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Part 1: CV
My professional skills and capabilities include very good communication skills which are an essential part of integrated working. I am capable to communicate with people, particularly children and develop effective relationships. I have a key ability to help build trust through my effective communication. With my empathy and sincerity I listen and interconnect applicably if English is an additional language, or if the integrated working is required for a disabled person. I have capabilities to listen cautiously and react to concerns articulated about progressive or developmental changes. As I have social personality I am always keen in engaging with people around and loves to support individuals with developing complications or disabilities. In addition, I am a virtuous decision-maker as I recognise there are significant needs of making worthy decisions in integrated workings. I am ambitious, hard worker, committed and confident in my practices. I love sharing information which is an essential part of integrated working. Furthermore, I like working in team and together in a synchronised and amalgamated way to make sure children, undeveloped individuals and their families can acquire easy access to the facilities they require at the same time they need them. I also have team building abilities as well as strong leadership skills that are significant in order to make the integrated working successful.
It has been observed that an astonishing experience in every single father`s and mother’s life is hearing their child say for the first time. This is where the child starts to speak and express their needs. The amazing part is exactly how firm a kid grips linguistic and the structure of the sentence that drives along with it. It is noticed that the standard age for kids to start utilising words in the accurate setting is fourteen months. In addition, there is a rapid development in terminologies and expressions by twenty-four months where children string 3 or 4 words together to make sentences. Normally, children have the aptitude to question at the age of three, they also develop capabilities to respond and express themselves. In this speech and language learning process, from parents to primary school and its teachers are involved significantly. In this paper a case scenario has been selected which will be emphasised throughout and professionals who would be involved in assisting the selected child (Abigail) with language difficulties will be identified.
Professionals Involved in Children Having Special Learning Needs
There are numerous reasons for speech and language difficulties a child can suffer with; however, the importance is given to the special learning needs these children necessitate. It is noticed that children require special educational needs if they are undergoing learning struggle that demands for special educational facility to be prepared for them. As in the case with Abigail who is a ten year old girl of year 5, has noteworthy learning difficulties due to which her parents are quite concerned. Bishop and Leonard (2014) demonstrated that a child, such as Abigail in the case, experience learning difficulties if they have an expressively greater exertion in learning than the preponderance of children of the similar age. In this situation, it was identified by the primary school and coordinator that Abigail is having special educational needs as she lacks behind and experience learning difficulties. These speech and language complications also exist when children have a infirmity which stops or delays them from creating procedure of educational services of a kind, commonly delivered for kids of the similar age in schools within the part of the local schooling authority (McLaughlin, 2013). However, the Family and Children Act September act 2014 demonstrates that parents should not be forced to keep or transfer their child to mainstream school or for special education.
Integrated working involves a team work or working together with all the professionals as well as parents in order to develop children effectively. In this case, certain professionals and parents are involved in the developmental process of Abigail. A disability team is involved which assess if Abigail needs additional developmental needs and associates with her to recognise her if she is a disable child. It has been identified by the primary school of Abigail that she needs special educational. The coordinator of special educational needs is also involved who is responsible to carry out whether the child is in a need of special education or can stay in the mainstream school. On the other hand, it can be said that families are sorted out in diverse ways, so at whatever point the regular centre alludes to folks or carers, it incorporates the majority of the accompanying individuals (Galloway, 2013). These include biological moms and fathers, new parents, step folks, same sex folks, foster carers, lawful caretakers, ancestors, more distant family individuals and different grown-ups who give consideration to kids. This means, directly or indirectly whoever is linked with the child has its own developmental responsibilities for the child with developmental needs.
Policy and Legislative Change in Additional Educational Needs
The act of children and families 2014 delivers for novel constitutional valuation and planning measures for children and young individuals with special educational needs (SEN). Moreover, it has been observed that from September 2014, now it is not probable to demand an evaluation of special educational requirements under the education act for a kid or young individual who does not previously have a declaration of SEN as well as no novel Learning Difficulty Assessments can be originated. Now the native establishments should deliberate all new demands for an evaluation of special educational needs for children and young people that are without current declaration of SEN under the new legislature (Galloway, 2013). Youngsters and children with proclamations of special educational needs and youngsters who acquire support as a consequence of a LDA will be bit by bit exchanged over to the new courses of action.
With a specific motive to guarantee these, kids and youngsters keep on accepting the bolster they require. Thus their privileges and insurances are kept up, provisional enactment is set up to keep up components of the Education Act 1996 identifying with articulations of special educational needs and the Learning and Skills Act 2000 identifying with LDAs amid the provisional stage. Schieve (2012) argued and considered certain people to have special educational needs. Nevertheless, this does not include all the disabled children who are evaluated as demanding a declaration of special educational needs. In addition, these children must be involved in mainstream schools this does not struggle with parental wishes or influence the productive training of other youngsters.
Concept of Inclusion
It is a procedure through which schools, educational establishments and etc. progress their values and principles, strategies and practices to embrace learners. It has been observed that with the accurate exercise, strategies and provision approximately all children with special educational needs can be efficaciously encompassed in mainstream education. As within this case, through inclusion Abigail can get benefit within her current mainstream school as it has been demonstrated that an inclusive education facility proposes fineness and choice as well as integrates the interpretations of parents and children. Therefore, Yvonne and Winston must consider the school to be fruitful for Abigail, instead of thinking about a secondary school (Allen & Cowdery, 2014).
