Individuals With Disabilities Education Act Analysis

Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.

This will give the staff the opportunity to ask parents/carers about any ideas relating to the learning environment or management of the setting. Also in my setting the parents would work alongside the

This research looks at learning disabilities and views it in four ways. The two categories of types of learning disabilities. Firstly, the four stages of information processing used in learning which are input, integration, storage, and output. Secondly, the deficits areas of information processing which are Dyslexia, Dysgraphia, and Dyscalculia. Thirdly, the causes of learning disabilities that are differences in brain structure, alcohol or drug use, lead in water or paint, and dementia or a traumatic brain injury.

The current framework is the EYFS (Early Years Foundation Stage) which states that working with parents and other professional is essential and has an impact on a practitioners practice. The parents know their child the best therefore it is important to communicate with them in order to find out the child’s interest and dislikes. As he EYFS states in the article 3.68, “Providers must maintain records and obtain and share information to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met.”- EYFS 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf This part of the EYFS means that failing to communicate and sharing information means that the child’s needs will not be met. The EYFS was updated to add more attention on working with parents and other professionals in order to meet every child’s needs. It is important to share the ongoing observations made by the key person of the child and tracking so the

Inclusion is an educational model that discourages exclusion and stresses the restructuring of institutions, classrooms, and approached to instruction to address and meet assorted needs of all children (Okeke-Oti, 2009). UNESCO (2005) defined the broad definition of inclusion as: A process of reducing exclusion within and from education and addressing and answering to the diversity of requirements of all learners with the help of accumulative participation in learning, cultures and communities. It encompasses modifications and changes in approaches, content and structures and strategies, with a common objective which includes all children of the appropriate age range and a persuasion that it is the duties of the regular system to provide quality

According to the Encyclopedia of Children’s Health, special education refers to a range of educational and social services provided by the public school system and other educational institutions to individuals with disabilities who are between three and twenty-one years of age. Special education is the practice of educating students with special needs in a way that addresses their individual differences and needs. Common special needs include: learning disabilities, emotional and behavioral disorders, physical disabilities and developmental disabilities. General education is the standard curriculum presented without special teaching methods. By contrast, inclusion is about the children’s right to participate in education.

They must be specific and reasonable. They also have to make sure the child understands what they’re supposed to do. 2. The parent or caregiver has to be consistent with rewards and consequences. They must reward the child for good behavior and make sure the consequence for bad behavior is known and gone through with.

6.Do not maintain a grumpy face While you are nervous and excited for this role, always maintain a friendly smile on your face. The role of a teacher is not only to educate the children, but also assist them to solve their problems. Be willing and enthusiastic to address any doubts from students once your demo class is over. This shows you are serious about your job and eager to take the responsibility. 7.Be a listener Do not jump in to answer the question before your interviewer or principal has completed his/her sentence.

It requires effort and care. If people want to be good parents, they must take on responsibilities and they should understand importance of these responsibilities. As a result, parents have significant characteristics. For instance, parents should give love and care to their children like listening to their children and spending time together. Moreover, parents should have and teach discipline so they could be consistent and finally, if people want to be good parents, they should help their children to develop their own characters.

Adults with a learning disability face many challenges in employment. Given the wide variety of limitations experienced by individuals with learning disabilities, affected persons may need to develop a wide range of compensatory skills and abilities to manage their condition effectively. Individuals should be placed in an environment that suits their specific interests and abilities as well as their particular limitations. Appropriate assessment for identification of the specific type of learning disability and associated limitations is the first step in successful intervention. When specific limitations are identified, appropriate accommodations can be provided.

Safeguarding is defined as protecting children from maltreatment, preventing impairment of children 's health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care, and taking action to enable all children to have the best life chances. There is different safeguarding legislation in England, Wales, Scotland and Ireland, so we will look at them all individually. When looking at safeguarding children in England, the first piece of legislation is the United Nations Convention on the Rights of the Child (UNCRC), 1989, which was ratified by the UK in 1991. It has not become part of English law, but the British governments have said they are bound by this convention. This piece

Also the practitioner would need to work in partnership with the parents at all times because the parents are the most important people in the child’s life and the parents of the children know their child better than you do. Also in a setting I attended before the practitioner and the mother of a chid liaised in order to put a sticker chart with rewards to help improve the child’s behaviour. The idea of the sticker chart came from B.F. Skinners theory which was positive and negative reinforcement: if children were rewarded for good behaviour then the behaviour is likely to continue. (Bruce T, Meggitt C, 2007). Communication would also be essential while planning for the children because if the child is involved with any other professional then the educational and milestone developments must be communicated between multi-agencies to ensure that everyone is aware of the stage the child is at in his/her learning.