The Importance Of Ethos In Schools

The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils there. It is usually clearly set out for the whole school to be aware of and is reinforced through daily activities.

The ethos, mission, aims and values of a school is normally based on the beliefs and feelings of a school and can be felt in the school’s atmosphere, They should be recognizable when entering the school environment as it should be part of the school’s everyday activities and part of the daily practice of both staff and pupils. School policies are in place to ensure that children are at the centre of everything, reward systems to celebrate achievement in both academic and non-academic areas. There is a school council where pupils’ voices are heard and they can make positive changes to the school, this gives them a sense of pride in the school and enhances the positive atmosphere. Assemblies are led in a way and the school works together .The school has strong links with the local vicar and church family. Through the church, the

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

Lawmakers in Florida voted on whether or not they should change the state’s death penalty statute. The death penalty system in Florida is a bit different than it is in other states. Instead of the jury deciding who is given the death penalty, the judge decides. The new bill that was passed stated that at least 10 out of the 12 jurors had to recommend the death penalty, not just a majority. A judge in Alabama, “ruled that her state’s capital sentencing setup was unconstitutional.” The judge said judges are overriding jury recommendations when it comes to the death penalty. Alabama attempted to halt an inmate’s execution because of the similarities it had to the Florida system that was shut down. After hearing these things about both Alabama and Florida, Utah actually abolished the capital punishment. Due to the changes being made, two different executions that were supposed to occur this month were put on hold.

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.

* Removing Barriers to Achievement: The government’s strategy for SEN 2004 – This provides a framework for schools to remove barriers and raise achievement of children with special educational needs and disabilities.

The education model is used the school setting. The main focus is to allow the student who is disabled to participate in school and adapt to the school environment through special education. Each student’s educational need is met through individual therapy and treatment. It is free for the student with no obligation of pay from the family.

The final decision may then fall to the board of governors, the church, the local government or other outside agencies, or a combination of these.

Teaching students with exceptional abilities requires funding, training and planning. Being in a regular classroom with children from various cultures, ethnic backgrounds and intellectual ability help students learn how to work together toward a common goal: reduce discrimination and stereotyping people with physical and mental limitations. Instructional strategies that break the work down so everyone learns better can improve education as well as reduce cost. This is achieved by including special education students in environments that will allow them to develop normal social interactions as well as receive specific attention to their learning needs. ("What is Special Education”)

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

In 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education and called on the international community to endorse the concept of change and inclusion through a new statement called ‘The Salamanca Statement’. As this was the first major international statement of what an inclusive approach to education needs to be, they formed practical strategies to ensure this positive inclusion would take place worldwide.

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

Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.

The next stage in the development of special education was segregatioin that sought to iinvolve student with disabilities in the same learning instutions as all other students, but in in isolate classrooms. However, this changed upon the enactment of the all handicapped Children Act of 1975, which introduced mainstreaming. This had a postive implication in that handicapped chidren were included and encouregaed to particpate in regualr classrooms hence the period of integration dawned. This was a remarkable achievement and the Act pertaining to education for the handicapped was amended to include six new critical elements in fostering special education. These elements were: parental participation in the special education process, legititmate process to enforece accountability, Individualized Education Programs (IEPs) to formulate a custom program for each student, Least Restrictive Environment (LRE) that allowed the disabled children in regular classrooms as much as possible, A program to find and assess disabled children in a fair manner, free and approprioate public education (FAPE) for all children.