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

Anna and the King :: essays research papers fc

On the day on of September 6, 1831, the baby Anna Leonowens was born. When she was born she already had lost her father. When Anna was about 3 months her mom had married again. She only married cause she was so poor that they couldn't pay enough to pay food and so they didn't die. Her mother was so poor she and her sister had to sleep under her moms bed in straw mats in a corner. At the age of 15 Anna was forced to marry a soldier or else they would be forced out. She didn't like this soldier and she had been secretly in love with a man named Thomas Owens. Her father wouldn't let him marry Thomas cause they had an arranged marriage already for her. She didn't like it so she solved the problem by running off with a 30 year old man named George Percy Badger. After she ran off she waited until her 18 birthday when Thomas and she got married. They had a good life and the life style fit her perfectly. Then Anna had four children in rapid order. The first two died but the other two lived. She had a son and a daughter. The daughters name was Avis. And the boys name was Louis. The daughter was born in 1854 and the son was born on 1855. And then at the age of 27 Thomas died and she had no money. Unlike her mother she was not going to marry a man the she didn't love because she could have money and survive. So she changed her name and started tell people that she was the daughter of a British officer. By that time she found a job as a school teacher. I think that Anna did the right thing that she went with her love not with what her assigned marriage. I think that it was very good of her to find love not money cause most people back then would do anything to get stuff they want and had money to get it with and she didn't want to do that.

Relativist Morality Is Unfair Discuss

Relativist Morality is unfair discuss Relativist morality could be seen as unfair, when looked at closely and seen from critics’ point of view it becomes clear that it is easy to question perhaps because of its weakness as a moral system. The weakness could somewhat be perceived as making Relativist morality unfair. A relativist cannot pass judgement but yet to be true to their name ‘relativist’ they would be practising ‘do not pass judgement’ thus they are preaching to others that they should not do something in order for others to follow relativism. This concludes that relativism is self – refuting because a concept of relativism has been broken in order to follow it. This could be seen as unfair because to put relativist morality into practice would involve relativists telling an individual what to do, regarding personal idea raises the question ‘ if being relativist means you are able to break a rule you live by, then it is not fair in terms of my attitudes to ethical understanding. However it could be said that it’s not unfair as its one thing that relativists ask people to do in order to consider living from a relativist’s point of view. In real life relativism would be extremely hard to live by in all situations, and again the idea of unfairness can be applied. If for example a relativist lived in a society that refuses to punish an individual that kills a child, then they are entitled to not like this as it is their opinion but but  they are not obliged to judge the abusers actions as unjust. It is apparent that killing a child is unjust and wrong but yet a relativist has no right to declare the murderer as guilty of wrongdoing, this rise a question ‘If we are certain that murder of a child is wrong, then how can relativism exists? ’ How can it be fair to not be able to label something seen as cruel , as unjust and thus wrong how can it be possible to not see this as unjust? And how is this fair on the victim? That their death was in fact not wrong and not unjust because the actions were committed subject to the perpetrator’s moral understanding of what is right and good or because their society claims that this is right and good. Relativists see no universal absolutes so nothing is universally bad or is it universally good thus this means that blame and praise would become nonexistent because praise comes from doing something good but without good this would be virtually impossible because good would not be judged and therefore it could not be praised in a moral sense. This again could be seen s unfair because it could an act of kindness but yet there is no absolute good in the act for example helping an elderly person with their shopping this is neither seen as good or bad and therefore no praise could come of doing what is believed to be good. Relativists can’t make charges of unfairness, despite what they may feel personally, say the relativist thought that it was unfair for Nazi Germany to slaughter many Jews , but Germany thought these actions to be correct because it is relative to their society then Germanys would say they were being fair and thus must the Relativist. Many individuals will question this because these people that were slaughtered were innocent but yet a relativist would have see these acts as fair, it does not seem fair to have an opinion that these acts were unfair but have to agree that they were fair. How is this view fair for the millions of innocent Jews that were slaughtered?. There would be no prison if moral relativism was to be put into practise because if there is not universal good or bad, then no law would be in place because nobody can decipher the truth thus punishment would be nonexistent because there is no need for anybody to be punished if no one has the right to pass judgement on whether their actions are right or wrong and the reason for imprisonment is because someone has committed crime thus there is no reason for prison to exists however then how would society function, in a recognizable fair way for example the idea of shoplifting this would not be controlled neither would happenings such as rape. This would not be fair because individuals could hurt or steal because it was their moral understanding of good etc so harm would not be seen as bad and neither would theft and the country would therefore not be able to run because people would live how they pleased subject to their moral understanding. This type of life for people would not be fair with no guidelines people would be free do what they like causing pain to other psychically and emotionally and this would not be fair. In conclusion it can be said that relativist morality would not be fair because of the complications it would have when followed correctly and how difficult it would be followed properly. It would cause many problems in reality that would not be fair on individuals.

Essay on Exploration of the Different Aspects of Love in...

Exploration of the Different Aspects of Love in Poetry In the Victorian and Elizabethan times there were many poems, which explored the aspect of love. The metaphysical group of poets explored the whole experience of man, which was usually romantic or sensual. The poems I will talk about are The Flea by John Donne (1572-1631), To His Coy Mistress by Andrew Marvell (1621-78), The Sick Rose by William Blake (1757-1827), A Woman To Her Lover by Christina Walsh in the Victorian era and Upon Julias Clothes by Robert Herrick (1591-1674). These poems cover lust, an aspect of love, and this was very controversial in the Victorian and Elizabethan times. Lust was very controversial in those times†¦show more content†¦The poems, which I have chosen, explore lust (physical aspects of love and sex) as an aspect of love, possessiveness, religion involvement in love and the ways in which women write about love from men. Out of all the aspects of love, mens views about the physical side of love, possessiveness and jealousy interest me. This is because these types of poems use a lot of imagery by using similes and metaphors, persuasive language and the use of short lines making the flow of the poem quicker in pace. The first of two poems that I will be studying in this essay is Andrew Marvells To His Coy Mistress. This poem was written in the 17th century. This metaphysical poem is a syllogistic argument to persuade the writers coy mistress, reluctant girlfriend, to make love to him. It uses the Court Pastoral Tradition of writing in a sarcastic, humorous way, and this was written for aristocrats and the rich. The narrators lust for his lover is evident as he tries to persuade his lover to have sex: And tear our pleasures like rough strife Through the iron gates of life; Here he is addressing his mistress, whom in his point of views is shy to consummate her love and to have sexual relations. 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