Legal Frameworks for Child with Disabilities

Legal Frameworks for Child with Disabilities Outline the legal and regulatory requirements in place for children with disabilities or specific requirements. Every child has the right to be treated fairly no matter what their disabilities/circumstances are. It is against the law for Schools to treat a child discouragingly because of discrimination. Direct discrimination is when you actively discriminate against a child ie refusing a chid into the setting because of a disability/condition. Indirect discrimination occurs when practises are in place but they dont take into account the needs of the child ie signs/labels in a different language so the child can read them. There is also discrimination due to disabilities ie a Teacher may stop a child from doing an activity because of time (it will take the child too long to complete the task). This results in fewer opportunities being offered to them to experience and very unfair. There are legal and regulatory requirements that the School must adhere to protect disability and SEN children from discrimination and promote their inclusion: The Equality Act 2010 Provides addition protection from discrimination for children with disabilities. The Act requires children with disabilities receive the same access to public/private services as any other child and for these facilities to make changes to ensure access for all. It promotes equal opportunities/inclusion for all children. The Special Educational Needs (SEN) Code of Practice 2001 Developed to promote practices that value individual needs of children with disabilities and to offer guidance to Schools regarding equality and inclusion. Main purpose is to provide early invention support for children with SEN, to identify their individual needs and provide appropriate support. Main principles of the code are: *Children with SEN should have needs met and normally in mainstream Schools. *Views of the child must be taken into account and Parents must be involved. *SEN children should be offered full access to a broad, balanced and relevant education. The United Nations Convention on the Rights of the Child to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Article 1 Respect for the evolving capacities of children with disabilities and respect for the rights of children with disabilities to preserve their identities. Article 3 Details rights/entitlements to all children regardless of their individual needs/circumstances. The United Nations Convention on the Rights of Persons with Disabilities Human rights treaty that confirms the rights of disabled people. Stresses the importance of disabled people being able to enjoy their human rights equally with non-disabled people. It recognises that people with disabilities do face barriers and outlines strategies to reduce barriers and promote their rights. Warnock Report (1978) Introduces term SEN into UK legislation and emphasises the 2 categories of children with SEN 1) children who experience difficulties at School but needs can be met at mainstream level 2)children whose needs are more complex and need specialised educational environments. The Special Educational Needs and Disability Act 2001 Makes further provisions against the discrimination of disabilities in Schools. Strengthens the rights of SEN children to be educated in mainstream Schools. Importance of working inclusively with children with disabilities or specific requirements. It is essential that people working with children promote equal opportunities by providing an environment free from discrimination. Inclusion is focusing on the needs of every child and ensuring the right conditions are in place for all to achieve their full potential. Children with SEN should be given the same opportunities as children without SEN/disabilities and feel valued, respected and supported. Our School has created a child focused approach where we focus on and build on their support using each childs strengths, needs and interests. Each child is an individual and must be listened to. This shows respect and they will feel safe and secure in the setting. This ensures that every child is valued as an individual. When planning activities we take into consideration their interests and abilities. We empathy to SEN children by the way we try and understand their feelings and point of view. We try and adapt the activity according to their needs and abilities so they are able to ta ke part with everyone and not be singled out. We involve the children in decision making and actively encourage them in planning their IEPs. We listen to what they need and want so then this helps us provide opportunities for them to be more independent this helps their confidence and self esteem. We believe children who grow up in Schools where all students are valued and seen as equal members will learn to respect and advocate for diversity in the larger community. Disability, Literacy and Inclusive Education for Young Children. Personally I think it is so important for all children to learn and play together and to be treated the same. It builds an understanding and acceptance for all and highlights the fact that children develop skills which enable them to teach one another. Children with disabilities will often make huge improvements in their communication, socialising and functioning skills while developing children will have better attitudes towards others, greater patience, tolerance and self esteem. One of our school mottos is We all belong where we expect all children to work together, making everyone feel welcome and involved and have a positive attitude. This really helps the SEN children feel a sense of belonging and a reduces feeling of isolation. We constantly run weekly sessions reminding the children to look at their attitudes and beliefs and if necessary help them make changes. It does help that all staff members are very positive about inclusion and diversity and are visually pro active in the activities we undertake, displays that we use and resources/materials we offer in the classroom. Benefits of working in partnership with Parents and other professionals. The Childrens Plan published by DCSF in 2007 highlighted the importance of the partnership between Parents and Schools to support children in their learning. It has been proven that Parental involvement has a positive effect on childrens achievement at School. They are able to reinforce learning from School by using play and extra