Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
Curriculum activities are important as well, they are there to provide students countless of pathways to success. We understand that knowledge is key, but however, students need to enjoy learning too. What we aim for is for students to enjoy school but learning too. Our Values: Like any other school, we prioritize our student 's mental and physical condition. As a school,
We have a responsibility to these children to be committed to them, to help them achieve to their highest potential and to respect and to support any disabilities or special needs that a child may have. It is very important that we create a safe and healthy environment so that children can grow socially, cognitively and can physically develop. It is also very important that we respect their self-worth and what they can contribute when they are in class every day. It is also vital that we as educators acknowledge and value a child’s culture, language, ethnicity and family structure and that we are able to provide the help they will need to learn English and help them to keep and honor their home language. The Ethical Responsibilities to Family section (2005), family is very important in the development of children and I have to agree that developing a good relationship with
It is all about proud about families and themselves, justice, the knowledge that when human being together can make difference, voice out the rights and each of the child have equal opportunity. As the world now is dominant by different culture families. Thus, implication for implementing anti-bias education is a must. Regarding to the discussion above, it is clear that early childhood educators need more training opportunities, anti-bias knowledge and skills that meet the needs of early childhood education for anti-bias education. For example the workshop or symposium that related to anti-bias programs.
Inclusive: Ensuring every child or young person has access to learning all areas of the curriculum, identifying areas that a child maybe struggling and adapting provision for this. Nothing should stop a child from learning and developing both emotionally and physically, setting a positive example and modelling good attitudes are all part of inclusive practise. Every child has the right to learn regardless of ability tasks should be set to allow for all learners to understand and to achieve the outcome in a positive way. Making observations helps to reflect on own practise to ensure that the needs of the children are being met and were adaption is needed, making sure this is done. Inclusion:
As a Special Education Teacher, I am committed to working with children who have challenging behaviors. My objective is to help students develop self-regulating skills and to be able to function as part of a group. I believe that every child should be given the opportunity to achieve their maximum potential of communication and functional independence in order to build self-esteem and self-awareness. Through the mastering of these essential skills, a student will gain the ability to reach their fullest potential in all aspects of their lives. My overall goal is to make difference in the lives of my students by providing an educational program that will maximize the abilities of my students and prepare them for a more independent setting to
Multicultural education discusses many methods of different learning styles and approaches to influence children that are related to different racial, gender, cultural, and linguistic capabilities. It is also a method to make sure the uppermost level of education for all students, and not creating changes opposing anything. Multicultural education helps the students and teachers to improve positive confidence through facts and knowledge that are being showed in class. Some students, because of their precise traits, have a good chance to do well in school as it is currently organized than other students from other groups. Multicultural education is also a restoration of change that has been planned to get a transformation of the school; as
First, it requires that we need to make sure that all learners should participate fully in the life and work of mainstream setting. Second, it conveys a continuing progression of breaking down hurdles to learning and participation for all children and young people. Third, it suggests a right to fit in the mainstream or a joint undertaking by all the segments of the society and to eliminate discrimination and to work toward equal opportunities for all learners of education. Hence, Ozoji (2005) defined inclusive model of education as an education approach or program carefully planned to educate learners with sundry needs within the mainstream or school, irrespective of their weaknesses and
Kozols campaigns for an education system that “empowers our students to see clearly and speak openly about the schools that they attend and neighbourhoods in which they live”. Kids should be aware of the schools they attend, diverse or not, and education systems have a chance to break segregation from the beginning and bring all ethnicities together. Montessori is advocating for an education system that sees the freedom that the child manifests and allows them to express their creativity. She believes that the freedom they attain from proper education releases their inner ambitions allowing them to lead a successful life. Her idea of education is that “The school must permit the free, natural manifestations of the child if in the school scientific pedagogy is to be born”.
This applies to education systems, which need to promote inclusion by ensuring the occurrence contribution and achievement of all children, including children with disabilities. Practitioners need to critically reflect on how they provide an inclusive environment for all children. All children should be educated to respect differences in culture, language, religion, beliefs, and values and encouraged to be proud of their own identity and heritage, to eliminate any superior or inferior feelings. (Barnardo’s, 2002, Derman-Sparks and the A.B.C. Task
Vision Statement: Dingess Elementary Core Beliefs are that education involves and includes everyone. We guarantee a high quality instructional program that contains a rigorous and vertically curriculum, effective teaching and ongoing assessments. We aim to establish, ensure and maintain learning environments that are safe, orderly, and free of bullying as well as fostering a nurturing, healthy, structured, and sustainable, clean, environment designed to stimulate the creativity and innovation of each learner. We believe that every child is unique and important and with this in mind, we provide higher levels of rigor with differentiated instruction for all students. As well as interventions for students who are not proficient, so that every
Ronald Reagan Middle School The mission of Ronald Reagan Middle School is to embrace the diversity that all children possess and create an open, interactive learning program. All students are diverse in their learning and the mission of Ronald Reagan Middle School is to exercise the motto: Different, not less. Our educators inspire and support each child in their learning and ability. Our educators foster and support each and every student to be creative in learning. We also provide our students tools to learn to be accountable for their own individual learning, creating self-confidence and awareness of their individual success.
All effective practitioners reflect to ensure that they are providing a high standard practice to ensure that children are provided with the chance/opportunity to strive for the best education (achieve their best). Reflecting on your own practice could be beneficial to a practitioner within the setting as they would be developing a clearer vision in thinking creatively as a skill and also the practitioner would be able to get a better understanding of others in the setting. By having a more clear understanding on the children you are working with in the setting would also enable practitioners to meet the individual needs of the children and make adjustments to activities if needed or provide the children with an individual educational plan