Below is my personal philosophy for working with children. I believe that children are my first priority and I will do my best to nurture the inherent gifts that each one brings and shares with me. I believe what greatly makes a difference in a child’s life is a teacher who cares about each child and who teaches from the heart to touch or challenge every aspect of a child’s personality, cognitive, social, emotional, physical, and cultural during his or her journey with me. I also believe that every child deserves the opportunity to learn, gain knowledge, and be educated. I will encourage the child to learn and develop at his or her own level. With the guidance, scaffolding, and learning, they will gain knowledge and explore the world in a safe
This is why I undertook work as a volunteer in 'Activenture' which provides a one week action course for disabled children. Each volunteer is designated with one child to care for; mine suffering from Autism. At first it was difficult to connect with the child, however, as a few days passed and as I spent more time with him, he was able to establish some trust in me. Witnessing a child deprived a full life due to a condition we knew little about in terms of treatment was a real eye opener, as I realised there is so much more we can do. As well as this, I gained six months work experience at a charity shop which I attended weekly useful for my self development. Due to this commitment, I enhanced my time management skills and my interpersonal skills flourished as it was necessary for me to respond well with active
2) Describe a quality that you believe is critical to Empathy towards people with disabilities is a quality that I consider has been deep-seated in me since an early age. For example, when I was ten years old, while watching the Muscular Dystrophy Association (MDA) telethon, I was moved to do a fundraiser in my community. All the money raised was sent to the MDA. This made me aware that we can all contribute in some way or another to the good of others. Later on, after completing my high school, I decided to pursue a degree in Physical Education and recreation for children with disabilities. Working as an Adeptive Physical Educator gave me the opportunity to change the lives of many students. The years invested in this occupation brought me great personal and professional satisfactions that still follow me to this
When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.
CYP Core 3.6 Working together for the benefit of children and young people 1.1 Explain the importance of multi-agency working and integrated working. As a childcare practitioner it is important that I am able to recognise when a child in their early years may have a range of learning needs. To be able to understand the way I need to work with others to ensure that the learning plan that is in place for this child has a positive impact on their health, development and learning. To ensure I am offering an inclusive practice where the child is supported and feels valued and is helping them towards achieving the Five Outcomes of The Every Child Matters Framework.
Throughout my years as a childcare practitioner, I have accumulated a wide range of experience working with children aged 3 – 11. However, the majority of my experience is with children aged 3-5. Through
Working with Persons with Special Needs Statement I am committed to working with all persons of diverse backgrounds, disabilities and other special needs. Every student should have the experience and ability of working with quality and caring teachers who care enough to take the time to make sure that they are given the tools they need to succeed. My life experiences have shown me how to be a better person and teacher for my students.
NVQ LEVEL 3 CU1536 PROFESSIONAL PRACTICE IN EARLY YEARS SETTINGS 1.1 Explain how the range of early years settings reflects the scope and purpose of the sector The range of Early Years Settings reflects on the requirements of parents and families for their children. Some parents want care for their children
In ninth grade, my mother suggested that I volunteer with peers at my high school who are special needs. She thought it would be good for me to meet other people my age who have their unique struggles in school, much like myself. I protested originally, but little did I know I would love volunteering with my peers, regardless of their disability. During this time, I signed up to volunteer with a local organization called Buddy Ball. At Buddy Ball, I had the opportunity to teach children with disabilities ages five through twenty-one baseball. When I volunteered with my peers, I mainly saw high schoolers with severe autism, intellectual disabilities, and emotional disturbances, whereas with Buddy Ball most of the participants had severe autism, intellectual disability, muscular dystrophy, cerebral palsy, spina bifida, epilepsy, or a multiple of disabilities. Both of these experiences allowed me to gain knowledge of a variety of special
I had no professional experience dealing with special need children. However, my aunt had Down Syndrome and watching her mother dealt with issues relating to her Syndrome allowed me to understand the challenges she faced.
When I was in high school I volunteered for a program called “Very Special Arts.” I worked with children having the full range of special education needs to expose them to art. Many of the children had difficulty holding things, speaking, or understanding everything, but they were treated with equal respect and attention, regardless of their disability. The result was crystal clear. All the participants expressed their own appreciation of art through their enthusiasm and excitement. My volunteer experience taught me the importance of tolerance in working with people from many different backgrounds and having an array of special needs. I also experienced the joy of working with disabled children that have diverse
Describe your experiences in working with children or youth with disabilities, and indicate their significance to you.
The first child I was fortunate to meet with Autism, was the son of a previous coworker. I walked into his home and he immediately came up and independently hugged and initiated a conversation with me. I did not know it at the time but for a child with autism,
My first goal was to learn more about how to work with, support, and help people with disabilities. Along with this goal, I wanted to become more familiar with the experience of working with this population. I am studying to become an occupational therapist and am currently interested in working mainly with disabled children. I am also interested in the elderly population, but through this experience at Windsong Equitherapy and some shadowing at Children’s Mercy Hospital in Kansas City, I am leaning towards working with disabled children. Aside from this goal, I also wanted to learn how parents and families with disabilities cope with having a child with special needs and the effect this has on the
I have been working with students with Emotional Behavioral Disability (EBD) since I graduated from college in 2006. I did not initially go to school for special education, but after spending five years working with students in this program, I decided to go back and get a special education license. I started out working as a one-on-one aide with a severe EBD student. After working with this student I realized that special education was where I wanted to continue working. I made a connection with that student (and almost every student I have worked with) that no other teacher was able to make, and because of that, I was able to help that student to improve in school with not only behavior, but also with academics. I have a brother who has a lot of disabilities and was also in the EBD program through school, and I believe that has helped me to become the teacher I am today, as I learned at a young age how to successfully interact with a child who was set off very easily.