Analyse The Importance Of Intervention In Educational Provision

I always go out of my way not to discriminate any child and strive to give them equality of opportunity, No child’s well-being and learning opportunities should be limited by the negative impact of prejudice and discrimination, as stated above I base my working practice of an anti-discriminatory practice. But if a child was discriminated it this could be from not letting a child play with a certain toy due to say for example a hearing impairment. Or maybe favouritism it could be a prejudice leading you to believe due to the child’s gender they would not want to join in. Assumptions made against people thinking they are less worthy because of their skin colour, gender, religious beliefs leading them to believe they are more superior to another. Many children no longer live in a nuclear family so the structure or composition of their families are different, this could be stereotypically looked upon as being a disadvantage especially if it was down to a behavioural problem, children from reconstituted or single parent families are stereotypically labelled as trouble makers. A child’s social background could lead people believing they are at an advantage or disadvantage to another person too. I have disabled access to both the front and rear of my home, if I were to refuse a disabled child this would be a case of discrimination.

Education is an ever changing system that allows teachers and families to come together to create opportunities for students throughout the country. Response to Intervention (RTI) is a model that exhibits the adaptability our education system has. RTI has a tremendous amount of positives that bring professionals, students, and guardians together to create an opportunity for those in the program to have a chance at being successful. Throughout the research we will look at the history and benefits of what RTI brings to our educational system.

Intervention is a necessity for all teachers. It is needed for visible thinking. I have learned that visible thinking shows itself from challenging, engaging, and group-worthy problems. The Response to Intervention (RTI) system is a three-tier system. Tier 1: Primary Intervention involves high-quality core instruction that meets the needs of most students. Tier 2: Secondary Intervention involves evidence-based interventions that addresses the learning or behavioral challenges of most at-risk students. Tier 3: Tertiary Intervention involves individualized interventions of increased intensity for students who show minimal response to secondary intervention. The most important thing to realize with all of these Tiers is that immediate interventions in any classroom will answer the need for Tier 2 and 3. This means if you focus on interventions you won’t have to backtrack and try different tiers to make sure the thinking process has hit home. The way I would make sure interventions are implemented is my classroom is by planning for the intervention. You can include an intervention during planning. You plan what content students will be taught and how you will teach it. This can be done by simply going over assessment approaches before the students begin the lesson/project. Designing your lessons around what your students understand and how they will think will allow the teacher to use interventions to correct student error or misinterpretation of the lesson. This allows you to see what errors occurred and how you will prevent or minimize them from happening. The next area is presenting for interventions. When you present your lesson it is important that you demonstrate and help guide your students through the lesson. Making sure your lesson are appealing. This allows students to investigate and collaborate with other students so the teacher can use formative assessment strategies. Then you can use analyzing for intervention. Your lesson analysis comes from how the students demonstrate their learning. Asking simple questions such as; What did the students do? What did the students say? How did the students perform on the assessment? The next step is reflecting for intervention. This is the

The Every Disabled Child Matters Campaign (2007) survey found one of the key issues that young children insisted needed modification to was the negative attitudes of disability. This should be regarded as a crucial factor in prohibiting bullying, harassment and abuse. In order to achieve this it is important to put forward measures to promote the environment within the school setting where the norm is to respect others rights, deny discrimination on the grounds of disability (Save the Children, 2009, p.49).

In my opinion, I do believe that the term disability is not easily defined as it may have different meanings to different parties. Wikipedia defines disability as “consequence of an impairment that may be physical, cognitive, mental, sensory, emotional, developmental, or some combination of these. A disability may be present from birth,

The intervention that will take place in the prek classroom is to set up clear rules for the student to follow. With this the teacher and I will start to award treats for behaving in the class-room. Example of this is a piece of candy or a sticker. Other things that I will start trying tin the classroom is to focus more on good behavior and not on the negative behavior that we see in the classroom. Instead of continuously saying what they are doing is wrong we trying to see what the student are doing right to encourage them to continue doing the correct things. Other thing that will start will be a daily report on the students behavior that they take home so that the parent know what they are doing

I would define disability as having an impairment that may put a certain person in a disadvantage. It might be physical or mental issues.

The word handicapped is first recorded in the late 19th century in the sense referring to a person's mental or physical disabilities. In British English it was the standard term until the 1980s, but it has been superseded by disabled, or, in reference to mental disability, expressions such as having learning difficulties or learning-disabled. In American English handicapped is still sometimes used, especially in phrases such as handicapped-accessible and handicapped parking. The International Classification of Functioning, Disability and Health (ICF) defines disability as an umbrella term for impairments, activity limitations and participation restrictions. Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down syndrome and depression) and personal and environmental factors (e.g. negative attitudes, inaccessible transportation and public buildings, and limited social supports). People have different ways of explaining and knowing what disability really means.

In my understanding a disability is a physical or psychological impairment that impairs a person’s ability to function at what would be considered a normal level. It can be a combination of physical and psychological such as depression and anxiety caused by a traumatic injury or loss of the ability to physically function at their “natural” level. The SSA definition of disability seems to center around an individual’s ability to provide for oneself where the World Health Organization’s definition addresses the individual’s ability to function and provide for themselves. The WHO also addresses the social and societal issues related to disability such as access to care, the social stigma of disability, and the fact that poverty most often accompanies disability.

It is important that early identification and intervention (The Special Educational Needs Code of Practise 2001) of SEN needs is put in place to minimise any distress to the child and greater benefit learning.

Discrimination is when an individual is being ridiculed or rejected on the basis of their beliefs or culture. Discrimination is still present in Australian schools and can take place through verbal, written, visual, and emotional. The people who experience discrimination commonly are not often acknowledged by the teacher or counsellor of the school. The risk is that when discriminatory behaviours are permitted to go unchecked in school, an environment develops in the classroom, in which it seems that these actions are considered as normal. The students who have been discriminated against in school are mostly students from different language backgrounds to English. Furthermore, people’s thoughts, beliefs and decisions are often related to being socially accepted by the people around them. Therefore students feel pressured to conform not to work with racially different students in order to be socially accepted in society.

“Throughout much of human history, individuals with disabilities have been treated with superstition and fear. Infanticide, shunning, attributions of witchcraft or divine punishment, and even awed respect have all been socially sanctioned” (Bartlett, Etscheidt,, & Weisenstein, 2006). Children with disability were excluded, segregated, and discriminated from our society and their families carried a heavy burden on their backs. “The philosophy of excluding students with disabilities from public school education can be traced back in legal history to 1893, when the Massachusetts Supreme Court upheld the expulsion of a student solely due to poor academic ability”, (Esteves, 2008; Smith, 2004; Yell, Rogers, & Rogers, 1998). A few years after that another example of discrimination happened when a child with cerebral palsy was deprived access to school due to his/her condition.

According to the World Health Organisation (WHO) disability is defined as, the loss of anatomical functions, resulting in experiencing difficulties when carrying out everyday activities of daily living and encountering problems when trying to participate in activities: disability can also be as a result of the individual impairment or disability that restrict them from fully interacting with society (WHO, 2001).

A disability is an impairment which substantially restricts the ability of an individual to perform daily activities within the range comparable to somebody the same circumstance and age. Dis ability may comprise of impairments which restrict hearing, mobility, sight & communication.

The word disability is composed of two words dis and ability. Dis is a negative word. It means to not do. Ability means the power of doing. Hence, the word disability means to do not have the power of doing something. When it comes to the sense of medical and health, we came to know that disability means the lacking of some physical power. Some people are dumb, deaf, etc. These are the medical and health disabilities of those people.