Preamble:
The purpose of this report is to investigate and highlight the barriers to learning faced by an individual within my current establishment. It will begin with a brief overview of factors which are presently thought to give rise to additional support needs and continue with a case study justifying the selection of the chosen individual, a framework for deciding upon and gathering relevant information pertaining to their support needs before concluding with a summary and critical evaluation of findings.
Overview:
There are a number of contexts which may give rise to learners requiring additional support in order to benefit from the curriculum. In the Supporting Children’s Learning Code of Practice (2010) document, the Scottish Government
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Hamill and Clark (2010) advise that failure to provide a compensatory model of education to offset disadvantages resulting from environmental factors can result in the creation of more barriers through failed attempts at interaction with peers and the curriculum as a whole, (pg.32). Classroom practitioners may potentially have little ability to affect detrimental family factors directly, but there are still ways that affected learners can be supported from within the establishment such as Making the school environment a welcoming, inclusive and consistent one and ensuring that areas of concern are reported using the appropriate …show more content…
The labels associated with such learners in educational literature and policy have evolved in recent years from ‘Emotional Behavioural Disorders’ (EBD) to what is currently presently referred to as ‘Social Emotional Behavioural Needs’ (SEBN). Rogers (2006) advises caution in the use of such acronyms to labelling learners; arguing that children often adapt or exacerbate their behaviours in order to meet the expectations placed on them by adults with the subsequent effect of negatively impacting on their self-esteem, (Pg.155). While it may appear impractical and even unfair to alter behavioural expectations for a single, individual learner within a class or learning establishment, recognition of individual needs is a key precept of inclusive education. Expecting a learner to adapt to the learning environment is the hallmark of integration which is itself not wholly dissimilar from the medical, or deficit model. The inclusive approach to behaviour management favours the use of restorative conversations, Therapeutic Crisis Intervention and Individual Crisis Management Plans which help the learner to identify and take ownership of the triggers for their behaviour and develop appropriate strategies to deal with
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
One point is community can have a great impact on a child education. A child might have a hard time focus in school because his or her living. For example, Elizabeth Dozer, Principal at Christian Fenger High School, states she made an assumption that the problem in school was “bad principals” or “bad teacher”; however, the fact was the problem can be outside the school in the neighborhood (5). Another example Dozier suggests, the problem with student’s education is not their academic learning ability but what reflect at home (7).Problem and stress in a child life has a major factor for a child ability to learn in school. For a child to build a
With reference to the secondary curriculum in England, emphasis is placed upon the aims, values and purposes of education. With the implementation of the curriculum, pupils should be given the foundations to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens; regardless of social background, culture, race, gender, differences in ability and disabilities (QCDA, 2010). In doing so, children will become more aware of, and engaged with, their local, national and international communities; and effectively widen their po...
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
Berns, Roberta. Child, family, school, community: socialization and support. 9th ed. Belmont, CA: Wadsworth/Cengage Learning, 2013. Print.
In suburban school districts home life, socioeconomic status, and school staff play a huge role in how a student develops within their educational
The problem with authority in “The Crucible” is that it's abused. People with power misuse it and cause a lot of damage to the society. The theme that is seen in Arthur miller's “ the crucible” can be seen in both “Animal Farm” and “Lord of the flies.” Throughout the story, it shows us how much of an improvement we had made.
This example directly explains the concept of how a student’s educational environment may also shape their personal success. When thinking about one’s educational environment in a more positive way, we typically highlight the teaching styles, inclusivity of learning environments, supportive services, and other ranges of resources provided to students. While in a more optimistic mindset these aspects can aid one’s achievements and improve the probability of success, when there is a lack of equity or accommodation for individual cases that are impactful, there lays a problem. However, this does more accurately prove how the role, specifically of one’s school environment, may play a crucial role in a student’s success and how it is important to promote equitable educational outcomes for all
...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way. If the student has a bad day a...
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
The first step for teachers in providing quality education is to be inclusive of all students and to offer Preventive Intervention where needed. Early identification and intervention of learning difficulties is most effective (NSW Public Schools, 2011; Rose, 2009). This requires the teacher to be alert and knowledgeable regarding student needs and potential problems and/or disabilities (Marsh, 2008). Preventive Intervention strategies are more likely to be utilised by experienced teachers as their prior experiences may help them to foresee potential problem areas or recognise indicators from students that they have previously seen. The concept behind Preventive Intervention is to reduce or limit new/minor problems that can m...
A student’s learning environment has a significant impact on their academic achievement. (Garas-York, 2010, p. 432) This section will discuss how the environment a student is placed in, whether at home or school, plays a large role in determining their academic success. It will include studies conducted with both homeschooled and non-homeschooled students, and will show how a traditional school setting is often not conducive to a student’s learning
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.