Special Educational Needs Essay Example for Free

Special Educational Needs Essay In this essay will discuss the term Special Educational Needs, understanding of segregation, integration and inclusion, the importance of Warnock Report, development in policy since 1981,and the Medical and Social modules. The term Special Educational Needs in child development has a meaning of children who needs extra support. Early in 1700s in Britain term Special Educational Needs did not exist and it did not need to exist as children with Special Educational Needs were looked from their families or church. After the radical change as result of Industrial Revolution in Britain by mid 1800s special institution were created for every human ill. Education on children with Special Educational Needs began through individuals and charities; the first school to be opened was for children with visual impairments in Edinburgh 1976 by Thomas Braidwood he was followed by the school for blind in Liverpool opened by Henry Dannett, this schools however were nothing what we have now but still they made a difference for children in needs as they had very little contact with outside the world. In 1870 Foster Act – Education for all allowed all the children with Special Educational Needs to enter the main stream schools and their difficulties were recognised. Many of these children were experiencing difficulties in making progress and as a result of the elementary classes contain large number of pupils, and they were taught by teachers with no specific special educational trainings. They came to the point that children with SEN were unfit to include in the main stream schools. According to ‘Gibson and Blandford (2005) significantly the report’s recommendations included the integration of pupils with SEN into mainstream education. However, the level of integration indicated in the report was limited form of education provision for pupils with SEN; limited in those pupils although physically located in a mainstream setting, would have to adapt in order to fit the location and culture of established forms of teaching and learning’. In 1893 James Kerr was a medical officer for the Bradford School Board; his role was to assess children’s mental process and identify children that are not suitable for ordinary schools. Special Educational Needs incurred a high cost than ordinary provision. So most of the children were isolated in ordinary schools or received no schooling. Children with visual impairments from the age of five in 1889 should be provided with education and for children with hearing impairments should be taught by specialist teacher and those teachers should get paid more than mainstream teachers. Also in 1889 the commission recommended that each school should have a medical officer. In 1994 Education Act said that every child should receive education within primary, secondary and further education based on pupils age and all the local education authorities should meet the needs of handicapped children. In 1945 service regulations established 11 categories for handicap children. Inclusion is education that means approaching to educate children with Special Educational Needs, under the Inclusion module children with Special Educational Needs have to spend their time with non-disabled children. Inclusion rejects the rights to put a child in need to a special school, inclusion is about mixing all the children together the one in need and the ones that they are not in need, to have the right to be educated in the same way and to meet everybody’s needs and abilities. Integration in Special Educational Needs means the rights of the children, and supporting those children by following the law, Education Act. While the Segregation has a meaning of separating children from each other, the ones that have a disability should be placed to special school and the ones that are in the term ‘normal’ should go to the mainstream schools, also segregation means the discriminations of children from the race, religion and types of disabilities. According to Education and Skills Under the 1944 Education Act, children with special educational needs were categorised by their disabilities defined in medical terms. Many children were considered to be uneducable pupils were labelled into categories such as maladjusted or educationally sub-normal and given special educational treatment in separate schools. According to the article wrote for the inclusion week has said: The 1981 Education Act This law brought in the first duty on LEAs to educate disabled children in mainstream schools, taking account of parents wishes and establishing three conditions that were to be met before it could happen. These conditions were: the disabled child can be educated in the ordinary school, other childrens education will not be adversely affected, and there is an efficient use of resources. By late 1960s and into early 1970s parents, disability groups began to subject the policy of segregated special schools; they argued that continued segregation could no longer be justified. Demands were increasingly made, not only from community but from those adults who experienced segregation provision. The Warnock report in arly 1970s said that educational professionals and parents had begun to put pressure to government to investigate the standards of national provision for children with needs, in 1973 Margaret Thatcher established a committee under the Warnock that educational provision should be reviewed in England, Scotland and Wales for children and young people with handicapped disability. The work was completed on 1978 and as it is final report 225 recommendations on the policy and organisation for children with additional needs. The Warnock report criticised the orthodoxy and segregation and argued that children should not be categorised and therefore children should have their own Special Educational Needs deficit and their needs should meet within mainstream schools. The report also shows that 20 per cent of children could experience a learning difficulty at some time. Finally in 1981 Education Act translated many of recommendation of the Warnock report and they were put into legislation. The term Special Educational Needs had a legal status and the term handicapped that was used since 1945 has finally ended. Furthermore the Act clearly articulated how children with Special Education Needs should be assessed and how the statement of SEN should be formulated. Finally children assessed with Special Educational Needs were possible to be educated alongside with their peers within the mainstream schools. Even after putting the law into consideration for children with Special Educational Needs to attend mainstream schools most of the settings had lack of money to implement the Act and they remained the existing system of segregation to the special school provision. In 1983 to 1991 the proportion of children being educated dropped by 12. 