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Wider outcomes of intervention
Naturally schools have tended to focus more on the educational achievements of children than on wider areas of education. However, parents of children with SEN have often highlighted the need for a focus on these, in order to equip their children with life skills that will help to make them independent adults one day.
1. Attendance
Attendance is a major issue for children with SEN. This group is nearly twice as likely as children without SEN to miss school for no acceptable reason, and special schools have a consistently higher absentee rate than ordinary mainstream schools. It is affected by a series of observable interrelated factors, including correlations between low income and both the incidence of SEN and
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This therefore points once again to the very real need for early identification of problems, however tenuous or unclear they may be to begin with.
3. Bullying
Bullying does affect children and pupils with SEN significantly more than it does typical children. For example, around 80% children with learning difficulties have experienced bullying during their school life.
Schools are compelled to promote equality of opportunity and to prevent discrimination and harassment and the discrimination of disabled pupils under the Equality Act 2010, and although every school should have a policy regarding bullying, there are varying results of the implementation of these policies.
Interventions implemented by schools to deal with bullying and bullies can range from short term efforts, such as the head of year, or head teacher speaking personally to the bullies, to buddy systems being set up and other more social-style
To know how to prevent bullying, it’s important to note when these actions first become visible. It can be seen that bullying occurs most often in schools, then at work places. It is known that many schools stress and make efforts to stop bullying because younger kids are more susceptible to bullying. They have more difficulty defending themselves. However, this is not always the case. For example, “[…] the Columbine school shooting tragedy - highlight the serious and sometime deadly consequences of bullying behavior” (American Physiological Association). The teens who were involved in the shootings were bullied and decided to take revenge which led to the killing and injures of many people. In order to prevent further problems related to bullying, it’s important to spread the word. It’s true that bullying is already commonly known, but the health effects to it and especially the genetic effects are not. Spreading these ideas around might just bring in light for many to take serious action because of the implications it has to not just the ones being bullied, but also to the future generations to come. Although bullying may never actually be gone, these acts to prevent it will help lower and limit the amount of
Crisis is a critical moment and an important decision have to be made and if not handled carefully, it may lead to a disaster. The characteristics of crisis is the presence of danger and opportunity, seed of growth and change, complicated symptomology, the necessity of choice, no pancreas or quick fixes, universality and idiosyncrasy, resiliency and perception. Crisis can affect a person’s feelings, behaviours and thoughts negatively to the point where they self-harm, commit suicide or even harming others around them. You might not know when crisis will happen as it can happen anytime. Crisis is a dangerous as Ait can harm an individual thoughts to the extend where they commit suicide. It is difficult to understand the effect of description
This would obviously affect children or teens with disabilities, despite the fact that schools are supposed to be a safe place for young students. Part of a teacher’s job is to help any student when they need it, especially considering they see the student approximately seven hours a day, five days a week. Despite this, “A quarter of young disabled people report feeling discriminated against in school...34% felt they did not get the help and support they needed from teachers and other staff” (Curtis). Students with disabilities do have certain differences from other students and in turn may be more difficult to deal with but, “More than a third (38%) said they had been bullied because of their disabilities, with one in 20 saying their bullies had been teachers” (Curtis). Bullies have to find something different about a person to have a reason to discriminate against them, and people with disabilities have that different quality. The bully may use this disability against the person because stigmas in our society have taught them it’s okay to discriminate against the disabled. Some people don’t experience this bullying, but they still may not get equal or appropriate treatment. Nathan Liu again spoke about his time in school saying, “My teachers acted super antsy around me…[they] didn’t know how to act around me...disabled kids were the ones who got hidden away in ‘special’ classrooms. They
It is noticeable that in the UK for parents who have children with “Special Educational Needs” have been made nearly all necessary conditions that pupils need to. For instance, parents may apply for their children on the Government website which conducts to the UK’s citizenship many services including “Special Educational Needs”. People whose children have disability might choose any school in turns schools must publish information on their website regarding Government’s rules of teaching special educational needs children. Turning now to the question of database which shows that in England amount of the children with special educational needs lessened from 1.62 million pupils in 2011-2012 and 1.55 million in 2012-2013, though the number of learners with statements of special educational needs increased slightly from 226.125 pupils in 2011-2012 to 229.390 pupils in 2012-2013 the database relating to the Government’s website. It means, each of fifth pupils in England are said to have special educational needs (21%). As an example British Broadcasting Company (BBC) observes “the greater classes are "decelerate learning difficulty" (24.2%), societal difficulties and behavioural, emotive (22.7%) and language, speech and relations needs (16.3%). A less ratio of pupils have physical disabilities (3.8%), visual or hearing impairments (3.4%), and autism spectrum (8.1%). Furthermore, children from any segments of society can have special educational needs, but indeed it is commonly among some section of the society. For example, at secondary school, girls are three times less likely to have a statement than boys. Chinese children are most likely not to have special educational needs, while Black children are the greatest likely. Learners with special educational needs are mostly to be appropriate for free school meals than those without them. All state schools are under the control of UK’s law to guarantee that special help is provided for children with special educational needs. It is correctly to mention that there is a program called “school action” under which more than half of pupils with special educational needs are listed. If other support is needed, the child is listed as "school action plus", which may involve the school bringing in specialist help from outside”.
