- Promoting independence. In providing support for individual or groups of pupils, classroom assistants will encourage independence by helping them to develop self-esteem, self-reliance and learning skills as well as increase their subject-related knowledge, understanding and skills. Pupils should be given opportunities to make their own decisions and take responsibility for their own actions. D. Confidentiality. Classroom assistants must adhere to the school policy for the confidentiality of information at all times.
It is vital to protect the rights of children’s with disabilities and these safeguards aid in doing so. Within them the rights and responsibilities of parents, children, agencies, and the school district, are outlined in detail. They protect children and families by making sure each component is explained within their native language and in their preferred mode of communication. They are also protected by making sure that parents are always well informed on what the school is proposing or refusing to do, as early as possible so that parents can participate in the school’s proposed actions or respond to its refusals. The procedural safeguards also lay out every procedure within special education, so that parents and the school district know exactly what steps must be taken.
An RTI tier level approach in schools would focus on evidence-based services available to students, monitoring of students for progress, based on progress a decision collaboration, if necessary more intensive use of interventions, and evaluations (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart 2011). The decision making and collaboration must include the parents and those directly in contact with the child (Brown, Pryzwansky, & Schulte, 2011). I think confidentiality would be a problem with the administrative staff, those who may file student’s records, or rather flaws in record keeping within the school system. Additionally, I feel the school counselor, teacher, and parent should have access to information about the student, so I would hope those records are kept confidential. Furthermore, if the teacher is responsible for monitoring the child day to day, it is their responsibility to keep the student’s log private (Rollins, Mursky, Shah-Coltrane, & Johnsen, 2009).
Without a patient feeling respect between them and their provider, trust cannot be instilled. A provider must also be genuine when working with a patient. Mistrust occurs when the patient no longer feels comfortable sharing information with their provider because their information is no valued or safe. Trust is established in three phases; the initiation phase, implantation phase and the termination phase. Providers never want to respond to a patient with disconfirming responses.
As an educator, it is important that I create a supportive learning environment. To do this I must implement school, curriculum and legislative requirements. My school and system requirements include reporting unsafe and unexpectable behaviour on the detention board (4.4.2). Another school requirement that promotes student’s well-being and safety is the Keys to Success behaviour system. The whole- school approach is implemented in my classroom and on the playground.
Comprehensive Plan The educational sector in schools are often faced with the lack of supervision, whether it is due to non-compliance of rules, misunderstanding of rules and policies, or simply not being attentive to students. Whatever the reasons are for the lack of supervision, it is unacceptable and there should be a comprehensive plan in place to promote safety. Based on recent research and strategic analyses of a school along with reviews of literature, the development of a comprehensive plan was created to provide school staff, students, and visitors with a safe and secure environment. This paper will give in-depth information on this plan to align with case law. Preparation to Promote School Safety Strict supervision has to be
Due to the fact that the curriculum, instruction, assessment, school funding, and desegregation aren’t made for ALL students to succeed we as educators must use what we know about our students, education, and history to inform our teaching. It is important to use the experiences and culture of our students (getting to know them) to make our instruction more relatable. In classrooms students shouldn’t feel like their stories aren’t heard. Educators must construct a positive classroom environment so that students will feel comfortable being themselves and taking risks with their language (ELL) which includes ALL students not just one population. This might mean making changes or adding to the existing curriculum.
Creating a collaborative culture also creates buy-in from all stakeholders. People do not care about things as much if they do not feel as though they have an active voice in the decisions that are being made, especially if those decisions directly affect them. It is important to establish a family type culture where all stakeholders feel connected to one another and they take responsibility for student achievement and upholding their school’s mission and vision. A school’s culture should not be function as though it is a robot, only going through the motions just to fulfill certain obligations on paper. It should also not reflect a little house of horror where staff members do not see the importance of being there.
It is essential for schools to ensure rules and amendments are concisely communicated to staff, parents, and students; ensure consistency and be unbiased with all students; ensure school officials rightly stress their concern about violence, drug use, and other criminal behavior among the student population and implement positive strategies with students to help them make better choices in life. In addition, the Fourth Amendment plays a major role in the community. It is importance for schools to develop a relationship with local businesses and community leaders; because school aged students are our future community leaders. It is also important for the schools to collaborate with community leaders such as federal agencies and universities to develop and implement programs, which address violence and other criminal behavior in schools as a prevention
Responsibilities to Student: The duties of a school counselors are to develop and maintain comprehensive, developmental, data driven programs that addresses the academic career, and personal social needs of all student (). A counselor must respect and accept all diverse cultural, values, and beliefs of students, and must not impose on their own values on students or student’s families. Though, a school counselor must disclose the limits of confidentiality and gain consent as appropriate (Erford, page
I will be able to proof my decisions were fair and accurate. I will need records of assessment in the event of being observed by internal observer. This will prove I work in accordance with Quality Assurance. Keeping records of initial assessment will enable me to provide accurate information about student’s additional needs. The example is when the teacher contacts the dyslexia specialist regarding the student, who may have dyslexia.
Summarise the main points of legislation and proceedures covering Confidentiality Data protection Disclosure of information When joining a school you must be aware of the legislation and procedures covering these topics and be kept up to date with them. Each pupilâ€TMs individual needs and rights as a person is important and they need to be kept safe as their welfare is a priority. All staff have taken and passed their disclosure and barring service DBS. And the school has procedures to prevent unauthorised persons entering the premises. The staff are safeguarding trained and are aware of all procedures and only the appropriate people have access to confidential records.
Most don 't want to risk telling on another and become a social outcast. Others simply don 't care and don 't want to be involved. Honor codes end up being ineffective as there is not one that can enforce these codes. When they are implemented time and resources are wasted and the integrity of the students don 't change. Honor codes don 't change or have any effect on the way students behave or think.
The American School Counseing Association Ethical Standards for School Counsleors section E.2.a-g are extremely important when it comes to multicultural counseling, advocating for all students, social justice, and leadership. A school counselor needs to expand awareness, skills, and knowledge in multicultural and social justice advocacy, as well as not imposing personal values on students. They need to advocate for all students and equitable school and counseling policies and practices, programs, and materials, continue to acquire skills and knowledge to work with a diverse student body. Provide culturally responsive language, be inclusive, provide workshops to families, two way communications to get families involved in their students eduction, be a leader in creating equity based programs, and “develop competencies in how prejudice, power and various forms of oppression, such as ableism, ageism, classism, familyism, genderism, hertosexism, immigrationism, ligusicism, racism, religionism, and sexism, affect slef, students, and other stakeholder” (2010, p.