curriculum activities ie practising times tables, listening to their child read, drawing, painting and visiting libraries and places of interest. They also help improve the childs gross/fine motor skills, communication/listening and social skills. Parental involvement in childrens education from an early age has a significant effect on educational achievement and continues to do so into adolescence and adulthood. The Impact of Parental Involvement on Childrens Education. Parents must always be consulted and involved in the care and support of their child. Schools need to show respect when discussing these delicate matters and always valuing the opinion of the Parents. Schools need to be demonstrating inclusion of all children and a way they can show this is by seeking the advice and resources of external agencies when it may benefit the child. The SEN Code of Practice recognises the value of the partnership with Parents. It is a well known fact that Parents knowledge of their child is exemplary and must be taken into account when deciding on support/education. The child and their needs must be at the centre of all discussions. Parents will have more of an idea of the childs strengths and the support can be tailored to take these into account ie if the child likes singing then perhaps learning can be adapted to singing times tables and alphabet songs. Some SEN like dyslexia may run in the family so family members may have developed specialised knowledge of the condition this may aid in the planning of support for their child. Some Parents find the whole process of having a SEN child very complex, difficult and emotional. Schools need to respect these feelings and emotions of the Parents and value their support. Full discussions and advise must be given to instil trust and confidence that the best is being done for their child at that School. Parents must be aware of all the policies/procedures of the School, support available for their child and any relevant documentation regarding their child. Trust will then be given as the Parents will respect the School and all involved in the care of their child. Schools must remain professional at all times. They should provide time and opportunity to discuss the childs progress. The Parent will feel involved and empowered that their opinions are listened to. Each party should acknowledge each others views and opinions but be able to agree amicably on a plan to support the child. Schools must be flexible when planning meetings with dates/times as they may be dealing with working families or families with siblings. It is a requirement that all Schools have a SENCO a designated person who is responsible for co-ordinating the care and support needed for the SEN children. This is helpful for the Parents as they only need to liaise with one member of staff. Other professionals that the SEN children may come into contact whilst at School are: Physiotherapists, Speech and Language, OutReach (Autistic), Hearing Impaired and Educational Psychologists. How practitioners can adapt their existing practice to support children with disabilities or specific requirements. Care must be taken to make the environment of the setting to be accessible for all children to use regardless of their needs. This may require ramps to be installed or disabled toilets to be fitted. The environment must be well lit, visually attractive, tactile and attractive. Space in the classrooms should be maximised to allow all children to have a sense of freedom. Grounds of the setting should be well maintained and be clear from any hazards which may endanger the children. Resources and activities should be adapted so all children are able to access them ie sand trays at waist height instead of being situated at floor level. SEN childrens needs should be thought of at the planning process with differentiation of activities not to challenging as they will loose interest and not too easy as they will not be fully engaged. They need to be planned to meet the individual needs of the child and age/stage appropriate. All children should have accessibility to the same resources. Some children may require specialist resources ie colour overlays for dyslexic children, flashcards, ICT programs designed to support phonics ie word shark, specialist interventions and 1-1 support. Attitudes of the adults working with SEN children need to be of a positive and understanding nature. Full training should be offered to these members of staff in new policies and procedures. Regular training in specialised areas should take place and involvement of all staff on the needs of certain SEN children. The SENCO must keep up to date with equal opportunities and inclusion policies and hold briefing sessions. Staff need to be available to support children who need assistance in simple personal issues ie dressing/undressing and medical conditions ie diabetics. Consideration needs to take place to help the children become more independent and to try things by themselves ie putting Velcro on dressing up costumes so all children can access the activity. Some children find it challenging to express their feelings, needs and preferences. Our staff who work with SEN children wear feeling flashcards on our lanyards so children can point to a picture to tell us how they are feeling. In Reception we use visual aids to help children decide what activity they would like to do/ show their preferences. We try and encourage independency through the use of computers word processing and dictaphones record their thoughts for the Big Write to help support them in their activities. Teachers try and keep their classroom setup the same so children learn where to find things and helps the SEN children establish routine and a safe/comfortable environment. Resources are clearly labelled with words/pictures and stored in the same location. Schools must be in regular contact with Parents at home supplying them with updates on process and new polices/procedures that affect their child. They must always liaise with outside agencies drawing on their expertise and advise in their particular areas. References The Impact of Parental Involvement on Childrens Education www.education.gov.uk/publications. Article 1 and Article 3 Convention on the Rights of Persons with Disabilities. Disability, Literacy and Inclusive Education for Young Children www.uni.edu/inclusion/benefits_of_inclusion.htm. Abbreviations SENSpecial Educational Needs IEPIndividual Education Plan