5 per cent and in some local education authorities the number of children that they were attending segregation provision was increased. The whole idea of the term Special Educational Needs was that children and young people to be educated, to attend mainstream school and to participate in activities same as normal children, but this outcomes did not follow, an national survey in United States has found that disabled people were less educated, also less likely to be employed, people with disability are marked as different. In 1997 the term Special Educational Needs has been replaced with Special Needs Education, this change in terminology distinguish the provision of Special Educational Needs. The idea of bringing to place the term Special Educational Needs was to categorise the disability of children and to include all of those who are in need to additional support. Under the 1994 Education Act children with Special Educational Needs were labelled by their disability, many of those children had no contact with the outside world and received no education whatsoever. The Warnock report 1978 followed by the Education Act 1981 changed the name of handicapped children to Special Educational Needs children and integrative which later was stated as inclusive which meant all the children to receive education, not depending on their needs or abilities. According to the web site, Douglas Silas Solicitors has been said: The Education Act 1944 originally established that childrens education should be based on their age, aptitude and ability. Eleven categories of handicap were described which included for example, educationally subnormal and delicate as well as blind. At that time, the general philosophy was that the child should fit the school rather than the school fit the child. 1974 saw the establishment of the Warnock Committee, leading to the publication of the Warnock Report 1978, which was named after Mary Warnock, the chair of the inquiry whose remit was to look at the needs of children with SEN. The Warnock Committees conclusions were that 20% of children in the school population could have SEN but 2% might need support over and above what a mainstream school could provide for. The Warnock Report recommended that there should be specialist provision for children with SEN which could protect the 2% and ensure that they received appropriate provision. The Warnock report was introduced under the Education Act 1981 but had no additional funding for the new process of getting the teachers trained. The Warnock report remained till 1990 but during this time many children were declined to receive special schools. The Green paper on 1997 was introduced to government to support children with Special Educational Needs also the UN statement. Government had looked again to the Special Educational Needs framework also SENDA 2001 and 2004 Special Educational Needs of the strategy for removing the barrier, Government had invest more money for Special Educational children from 2. 8 billion to 4. 1 billion in the last four years. The Warnock reports seem to be struggling to remain fit for the purpose of Special Educational Needs, there is a failure in the system to cope with raising the number of children with autism, emotional and social development. In 2005 Warnock had called the Government as emergency for reviewing the situation of Special Educational Needs particularly the concept of inclusive, while the Government had said that the policies do not need to be review they actually need to be changed from the ground. Ofsted and audit commissions known the issues of the reports therefor had said that Special Educational Need does not need to be reviewed. It has been four years already and Government has no answer for reviewing the policies and when prime minister has been interviewed he had said that there is a room for the policies to be improved and they are keeping Special Educational Needs under the review. Government still had not reviewed anything on Special Educational Needs policies but it has been said that they are looking into it in private. The review took place in 2010 from Government and it has been 30 years after actually took place. It has been said that Governments new policy has been softened on inclusion for sending the children with Special Educational Needs to the mainstream schools and for closing the special schools. Government vision for education of children with Special Educational Needs it provides clear national leadership. Early invention to make sure that each child who has learning difficulty to receive the need and help as soon as possible, also the parents of children with Special Education Needs to have access to childcare. Removing barriers of learning in every setting and making sure that inclusive practise is taking place in every school. Also by raising expectation and achievement by making sure that teacher are receiving the appropriate training for Special Educational Needs. Delivering improvements so then parents has a clear understanding of what to do for their children and where to get help for their children with Special Educational Needs. Overall in this essay I had a chance of understanding of the policies since 1981 also the Warnock report in more details, the integration, inclusion and segregation, Children with Special Educational Needs now are able to receive the same education as other children and are attending the mainstream schools. The meaning of term Special Educational Needs that in my point at the beginning of this course was completely different now I have an understanding that I think most of what I know I would not be able to put in words.

