Preparing A Case Study: How To Respond As A Teacher

There are several key issues apparent for Belinda, one of which is social isolation. Belinda has withdrawn from her family and no longer spends time with her friends. In becoming socially isolated, Belinda is at risk of disruption to her social development leading to an increased likelihood of failure to achieve in the future (EPPIC, 2001). This is evidenced by the fact that Belinda’s grades have dropped significantly over the past six months.

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

“Disabling segregation” by Dan Habib solely focuses on inclusion within the classroom and the community. He, like most people, grew up in a society where those who have a disability were separated from those who are “normal”. Habib’s passion for inclusion did not occur until after the birth of his youngest son, Samuel. Samuel was born with cerebral palsy. After Samuel’s diagnosis, Habib wanted to do everything he could to make sure his son was included. In his speech, he talks about how inclusion in schools leads to higher marks on tests and assignments than classrooms that are separated. Habib stated that 56% of kids with disabilities spend their day in a separate classroom. He advocates for inclusion, not only for the sake of his son, but also for all children who are like Samuel and who may have never gotten the chance to succeed. Habib tells a story about a man who was very much like Samuel but was never lucky enough to be given the tools he needed for success. Due to the lack of resources, people in that man’s life held him to a much lower standard and he became resentful towards those who were not treating him like a real human being.

Aside from providing children with academic benefits, it provides them with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn about differences and how they can help others. In the Success For All study, results showed that the children involved in the study had “a reduced fear of human differences accompanied by increased comfort and awareness.” (Stout, 2001) If children are separated in the school because of their developmental differences then they will never truly learn that it is okay to be a unique individual. The idea that it is acceptable to be different should become a common knowledge to our students. With that knowledge, our students can make the future a better place for everyone. It has been said that the goal of inclusion is to “create a world in which all people are knowledgeable about and supportive of all other people.” (Whitworth, 1999)

While the I.E.P was in progress child A informed me that he finds it very difficult to communicate with other pupils this is due to him having special educational needs. Child A finds it difficult to communicate due to him feeling like other people are treating him differently because of his condition, all he wants is to feel ‘normal’ like every other child. To help child A develop his social and communicational needs in the future we will arrange ‘friendships groups’. These will be introduced at the beginning of the new school term in order to help child A improve his social interaction skills by letting him meet new friends. In year 1 child A is well known and liked but he feel his peers are treating him differently due to his peers knowing

In reflecting we should have made aware of signs for children this behaviour in this situation. Parents and school work well by guiding children in making friends at school which develop positive social skills with good behaviour. Encourage children build friendships they have a range of experience interacting with their peers to practice their social skills. Children need to make friends with a natural It certain children have had many experience sharing with groups of other children outside from home (Poole, Miller & Church, 2003). On the other hand, children can try being the leader and other times they can be the follower. This practice can develop of harmony and times of interact learning which an important part of being a friend for children

A child is not ready or has the knowledge and lacks the skills to be part of any social group. His reactions at best are crude and limited, if the child fails it may result in the child not caring about social exchanges. The child learns from trial and error, and with guidance from their parents and teachers they may be able to build the skills necessary to

Many children have attended a preschool or nursery before starting school, they are now entering a new setting and as part of a much larger group they will need to adapt to much more complex social situations (Yael Schmueli-Goetz). Yvonne Skipper said that 10%have trouble socially, without the friendships they do not have the opportunities to practice skills like ‘listening, responding, it may effect cognitive development because they may struggle more with listening instructions, and responding to teachers. (Yvonne Skipper o.u. video 2015 in Yael schmueli-Goetz.) By having friends children campractice the listening, responding and turn taking which will help them with the school routine once they begin their formal

The continuing trend to greater inclusion is welcomed in principle by teachers. It is widely agreed by teachers that to exclude certain children from main stream social and academic education can not only be harmful to the future outcomes of those

During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom

The importance of every student being able to get ample opportunity in the classroom is very imperative. However, there are times when teaching and educating in the class does not give everyone that same opportunity thus creating a problem or difficulty for students to all feel included. Inclusion in the early childhood setting is consideration exemplifies the qualities, approaches, and rehearses that bolster the privilege of each newborn child and youthful kid and his or her gang, despite capacity, to take part in an expansive scope of exercises and settings as full individuals from families, groups, and society. The coveted results of comprehensive encounters for youngsters with and without incapacities and their families incorporate a

Schools and childcare establishments need to have establish a suitable environment that will support the social and emotional development of a child. A positive social setting is created by a variety of factors which could stem from something as simple as in inclusion of parenting support to the policies and procedures in regards to discipline of children. Some factors that should be taken into consideration when evaluating a suitable social environment might be, the teaching methods, polices on grading and the principles or directors leadership style. It can be said that the major determining factor for a child’s social development is the quality of the relationships held between students and their peers, and the relationship between teachers and students. Children must be constantly encouraged to work together with their peers as the relationships/friendships they form are detrimental to developing their social skills. This can be encouraged by creating games and opportunities for children to engage in large group, small group and one-on-one

In Learning Disabilities and Challenging Behaviors, Nancy Mather gives examples of these widespread disabilities through case studies of children with special needs. She talks about a boy named Ryan who had “limited reading skills,  difficulty completing tasks and always complained about how much he hated school. Ryan often told the other students that he was dumb because he had to visit to the resource room everyday  for individualized instruction, but since the help has begun, he has improved his skills and gained confidence” (Mather, 3).  This example proves that and even individual with acute learning disabilities can be put into the mainstream classroom, as long as he was receiving outside, private instruction that is geared towards his own personal struggles. She introduces the reader to Danny, a boy who had poor motor skills and because of this he often tripped on the playground and could not tie his shoes. Mrs. Abram, his teacher, recognized his difficulty and tried to help him with his handwriting which was struggling, but her minimal efforts during class time made little improvement by the end of the year. This example shows how the inclusive classroom can fail a student whose teacher knows about his problems but is not necessarily trained or prepared to deal with his many demands. Mather also brings up Stephanie to prove the same point. Stephanie was a girl who “was shunned because she had problem making friends and did not interact well with her

This area of research is of particular interest to the researcher, firstly because inclusion is widely recognised by the National Curriculum. It highlights ‘A wide range of pupils have special educational needs’ and consequently, ‘Lessons should be

Pt is a 8 y/o white female that was presented at NNBHC by her mother with a dx of ADHD, OCD, and Anxiety D/O. Pt is currently on vacation and reports of have intrusive thoughts of SI with a plan to “get a knife” with a desire to harm self. Pt states that she has been having difficulty of controlling her anger towards family members. Pt describes that she sometimes to get upset and punches herself in the face. Pt also states that she has suicidal thought “at least ten times” where she verbalize that she wanted to harm herself. “I am having a hard time controlling my anger lately”, stated by pt. “Sometimes I want to harm myself when I get so angry” stated the pt.Pt states that she does not have future goals and she forsee plans for tomorrow. Pt denies psychosis and paranoid thinking. Pt utilizes vulgar language when she is upset towards her family, however she states that she apologizes afterwards.