More handpicked essays just for you.
Learner diversity in the classroom
Learner diversity in the classroom
How to accommodate diverse learners in terms of inclusivity
Don’t take our word for it - see why 10 million students trust us with their essay needs.
This assignment will be discussing Educational activities within Key Stage One particularly focusing on a baking activity. Areas such as inclusion, participation, adaption, and legislation will be centred upon. Enabling Learning is important for inclusion within the classroom, for children with Cerebral Palsy, as well as others with learning difficulties, this can be particularly useful. The development of a format that is easily understood, easily accessible and inclusive is of utmost importance (Wisker, 1996). Cerebral Palsy is a variety of congenital motor disorders, occurring from brain damage caused shortly before, after, or during birth. This results in the child developing poor balance and coordination, and difficulty moving, it is also likely to cause epilepsy and learning difficulties (Miller et al, 2006). There are many types of Cerebral Palsy, some of which include; Spastic Quadriplegia, limited movement in all four limbs (Stallings et al, 1995), Spastic Hemiplegia, restricted movement on one side of the body, Spastic Diplegia, rigidity on the lower half of the body (Malaiya et al, 2007), and Athetosis, which causes the individual to have involuntary movements, all these have the potential to require alterations to be made in the classroom. Baking activities particularly those that are hands on, such as bread making can benefit a child with cerebral palsy since it can be used to help develop their grabbing and lifting abilities. Adaptions can also be made to make the child’s experience more beneficial and can improve their independence, for example putting bowls on non-slip mats to minimise the chance of the ingredients being spilled, or having surfaces where the height can be altered to suit the needs of each indivi... ... middle of paper ... ...of Electromyography and Kinesiology. 17 (6), 657-663. Miller, F; Bachrach, S; et al (2006). Cerebral Palsy: A Complete Guide for Caregiving. 2nd ed. Baltimore: John Hopkins University Press. 3-5. Sankar, C; Mandkur, N. (2005). Cerebral Palsy-Definition, Classification, Etiology and Early Diagnosis. Symposium on Developmental and Behavioural Disorders. 72 (10), 865-868. Stallings, V; Cronk, C et al. (1995). Body Composition in Children with Spastic Quadriplegic Cerebral Palsy. The Journal of Pediatrics. 126 (5), 833-839. UK Centre for Legal Education (UKCLE). (2010). SENDA: Special Education Needs and Disability Act 2001 [Online]. York: The Higher Education Academy. [Accessed: 17/11/13]. [Available: http://ww.ukcle.ac.uk/resources/directions/previous/issue4/senda/]. Wisker, G; Brown, S (1996). Enabling Student Learning: Systems and Strategies. London: Kogan Page. 8-9.
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
Jayden, a two and a half year old boy loves story time, being social, and has mental and sensory functions typical for his age. However, Jayden was diagnosed with impairments in his neuromusculoskeletal and movement functions. This condition causes poor muscle control, which prevents Jayden from being mobile. As a result, Jayden sits in a baby stroller when out in the community. Adding to Jayden’s problems is dysarthria, which restricts him from producing clear speech, preventing him from communicating with peers and adults. The combination of Jayden’s neuromuscular skeletal impairments and dysarthria, restricts his engagement in self-care, communicating with classmates, directing his own play, creating interpersonal relationships, mobility
Many people have heard the term cerebral palsy and may have a personal perception about the appearance and effects of this
Mattern-Baxter, K.. (2010). Locomotor Treadmill Training for Children With Cerebral Palsy. Orthopaedic Nursing, 29(3), 169-175.
It is essential that all students have access to a quality education and an inclusive education system should meet their diverse needs. The Victorian Department of Education and Early Childhood Development [DEECD] (2014) stipulates that education providers must make ‘reasonable adjustments’ to support students with disabilities to comply with the standard. Graduate teachers should also demonstrate an understanding of legislative requirements and be able to identify teaching strategies that support the involvement and learning of students with disabilities (AITSL, 2014). They should understand the importance of focusing on what a student with a disability can do and work with the student’s strengths. A graduate teacher should know what resources, agencies and assistive technologies are available to support the learning needs of a student with a disability.
In the 1960’s, an Austrian pediatrician, Dr. Andres Rett, recognized a few of his female patients with similar indications of having some type of neurologic disorder but did not fit the cerebral palsy classification (Zoghbi, 2002). Without the knowledge of earlier research, a Swedish physician, Bengt Hagberg, began to openly speak about his observations similarly to Dr. Andres Rett records (Zoghbi, 2002). Bengt Hagberg observed numerous of female patients with this unknown syndrome and was curious in their wringing hand movement that no textbook had information on. In June 1981 Dr. Neil Gordon hosted a board meeting of the European Federations of Child Neurology Societies in Manchester and Bengt Hagberg had the opportunity to share his studies there. The discussion group had other pediatric neurologists that had seen the same behaviors but they all were unable to categorize it into its own identity. As years past, this syndrome has increased and neurologist began to evaluate this syndrome t...
Morgan, A M, and J C Aldag. "Early Identification Of Cerebral Palsy Using A Profile Of
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Not everyone lives through it but most children live into adult life and some can live for many decades.Although there have been no general studies of life expectancy in people with cerebral palsy, most children affected by CP live between 30 and 70 years, depending on the severity of the condition. In general, a child with a mild case of CP usually lives longer than a child with mobility and intellectual limitations. Children who respond well to physical and occupational therapy, have no intellectual development problems, and can function with little or no assistance lead longer lives than those with severe disabilities caused by cerebral palsy (CP). The family system is required for the development of healthy individuals. Within the family set up, the family dynamics play important role as the end result of behaviors of all family members as a family system result from it. Psychological stress associated with cerebral palsy is known to be one of the most depressing conditions of
Students with disabilities are far too frequently isolated and separated from the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to protect them from discrimination, giving them a chance for equal opportunity to learn what other students are expected to learn.... ... middle of paper ... ...
Writing this final essay for this course one is able to reflection on the knowledge one has gained since the beginning of the course. This course has been affective and the benefits are using the information immediately to correct mistakes and grow in the profession. After interviewing attorneys and director’s special in the education program the reality of how important following the regulations are important and must be followed. As a special educator one is more prepared and ready to provide a first rate education. Everyone who works with special needs students should be prepared and understand the law taking a class in Law and Litigation is recommended.