Black Rain Essay -- Japan WWI Hiroshima Bombing Atomic Essays

Black Rain   Ã‚  Ã‚  Ã‚  Ã‚  The novel, Black Rain, is a first hand recall of the events of a man’s life during the bombing of Hiroshima. The main character, Shigematsu Shizuma, is concerned that his niece, Yasuko, will be unable to marry because prospective husbands are scared off due to the fact that she was near the bombing and that her or her children will suffer the effects of this radiation sickness that had already affected so many. In his quest to find a husband for his niece he decides to rewrite his journal of the bombing of Hiroshima. It is his copying of this journal that takes the reader though the treacherous events of the bombing and the effects on his and others’ lives. Mr. Shizuma writes of every detail of the bombing. He describes the bombs blinding white light and the mushroom cloud that followed and he also describes the people. He tells of the strange burns on people’s bodies. He tells of family’s journey back into the city of Hiroshima to try to find lost loved ones. And he tells of the survivors’ struggles as well, from the radiation sickness to the small rations of rice and beans distributed to the people. He also seems very inquisitive about what kind of bomb fell on the city. The journal ends with the surrender of Japan and the book ends with his niece becoming very ill with the radiation sickness.   Ã‚  Ã‚  Ã‚  Ã‚  This novel is like many other Japanese stories in that it is not a very happy book. There is no happy ending and the novel is filled with many gruesome de...

Theory of Organizational Culture

It should have made clear and obvious that sustained profitability and high financial turns are not enough to survive and remain successful in today's highly competitive markets because there Is considerable evidence of conflicts and misunderstandings caused by cultural differences. Therefore It Is sensual that firms need to understand their own and other firms' organizational culture and need to adjust their ways and traditions while conducting business with other firms, organizations or individuals with different cultural values. 1. Generally, in lay man terms, culture in an organization can be answered as simple as the way we do things here'. This defines the consistent way in which the tasks were reformed, conflicts were resolved and how customers and employees were treated. In a more articulate manner, an organizational culture can be defined as a core values that defined that particular organization itself. It comprised of its member shared values, behaviors, beliefs and teamwo rk that guide and determine the organization decisions and actions and how it behaves in the local as well international market. 1. 3 Why Does it Matter?In the context of whether it matters or not, an organizational culture is something that cannot be easily capture or define but at the same time it is not something that NY of the organization should take for granted. Many anthropologists and coaches had noticed that ineffective leadership tends to be the major factors of an organization diminishing and weakening (Alveolus, 2002). Rolling back to the Ancient Rome era, the great empire had endured a series of terrible emperors. Due to the culture and structure of the empire was great enough; the tide was often overcome even after decades long.However, one cannot be in denial that without a strong top leadership eventually would be the cause of the fall of even the great empire. 1. 4 Understanding the Organization Culture There is proverb that goes â€Å"When in Rome, do as the Roman s do†. The essence of this is that blending oneself into the foreign environment. Every organization is unique in nature; which is to say the culture of an organization may vary from one another despite having the same nature of business or having the same geographical locality.Even in cases where top managers have strong awareness of the significant of culture, there is often the case that lack of understanding on how the people and organization function in terms of culture. It is normally difficult to attain high level of cultural awareness to decide actions. Understanding organizational culture is essential as a way of understanding the organizational life in all forms and variations (Rachel Parker). Section 2: The Types of Organizational Culture 2. Types Organizational Culture There are few quadrants to be relating to where most of the organizations will fall organization feels comfortable to operate in. However it should be noted that none of the quadrants is inherently b etter than one another Just as there is no culture is necessarily better than another (Tarp). 