I am going to focus on a child I support in an MLD school. *Jack is a Primary 2 student who has attended our school since nursery. He is diagnosed as having ASD (Autism Spectrum Disorder), MLD (Moderate learning difficulties), SEBD (Social, emotional and behavioural difficulties). He is nonverbal and is currently being toilet trained. His frustration with not being able to communicate using words often results in him lashing out, trying to harm himself and others. *Jack struggles with social interaction. When encouraging other children in the class to involve *Jack, it shows that his peers fear him due to past episodes. *Jacks size and violent nature requires him to be supported on a 2:1 basis. Myself and a fellow classroom assistant work …show more content…
We communicate daily with *Jacks mother through a home/school diary. At the beginning of each new term the class teacher, along with members of the SLT and *Jacks mother come up with new targets for his IEP (individual Education Plan). (Book 1 ST8 2.2) Our school likes to follow the saying: “It is every child’s right to be heard, listened to and taken seriously and to be consulted.’’ We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’ (Book 1:ST6 CH2:PG157-158) As an inclusive school that is why we adapt our lessons, So *Jack so can cope. It may mean that at some stages in *Jacks education we need to come off the curriculum and concentrate on *Jacks wellbeing, reintroducing the curriculum when *Jack is
Lea 'montria is a very sweet and caring 2nd grade student attending Lake Forest Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class for the majority of the day. Lea 'montria continues to display inappropriate behaviors. She argues with her peers, cries uncontrollable, and whines when seeking attention or things don 't ' go her way.
I recently had the opportunity to join a classroom at Horseshoe Trails Elementary school and observe a boy that will be referred to as Nick. Before the observation began I was able to speak with Nick’s teacher and obtain some background information about his development over the past year, his daily issues, as well as some family history. Nick is currently in second grade and has been struggling in the classroom for a multitude of reasons. For example, he has an individualized education program (IEP). In addition, he experiences issues with speaking clearly and concisely, due to a minor stutter.
His bravery and outgoingness could be seen throughout the book. When he said, ““I ought to be chief,” said Jack with simple arrogance, “because I’m chapter chorister and head boy. I can sing C sharp””(Goulding 28), his words show that he is not afraid to volunteer himself as a leader. This quote puts Jack’s braveness on display. He is willing to step up and lead
Jack is always the person that challenges everyone about their choices, but doesn't make good choices himself. He challenges authority, doesn't care who he hurts to achieve his goal, and doesn't follow the rules of society. Jack doesn’t care about what other people think of him as long as he accomplishes his goals. Jack is ambitious because he challenges authority. In chapter 5, Jack finally gets fed up of being told what to do by Ralph.
Throughout the story the boys are faced with many obstacles that they must overcome and they often change trying to overcome those challenges. One character that had many changes was Jack, which include being a choir boy leader to being a tribe leader, growing more dangerous and aggressive as the story went on, and having the urge to hunt more. The first way Jack changed in the book was he went from being an egotistical choir leader to a fierce tribe leader. As the boys were painting their faces Jack, “looked in astonishment, no longer at himself but an awesome stranger” (Golding, 1954, p. 63). This quote is taken from a part in the book where Jack is starting to gain more power and some boys were starting to paint their faces.
Like the others, JACK has lost his connections to reasoning and reality in exchange for power through extortion and fear. Ralph and JACK’s confrontation, essentially, sets the stage for the competition between Ralph’s path of civility and order versus JACK’s path of evil and demagoguery. When JACK wins the battle against Ralph, he immediately utilizes the BOYS’ fears of the BEAST in order to bolster his power. Within the process of conformity and deindividuation, the BOYS, desensitized, do not question JACK’s power while he commits acts like “beat[ing] Wilfred” (159) for no reason. Golding specifically denounces JACK’s actions and portrays him like an animal.
Jack 's development is illustrated through the themes of a lack of empathy, powerlessness, and dishonesty through a variety of literacy devices in order to demonstrate the detrimental effects of a dysfunctional family setting. Wolff looks upon his younger self and lack of empathy he displayed, reflecting upon it through characterisation, structural techniques and amplification. Furthermore, with the usage of characterisation and motifs used throughout the novel, Wolff displays the powerlessness that one experiences in a broken home. Jack’s deceptive and mendacious personality form a large part of the novel, contributing as one of the most important themes. As Wolff looks upon this in retrospect, he employs characterisation, diction, and contrasting
He is also more focused on surviving through rules than playing dangerously. “Inside the cloak he was a tall, thin, and bony; and his hair was red beneath the black cap. His face was crumpled and freckled, and ugly without silliness. Out of this face stared two light blue eyes, frustrated now, and turning, or ready to turn, to anger” (20). This is describing Jack’s appearance.
The child welfare in the United States is another role for many social worker diversity position for the well being of children. The child welfare system in the United States is a nonstop job in which role shift in optimizing family protection and child safety. In 1997 the law and process for adoption and continues advocacy for the safety of the family changed the background of child welfare practice. The purpose of the law is connected safety through a process and demonstration on how each factor is essential on achieving overall child well being. Each division of the child welfare system is designed to strengthen family the overall safety of the children and achieving permanency through support evaluation and assistances.
The work he produces in therapy has improved significantly, as he is able to produce legible handwriting in and outside the classroom. Dominic’s occupational therapist will be discharging him from occupational therapy, as well as declassifying him. His general education teacher reports that he is meeting grade level expectations in most academic areas. Furthermore, he interacts appropriately with his teachers and classmates. Overall, Dominic is a student who is functioning well academically and socially.