from nursery to reception class in school. This transition in particular is usually passed over as a horizontal transition “these types of transition often involve frequent changes between settings within relatively short time frames” (Fabian and Dunlop, 2007, p.35.) Because for many children the transition happens within the same setting, as a consequence has led to minimum research into this area. In contrast most research is focused on the transitions for children entering into Key Stage One a year later “transition needs planning for over time, if the needs of all concerned are to be fully met.” (Fisher, 2010, p.44). Nevertheless the nursery to reception transition is an emotionally and socially traumatic time for children who are still developing. Fabian and Dunlop (2007, p.3) support this “transfer between phases of education or school, both socially and academically can be a critical factor in determining children’s future progress and development”. Due to the nature of the transition children require certain support from the practitioners socially and emotional making this research worthwhile investigation into practice. Allingham (2011, p.7) promotes that practice that focuses sole on curricular target loses sight of how it impacts on the child.
This essay will discuss the Key Person approach and its impact on children and their families. It will critically analyse some of the benefits, challenges and barriers that the key person system may have on an early years setting, its provision, the children and their families. It will discuss transitions that children may experience, and how practitioners can help to support them and their families during this process. This will have reference to appropriate theorists such as John Bowlby and Mary Ainsworth. Supporting references will be shown throughout this essay to support the writing.
Positive psychology refers to strengths as positive qualities we each have as individuals. There are a few base principles to remember when working on strengths. It is important to value and develop individual talents, maintain healthy relationships, reflect on successes, practice, and teach others. It is important to focus on strengths and manage weaknesses. Our schools of today need to find ways to promote students into using their individual strengths. In classrooms individual talents should be valued and developed. For instance, one student in a class may be very strategic who is able to see patterns and issues within a project. This same class may also have someone analytical who likes to search for reasons as causes. A teacher who was taught to look for and recognize these strengths could draw on the strategic thinker to share with the class the patterns and issues they see ...
The information presented during this course has increase my knowledge and experience about my role as an early childhood educator. The resources presented helped me to learn ways to promote healthy development and well-being of all children and how to be an advocate for them. I believe this class enriched my knowledge about infant-toddler care and education to the point that I would most like to express to others its importance. One thing that I would like to share is that infant–toddler care and education is crucial for physical and cognitive development. The caregiver/parent interaction is necessary for the children to keep alive the desire for communication and learning. I would like to express to others that we should keep in mind at all times that children are unique individuals that deserve care and respect. The caregiver should be a role model from day one, so the child will learn to copy her, and later on impart the same behavior to others. She should interact with the children to develop a relationship that will help the child to express feelings and emotions in a nice way. Also, I would like to express the importance of teamwork. Parents and caregivers need to work together in developing relationships to promote healthy development for children. According to Mary Benson McMullen and Susan Dixon, “ Each family and professional must learn to work and make decisions together to support the child’s healthy development and to ensure the family’s well-being” (McMullen & Dixon, 2006). In my opinion caregivers need to start developing the relationship with the parents from day one, and supporting their wishes on what they prefer for their child. One way of doing this is by respecting thei...
Decades of research proves partnerships between schools and families not only enhance children’s learning and achievement, it is also mutually beneficial to the families and educators. As an early childhood educator, my philosophy is rooted in establishing and maintaining a strong and effective partnership with families and communities that can help children and their families thrive. My approach focuses on effective communication between family and school, respect for diversity, and promoting learning at home.
The second construct called positive adaptation, is defined in terms of social competence manifested by behavior or success at meeting stage-salient developmental goals). (Luthar SS, 1991) (Masten A, 1990) (Masten A C. J., 1998) (Waters E, 1983) A proper attachment with primary caregivers may be an example of social competence among young children, whereas indices such as school-based functioning such as academic achievement and good relationships with peers and teachers may be appropriate indices to measure positive...
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
Facilitation of this model allows adult learners to be active and self-directed in their learning.... ... middle of paper ... ... Children who come to my kindergarten class may begin learning the alphabet based on the pedagogy theory (because I am teaching it and it is important), but once I show them the value of it, they become a different kind of learners. They see the benefit of learning letters, sounds and reading because now they can enjoy reading their favorite books on their own.
For some time many people thought that the best way for an athlete to see gains in there sport was to adapt a weight training program. By lifting heavy and light weights they were able to increase their overall strength and therefore become more efficient athletes. Though this is true, there are other ways that athletes have been taught to train. Along with lifting weights, training their power has been seen to be a much more efficient way of improving their athletic performance.
Exercise is a major key when it comes to living a healthy lifestyle. Although there are many different types of exercise as well as different types of intensity levels, depending on age, weight, gender, disease, etc., some types of exercise are better than others. Regardless of the type of workout, exercise helps control weight and certain health conditions and diseases. It also helps people be more positive and boost their energy.
It is oblivious the aim of the curriculum is to enhance young Australians health, the method in which educators choose to achieve this impacts students' lives (Wright, 2014). Moving away from a deficit-based model of health, the strengths-based approach focuses on situation/issues that are relevant in students' lives where actions can occur, that will improve their lives by building on their strengths. It, supports students in developing "knowledge, understanding and skills they require to make healthy, safe and active choices that will enhance their own and others' health and wellbeing" (ACARA, 2014b para. 3). It's important to note when taking this approach students will be in control and the educator is there for support not as the expert, as a result the community becomes a vital source of information. (Wright, 2014). We can clearly see this approach within the curriculum as well. Throughout the curriculum, students must be able to build their knowledge based on their prior knowledge to increasing their understandings. For example, key words are used to throughout the content descriptors; including, investigate, evaluate and analysis (Wright, 2014
Everyone has their own definition of a strong person. A strong person to me is a person that can overcome the adversities in life positively. My friend Ivery, my dad, and my sister can be boldly described as a strong person in so many ways. In order to be characterized as a strong person you have to be stable-minded, courageous, and honest. Every strong person has their own character traits but there are some that stand out more than others. Some people may define people strong by their physical strengths. Others might say you are strong because you didn’t cry when you should have cried. Defining a strong person is based off of your perception of something. There are three people that demonstrate strong qualities as an individual.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and