2. 1. 1 Control (Hierarchy) This culture focused on stability and control in the organization. It strongly emphasized on standardization, integration as well as the decision making mechanism.This means there is layers of management for the decision to go through before the final decision is made. One of the giant companies that practices this pattern of organization culture is Ford Motor Company; they have seventeen levels of management. Government agencies are also well to be associated with this type of culture. 2. 1. 2 Compete (Market) This type of culture focusing on external orientation rather than internal and they emphasized on differentiation greatly than anything else. This culture concentrates n competitiveness and productivity through emphasis on partnership. 2. 1. Collaborate (Clan) Collaborate approach emphasize more on flexibility and discretion over stability and control. The total opposite of individualism, this culture give due credits to team work. Take for example; the Japanese firms have strong Collaborate culture among themselves. They appreciate cohesion, loyalty, and group commitment, and therefore they operated more like families than a team. 2. 1. 4 Create (Autocracy) In this value matrix, they value flexibility and discretion however not to the extent of sharing the inward focus. Instead this culture focused on flexibility and adaptability.This is essential in thriving in the world that many would view as impossible. Google is a good example of a prototypical autocracy organization. Their ability to capture market share has made them leaders in the marketplace and eliminating competition among the industry players. Section 3: The Patterns of Organizational Culture 3. 1 The Cultural Patterns in Construction Industry Due to the rapid internationalization of the construction industry, there is a growing of interest in developing a deep understan ding in the organizational culture and how t can be implemented in this competitive market.It appears that one of the reasons for why the organizational culture gained importance is because more construction companies are conducting business in international markets. (Low, 2001) In addition to the emphasis put on the internationalization of the construction business, the adversarial relations between different stakeholders is considered to be the sensitivity of different project participants to cultural differences which have a culture is claimed to be an effective way to respond to the environment; thus achieving a superior performance.Considering the hyper-turbulent environment and fragmented nature of the construction industry; understanding and managing organizational culture is of particular importance in enhancing organizational performance (Ankara, 2005). 3. 2 The Organization Culture in Malaysian Construction In Malaysian construction industry, Malaysian contractors shared t he same views that the project culture plays enormous impact on the construction project control dimensions such as time, cost, quality and loyalty.In Malaysian construction industry, there are few types of culture that are being practiced by many of the construction rims. These cultures are presented in the below table: Types of Culture Tiger Culture Monkey Culture Rabbits Culture Elephant Culture Dragon Culture Definitions Competitive and Achievement Orientated Teamwork and loyalty Flexibility and creative Strong hierarchies and order Combines the disparate and beneficent attributes of lesser beings into one of extraordinary capability and power Table 1 : Types of Cultural Practices in Malaysia Based on the current research paper produced by C.Wang and H. Abdul Raman (Raman, 2010), the findings below has shown that the â€Å"Monkey Culture† is insider as the most applicable type for the organizational culture in Malaysia. Figure 1: Applicable cultural practices Through the questionnaire survey forms collected from this research, Malaysian contractors have ranked that teamwork and loyalty as highly important in an organization culture. Therefore this has puts â€Å"Monkey Culture† above the rest of the other cultures.In contrast with the US firms which very often considered as individualistic, the Malaysian contractors are very similar to the Japanese culture in the sense of the Japanese has always been a collectivist culture and communities hat put group's welfare over any own individual welfare. The Japanese companies have successfully created an environment and culture where the