Dorm Life Essay -- College Housing Relationships Essays

Dorm Life Each year students entering college face one of the biggest transitions they will ever have to encounter in there life, moving into a dorm room. Most students are use to living in a house with there family and most likely having there own bedroom and own bathroom. Now as they begin college, the students move in with complete strangers, and share a bedroom and maybe a bathroom with one to three other people. Adapting to this new environment might take a lot of time and patients for this college student to adjust and feel comfortable. Finally after adapting to this new life the college students begin to enjoy this new environment. In this paper I am going to talk about and explain some of the steps of this transition to dorm life and give some of my experiences. Just think about growing up and having your own bedroom that was twelve feet by eighteen feet, then all of a sudden you go off to college and you are sharing this same size bedroom with three other girls. Most people would feel very crammed and uneasy at first. This is exactly what happened to me. Even though I knew two out of three of my roommates it still felt uncanny. In our bedroom we had four beds that could not be bunked, a TV stand and TV, and we also had four night stands by each of our beds. Built in one wall of the bedroom were a mirror, sink, and some drawers. This dorm room also had a living room (which was the same size as the bedroom), where we each had our own little desk area for our computers and what not. The fourth roommate decided to bring her own desk even though she had another desk to use. This desk took up a lot of space that we did not have. We also had a futon, papazon chair, trunk, refrigerator, microwave, and storag... ... life is all the memories you get to make. The late night conversations with your roommates about life and your future goals are the best. Cheering up your roommate by doing something funny to make them laugh after a bad day of classes. Its always great to be cheered up by someone who has got to know you in a short period of time but has also got to see almost all side of you. Movie marathons on those rainy days with the roommates to pass the time always keep me out of the state of boredom. These are just a few things that students store in there dorm life memory box. College is not all about the studying, and classes, it is the life outside of classes, the dorm life. Dorm life is not all that bad once the college student gets use to the small room and having to share it with one to two other peers. Most likely the good times out weigh the bad by a lot.

How might Randstades partnership program contribute to the effective decision making?

The Randstad is a Dutch company that has undergone great expansion in the U. S. majorly because of teaming up its young employees with the older ones who are more experienced. This partnership program has played a vital role in the business decision making process. For instance, it has ensured increased productivity from the paired sales agents since there was sharing of jobs and also a trade off in responsibilities. The end result realized has been a minimized production and distribution costs and lesser time being used in availing the products.This program has ensured that budgetary appropriations are not cumbersome. Moreover, the existence of a symbiotic relationship between the Gen Yers who needed a lot of attention and the older that needed the former to succeed aided in nurturing the young employees. This helps in growth of the business to a certain size within a shorter time span. The program also made job rotation possible since every employee had varied expertise in the vari ous departments.The vast knowledge greatly aids the firm in the recruitment process of new potential workers and ensuring proper record keeping. In addition, since there is also job specialization, competition among employees is not a problem since no one is seeking for recognition but for the prosperity of the firm as a whole. The personnel integration led to the recruitment of more Gen Yers which cultivated a relationship between them and the organization. As a result, each and every effort by the employers is directed towards the achievement of the business goals.2. How might it help employees generate and evaluate alternatives? Since there is nobody termed as the boss in the business, employees are free to bring into focus their views towards an arising situation affecting the business. The employees share the responsibilities equally thus willing to give out their different ideas and hence. As Benjamin states, no one is individually responsible for everything (Bloomberg). Throu gh this, each employee get to learn new alternative courses of action and methods of coming up with the solution.The fact that there are a number of alternatives puts at bay the unyielding option of giving up when one employee’s criterion fails since he/she in not over; there can arise a solution from the other partner’s course of action. The partnership program ensures that the best alternatives that will not put off clients are adopted. Through this program, employees develop courage and confidence in airing their various alternatives generated through partnering.These alternatives later undergo joined comprehensive scrutiny for best result realization. 3. How might it help employees choose alternatives and learn from feedback? The partnership program can play a crucial role in ensuring that the right alternatives are given a priority by asking the relevant questions and saying the right things to the clients. Further more, explicit suggestions can be obtained from a partner who with time might result to only making observations to the partner and understanding whether or not the alternative is right.The older employees are more experienced in comparison with the Gen Yers, thus their alternatives might be considered or else utilized as an important reference point in some major areas of concern thus strengthening the rapport between them. Negative feedbacks like sabotaging the other partner or reduction in productivity due to constant wrangling are indicators unfruitful partnership which can lead to its break up (Giancola, 13). In addition, the uncooperative partner is identified, since he ends up leaving the company. This serves as a warning for the business entity to engage in a similar relationship in the future.Older workers can mock the young counterparts in a general business set up but with the employment of the pairing program, this is discouraged. The focus in set on impacting the same business knowledge to the young by the old since t here is no master in the business. 4. How might this program contribute to organizational learning? Cross generation partnership, as practiced by the Randstad, may lead to the understanding of the connection between solidarity in work place and the feeling of being more successful and productive.It diversifies the egocentric thoughts of the management to caring about the welfare of its subordinates and improves the relationship between them. To add on, the older employees do not get cynical for having been in the business for a longer time than the Gen Yers. The younger agents are taught on how to be patient and avoid discouraging the clients by the experienced ones who first seek for the solution to the arising problems (Bloomberg).This fosters appreciation for each party in the business hence playing a motivational role which is eventually reflected in the increased units and quality of the output. Concisely, organizations learn the best employee combination criteria since some de pended on others for their success hence the organization attaining its objectives on top of nurturing the employees’ skills. Though these relationships are promising, they are susceptible to dysfunction and require a lot of maintenance for their sustenance thus the organization has to take necessary measures in good time.Thus, if the partnership proves to be doing more harm than good, the organization should opt for its termination the soonest possible. Works Cited Bloomberg , L. P, Bridging The Generation Gap: Employment Agency Ramstad Teams Newbie’s With Older Staff To Great Effect, September, 17 2007. Viewed on July 2 2010 from http://www. businessweek. com/magazine/content/07_38/b4050063. htm Giancola, F. (2006). The Generation Gap: More Myth than Reality. Journal of Human Resource Planning. Vol. 29, p. 12-29

