TA Assignment 1

3. What type of bank risk would worry you the most as an account holder? How should the bank protect itself against that risk? (2-4 sentences. 1.0 points)

Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of reducing the need to mark some learners as different. This is underpinned by a shift in pedagogical thinking from an approach that works for most learners existing alongside something ‘additional’ or ‘different’ for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life.

What services do you offer? Will I have a formal written agreement or contract with you? What if I can 't afford to pay your fees or make contributions? In addition to helping me solve my immediate problem, will you help me develop a plan for avoiding problems in the future?

So how would we differentiate a lesson so that it fulfilled the needs of SEN students? Firstly, it is important to know the educational needs of all students in every classroom. We would find this information for every student regardless of SEN in their targets and performance histories. But with SEN students we should also find help from the SENCO or person in charge of co-ordinating the needs of SEN students. Once these students have been identified they will appear on a document such as an SEN register or student support list. The aim of this list is to help us as teachers identify our SEN pupils-forewarned is forearmed. OFSTED would then expect to see that lessons are differentiated to take these students needs into account. Therefore, if I were taking a class with a visually impaired pupil I would be expected to have provided resources that overcame any barriers to learning that this might cause in my lesson. This might include worksheets in large print for the student or temperature probes that emit an audible reading rather than a visual one. If I were working with a student with dyslexia issues I would look at the students IEP (individual education plan) and identify way to help that student fully participate in the lesson. This might be something as simple as allowing the student to use their laptop for written exercises or giving handouts on specially coloured sheets of paper. In a practical cooking lesson I might employ a sequence

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

However, the negative aspects of inclusion have not proven a strong enough point in that the good, which comes from this experience, severely outweighs any doubt of its success. Inclusion of autistic children has shown to be beneficial due to the notion that these 'disabled kids' can attend 'normal' classes with their non-learning disabled peers. By allowing all kids to feel 'normal' we, as a society, stand a chance of making prejudice which we associate the disabled under, cease to exist.

"What is necessary to change a person is to change his awareness of himself. --

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

After reading the above statement, did you miss any species in your gut content sampling? If so, which ones?

1. In order for the education system to change and be multiracial there are different sections where you need to work from. Starting from the curriculum structure subjects such as science and math should recognize inventors who created science and math theories. When it comes to english and history; english should allow teachers to pick their authors and subjects that they think their students will be able to enjoy while learning the standards needed for that grade. “…Educators must have knowledge of children’s live outside of school so as to recognize their strengths” (Delpit, 242). As a minority my self having teachers who gave us the options to read books where we could relate to the characters and story lines it was easier for us to actually

It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical

Social justice and inclusion have become important parts of the modern world, especially within the Scottish education system. They allow pupils to reach their full potential and to become fully integrated whilst at school, regardless of background or disability. However these terms are ever changing and require a lot of thought and determination to be fully fulfilled within schools. This paper will look at the importance of social justice and inclusion as well as considering different views on the topics. It will also focus on the teacher’s role in achieving an inclusive environment within school and the implications for learning.

The first factor that may affect number skills development is national and community factors. A Country and community’s political, cultural, social and economic policies all contribute to the environment in which children develop. The success a country has in educating it’s children and producing a numerate population depends greatly on the country’s emphasis on the goal of numeracy for all, the resources it has available, and the mechanisms it has in place for providing effective programs and incentives that encourage number skills.

     The social constructionist perspective holds the view that the self is continuing "shaped and reshaped through interactions with others and involvement in social and cultural activities" (Wetherell & Maybin, 1996, p 220). Social constructionist is concerned with explicating the processes by which people come to describe, explain, or otherwise account for the world (including themselves) in which they live (Gergen, 1971). Thus, the social constructionist approach implies that the self is shaped by social interaction within historical, cultural and social contexts. Social constructionist's apply an analysis of societal level which explain the self through social relations. Conversely, the