sense of family has greatly prevails among the employees. Take for example, Toyota, one of the Japanese cars manufacturers, has provided a day-care center for young mothers who wish to work.While the Malaysian contractors have not gone to the extent of creating the family culture in their practice, they have emphasize strongly on good teamwork and coordination between the management and the employees. Figure 2 below shows the analysis extracted from the Hypotheses dimension on Malaysia's organizational Figure 2: Hypotheses Dimension: Malaysia dimension namely Power Distance Index (PDP), Individualism (DVD), Masculinity (MASS) and Uncertainty Avoidance Index (AJAX).The fifth dimension which is not included in this analysis is found later after the implementation of the four dimensions. The fifth dimension is the Long-term Orientation (L TO). As shown in Figure 2, individualism (DVD) has ranked the lowest among the rest dimensions. This shows that Malaysian do not prefer to work alone. Malaysian in fact are very social community and they also practice collectivist culture like the Japanese do. This applies in the case of the construction industry. All members work in a team and like a team.The Project Manager needs his subordinates to cooperate with him in order to get the project running and this applies to the subordinates as well. Like the prov erb goes â€Å"No man is an island†. Therefore, Malaysian construction industry sees this as an important elemental culture that should not be ignored. During the tenure of Tuna Dry Mathis Mohammad as the Malaysia's fourth premier way back in the asses, Dry Mathis has ladled for the citizens of Malaysia to practice the â€Å"Look East Policy'.He considered that the secret of Japanese success and its remarkable development lies in its labor ethics, morale, and management capability. For this purpose, Malaysia decided to dispatch their students to Japan, to study not only academics and technical know- how but also to learn labor ethics and discipline of the Japanese people. One good example of the Japanese culture that should be implemented in the Malaysian construction industry would be the Japanese strong sense of family.

Short Story - 962 Words

Lukas woke up and stretched, rubbing his eyes sleepily. He groaned as he leaned back and popped back. He felt like he was forgetting something, but he quickly brushed it off, seeing as â€Å"if you forget it, it’s probably not very important,† according a certain idiotic Dane. Speaking of him, normally Lukas’s sleep would be interrupted far before-Lukas checked the time- nine o’clock! Maybe Matthias had decided on having mercy on the house’s occupants today? Then, Lukas heard a loud crash from downstairs and sighed. Not today†¦ Lukas stumbled downstairs, still wearing his dragon onesie. He rubbed his eyes once again and ran his hand through his light-colored hair. Seeing everyone staring at him as he descended, he quickly looked behind him to†¦show more content†¦Please?† The small boy then looked down and played with his hands before turning to Tino. â€Å"Please?† he asked, eyes shining with fake tears and hope. Lukas sc offed at Tino’s squeals of how cute Peter was before turning to the couch and plopping down. He rolled his dull indigo eyes before supporting his head with one pale hand. He began spacing out as Tino, Berwald, Matthias, and Peter started grabbing presents and snapping pictures, laughing all the while. Before he knew it, Lukas had fallen into a dream. Lukas stood and rubbed his eyes. He wasn’t in the living room with the rest of his family anymore, but he seemed to be in a desolate place with no sound or light. Lukas cupped his hands around his mouth and slightly raised his voice. â€Å"Hello?† His emotionless exterior faded as he realized he was truly alone. Was this a prank from that stupid Dane? Lukas didn’t remember doing anything that would remotely annoy Matthias, other than- oh. He had â€Å"insulted† one of Matthias’s favorite holidays. Was this a punishment? Lukas called out again, raising his voice even louder. â€Å"Hello? Matthia s, if this is about the Christmas thing, I will choke you!† He was answered with nothing but echoes, none of the Dane’s signature giggles. Lukas sat down then, wrapping his arms around his legs. Then, he looked down to find himself still in his dragon pyjamas. He sighed and buried his head into his knees. Apparently, he had gotten himself into a big mess of things. Lukas looked up to findShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. 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