This is a brief summary of The crucible Essays

This is a brief summary of The crucible Essays This is a brief summary of The crucible Paper This is a brief summary of The crucible Paper Hypocrisy plays a big part in the crucible. Right from the start you find out that Goody Putnam is using Tituba to talk to her dead babes but all through the rest of the play there is no more mention of Goody Putnams dealings although her husband goes around accusing other people in the village but not his wife who had actually been practicing witchcraft. The other people who had been playing at witchcraft were the girls who are believed to be the victims and then turn in to the main accusers but even when it comes to light that they were dancing in the woods around a fire they are never accused of any thing. This is strange, as the girls had done more wrong than most of the accused put together. The hypocrisy is not only in the witch-hunt but they go against their own religion as well. The people of Salem and especially Rev. Parris are supposed to be Christians but if they were true to this then they would believe it wrong to have slaves but Rev. Parris has Tituba who he brought with him from Barbados, and he beats her, which must go against what he himself is preaching in church. On Sunday there is a two-man patrol that goes around the village to make sure that the people are in church and not working. This seems to be wrong because if these people were firmly devoted to their religion then they would be in church and they would not have to be forced to go. The men who are on patrol are also not in church but that does not seem to be the same even though it could be seen as work. The people in Salem have a surpassing lack of reason and logic they go along with any thing. Proctor shows a lot of deductive logic when he asks for the proof of witchcraft when nearly everyone is being accused. When proctor asks for the proof Danforth gives him a long speech about how he sees the situation and how it is best to take action this goes on to eventually say In an ordinary crime, how does one defend the accused? One calls up witnesses to prove his innocence. But witchcraft is ipso facto, on its face an invisible crime, is it not? By this he means that no one can see the crime to defend the accused. He then goes on to say Therefore, who may possibly be witness to it? The witch and the victim none other. Now we cannot hope that the witch will accuse herself; granted? Therefore, we must rely upon her victims and they do testify, the children certainly do testify so he is saying that as no has seen anything the girls must be telling the truth because they are the victims. Hale is the only other man in the village who is looking for the reason and the truth. So when hale can find no reason in what the court is doing he denounces the proceedings and will no longer have anything to do with the judges. By the time hale quits the court there is no stopping them they just keep convicting people until they even arrest Proctor. When you read the play or watch it being performed you never see any one actually being hanged but at the end of the play there is a drum beat as they prepare to hang Proctor and the others on trial. Abby speaks of some bloody goings on when she speaks of how her parents heads were smashed by Indians while she was in the same bed as them. Abby uses these images to scare and threaten the other girls but it also gives you a window into her past to see why she is the way she is. Abby also drinks a charm of chicken blood to kill Goody Proctor so that she can have her husband. Abby is the center of most of the bloods goings on and she causes the bloodthirsty attitude of the people in Salem to escalate to the extent where if anything happens then the person who is nearest at the time would be accused of witchcraft. This happens even if it is something that could easily happen like some fire wood falling over or a fire burning too brightly. All through the play the people are looking for a scapegoat to blame everything on and that is what they do. My conclusion of the play is that through the crucible Miller can put forth his views about religion and the communist hunt that was going on. Miller also can make people start to agree with the way he is thinking but he does it subtlety so that you dont notice that you are starting to think slightly differently. The practice of turning people in to scapegoats is used throughout the play and what Miller does is to bring out the worst in people but to also to have some people who rise to the occasion and perform brilliantly even under great pressure. There are also the people like Giles Corey who through their actions remain the heroes until the end.