In early 90’s the wide-ranging principle that youngsters with special educational needs must generally be educated at mainstream schools was protected by the law. Nonetheless, children and their relatives had to content a sequence of circumstances, the mainstream’s aptitude to safeguard the child acknowledged the educational facility of their learning trouble called for while likewise safeguarding the effectual education of others with whom the child would be polished and the competent utilisation of resources before they protected entree to mainstream education. Furthermore, these circumstances were open to misuse and children who would have profited from inclusion were starved of entrance to mainstream education (Allen & Cowdery, 2014).
It has been indicated that mainstream education would not continuously be accurate for every single child every time. Similarly, for the reason mainstream education may perhaps not be comfortable specific stage it doesn`t keep the youngster from being incorporated effectively at a later stage. Schools bolstered by home-grown education powers and others ought to effectively try to evacuate the boundaries to learning and support that can thwart or reject children with special educational needs. In addition, schools and nearby education powers that are fruitful at incorporating students with special educational needs address those issues in an optimistic and positive method. They likewise approach inclusion as a component of their general change technique. Inclusion is much more than pretty much the area of a kid`s school position.
Language and Speech Delays
They are the well-known sort of formative delay. Moreover, they sound comparable, however they are distinctive sorts of issues. In addition, speech implies the sounds that an individual say by his mouth. It has been observed that children who have a speech delays might stammer or experience difficulty saying words the right way. Dialect alludes to the implications of sounds and motions. Kids with dialect issues might experience difficulty communicating them or understanding others (McLaughlin, 2013). Furthermore, in the course of the most recent quite a while, the parts of the speech-dialect pathologist and guardian have changed an incredible arrangement. Folks are no more onlookers of the treatment; they are a crucial piece of their youngster`s intercession. This movement in parts is based upon the accompanying:
- Children figure out how to impart amid ordinary exercises and discussions with the vital individuals in their lives chiefly their guardians
- Parents have numerous chances to communicate with their youngster in significant ordinary circumstances than a specialist does
- Parents know their kid best and are their first
However, parents of Abigail are engaged with a health visitor who is a speech and language therapist. Traditionally, speech therapy with pre-schoolers involved parents bringing their child to a speech-language pathologist at a clinic (Newbury, 2010). After an assessment, if the speech-language pathologist recommended it, the parent would bring the child for regular speech therapy. In this case, the sessions would be conducted by the speech-language pathologist, who would use specific techniques and strategies to improve the child’s communication. The parent would sit and watch the therapy, either in the room or behind a two-way mirror. After the session, the parent would be given activities to practice with the child at home.
Personal Learning Plan for a Brian with Tourette
Tourette disorder is a confusing therapeutic issue that regularly goes undiscovered or misdiagnosed in children and teenagers. Until a couple of decades prior, most researchers and experts trusted that Tourette disorder was mental in the cause. Late research, on the other hand, proposes that Tourette disorder is a neurological issue that is transmitted hereditarily. By concentrating on Tourette disorder, neuroscientists end up on the very edge of comprehension the intricate relationship between hereditary qualities, the mind, conduct, and feelings (Hovik & Egeland, 2014).
For Brian, teachers are required to consider following points to deal with his TS symptoms in the environment of classroom:
- Teachers should note that some movements and noises of Brian may appear annoying and disruptive but they are involuntary. Therefore, they should not react with annoyance or anger towards Brian in such situations as this require patients but lecturing him is like disciplining him with cerebral palsy for being clumsy. If a teacher fails to tolerate such things in class, the other students within the class may feel to ridicule Brian with his TS issue.
- If some aspects of Brian’s tics are affecting the safety or privacy of other students, then it is important to find some ways to work on the issue. However, acceptance of Brian is critical even when his behaviours are not acceptable
- Provide him opportunities for shorter breaks out of the class. Time in a private place for relaxation and release of tics can reduce symptoms in class and it may enhance his ability to focus on the schoolwork because his energy will not be used for suppressing the tics.
- Allow him to take tests in private room so energy will not be used for suppressing tics during quiet environment in the class
- If Brian’s tics are disruptive, consider the elimination of recitation in front of a class for a while. Oral reports may be recorded on tape so such skills may be assessed without the additional stress of standing before the whole class.
- It is important for the teachers and schools of Brian to understand this issue and provide possible assistance to the child in this regard while leading him forward in his academic life. School counsellors and psychologists or representatives from the Tourette syndrome or school may make Brian’s parents understand his problem and syndrome in more detail.
Accommodating Writing Issue of Brian
As Brian has a visual motor integration issue, so tasks requiring observing material, processing them, and writing them may appear difficult and time consuming for him. This can affect the copying work from the board or from a book, neatness in written work and prescribing time for completion of written work. Therefore, teachers should consider the following points for the case of Brian:
- Enhance written assignments by: letting him copy down and complete every math problem, allowing him to present tape recorded report rather than a written one, allowing parent to act as a secretary so he can dictate his ideas for concept formation. It further helps him on grasping concepts and ideas than the quantity of written work
- Since he has visual motor issues that may not allow him to write quickly, teachers should assign a reliable homework partner who can use carbon paper to make copies of notes and assignments. This should be done discretely so Brian does not feel different in any way
- Allow Brian to write on test booklet in case of tests with computer scoring sheets. It helps in avoiding poor grades due to visual confusion that can occur using the grid answer sheet
- Allow as much time as needed for Brian while taking tests
- Allow him to use computer in case he behaves properly during class or reward him with good remarks and stickers
- He should be given a special place or mat to sit in the corner of the class and allow him to sit on it if he behaves
- Teacher can allow Brian to dance as he likes dancing if he behaves in the class with others with much patience and tolerance
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