Buffalo Soldier by Bob Marley essays

Buffalo Soldier by Bob Marley essays Bob Marley once said, "I'm a man of God and me come to do God's work. Bob Marley brought reggae to a broad audience and devoted his work to spread a message of peace, unity and love. Bob Marley made an attempt to make blacks recognized. He became an important figure for the Afro-race. In the song Buffalo Soldier the author calls its audience to see that there have been sacrifices of black men in America. Bob Marley began to work in the song in 1978, after reading about the black American soldiers decorated in the late 1800. The issues that the song Buffalo Soldier talks about are directly related to its title. This song refers to the Africans (who are the Buffalo Soldiers) brought to America that where forced to fight against the Native American Indians. The Amerindians probably saw a relation between the huge honored animal with thick hair and the brave and stalwart Africans wearing dreadlocks. Buffalo Soldier is a reflection of Marleys life and the class discrimination he witnessed while growing up in Kingston, Jamaica. Throughout his life Bob Marley was deeply troubled when men where not judged by their character, but by their skin color, and the amount of money they possessed. The song is dedicated to all the Afro-Americans living in the United States. This song is a recount of the story of some regiments of the post-Civil War. These regiments where formed by black men commanded to fight (pro white interests). They [the Africans] fought for a quarter of a century against the Cheyenne, Comanche, Kiowa, Apache, Ute and Sioux. In the end, fourteen key black campaigners, whom the Indians had dubbed "buffalo soldiers," were awarded the Medal of Honor as part of a public relations move to justify and glorify the genocide of Native Americans, underlining the U.S. government's policy of manifest destiny. The purpose of this song is to honor and extol the life of many black Rasta...

Business Submission Assignment Example | Topics and Well Written Essays - 1500 words

Business Submission - Assignment Example In compliance with Principle 1, our organization has several initiatives in place such as a response process to deal with any employee who may have any grievances pertaining to the violation of their human rights. In addition, we view employees as important assets and hence free communication is fully supported by the management giving the employees an opportunity to air any views that they may have. Principle 8 PracticesEver since our invention, we have been operating under the notion of prevailing in concert with the environment rather than be at odds with it. As compared to other data centers globally, our data centers save up to 50% on energy which is a rather big achievement given how very few companies consider this.We encourage employees to take part in environmental responsiveness via implementing practices that target waste reduction, recycling, and reusing. For instance, we host farmers’ markets and sustainable cooking seminars as a way of setting an example to the e mployees on â€Å"going green†. Currently, our facilities are powered by renewable energy. We have taken the initiative to invest in renewable energy projects that help us take part in minimizing the impact of carbon dioxide on the rest of the world.Given that we are highly involved in practices that comply with principles 1 and 8 of the Un Global Compact principles, we believe that are capable of endorsing recommendations that will guide other businesses in compliance with these Global Compact Principles.

Economics - Public Utilities Term Paper Example | Topics and Well Written Essays - 1750 words

Economics - Public Utilities - Term Paper Example Then a critical evaluation of empirical studies in this regard is done and country experiences are also discussed. The main countries included in the analysis are USA, UK, South Africa, Lebanon, Latin American nations, MENA nations, India, China, Sri Lanka and Bangladesh. The last section concludes the essay on the basis of the discussion given. The essay shows that initial conditions existing at the time of privatization process, the nature of privatization, the regulatory practices existing in a nation all determine the impact of privatization process in a nation. In the countries however, most evidence support our thesis statement in this regard. Telecommunications has been one of the rapidly growing sectors in countries all over the world. This sector provides significant contribution to the Gross Domestic Product of many nations (Li and Xu, 2002).Moreover, the sector contributes to other businesses by reducing their transaction costs and thus creating positive externalities. Thus telecommunication sector is considered to be of much economic and technological importance (Li and Xu, 2004). There had been significant changes in this sector transforming from a state owned, state operated an monopolistically behaved sector to a private owned and liberalized one since the 1980s with the privatization of British Telecom and the introduction of competition in the US long distance services (Wallsten, 2001).Based on the theoretical perspective son privatization, it has been argued that the privatization of telecommunication sector will result in increasing the sector’s efficiency and overall performance. The empirical studies show the results varying in different countries. Given this background, this essay critically evaluates the privatization process of telecommunications all over the world and its impact. This essay is