The ‘learning difficulty’ includes not only physical and mental disabilities but also any kind of learning difficulty experienced by a child, provided that it is significantly greater than that of the majority of children of the same age.” The act the continued stating that the education of children with SEN should be carried out in ordinary schools where possible, therefore the act emphasised an approach that is in favour of inclusion and integration, rather than separation and isolation. This then shows and supports the idea of equality that children with special needs should be treated as individuals. Due to the improvement that has gone on in society, Warnock (2005) has stated that “she has modified some of her views about educating children with emotional or physical difficulties in mainstream schools.”
The inclusion movement started when the Education for All Handicapped Children Act was passed in 1975. The act guaranteed all children, regardless of disability, the right to a “free and appropriate public education” in the “least restrictive environment,” making inclusion a civil rights issue. In 1990 it was replaced with the Individuals with Disabilities Education Act (IDEA). According to NICHCY, “IDEA defines a ‘child with a disability’ as a ‘child... with an intellectual disability, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance..., orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; AND, who... [because of the condition] needs special education and related services.’” (2011) According to Western Canadian Research Centre on Inclusive Research inclusion is based o...
Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agencies alike are attempting to put a stop to bullying practices.
A prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school of special needs children exists. (Blake) Most of those children having an emotional disability. According to the foundation "Stop Bullying," children with disabilities—such as physical, developmental, intellectual, emotional, and sensory disabilities—are at an increased risk of being bullied.
The discussion of this report will analyse the multi-dimensional factors that affects health with regards with the processes of health interventions. Each factors will particularly tackled as the report is conferred. Recognising the role of the dimensions determines health for the individual itself and the community. And how the how the national healthcare impacts the cultural and social concerns for the health policy.
The debate of mainstreaming children with a disability challenges the idea of having an enclosed environment where they can effectively learn. University of Missouri, College of Education states, “The term ‘special needs’ is used to collectively define those that require assistance due to physical, mental, behavioral, or medical disabilities or delays” ( .) Opponents who encourage mainstreaming argue that mainstreaming special needs children is beneficial. They claim children with a disability should receive equivalent access to public education and not be left behind because of an impairment. Many also dispute attempts should be made to develop tests to measure academic achievement. Aron and Loprest state “Reforming special education cannot be done in isolation; it requires integration with reforms being made in general education” (116). However, there are many problems the education system is going to face if children with a disability are integrated into standard classes.
One of the most controversial issues facing educators today is the topic of educating students with disabilities, specifically through the concept of inclusion. Inclusion is defined as having every student be a part of the classroom all working together no matter if the child has a learning disability or not (Farmer) (Inclusion: Where We’ve Been.., 2005, para. 5). The mentally retarded population has both a low IQ and the inability to perform everyday functions. Activities such as eating, dressing, walking, and in some cases, talking can be hopeless for a child with mental retardation.
Every bully has different characteristics. As a result there’s no clear scheme or strategy that can stop the problem from ever occurring. By being able to spot deal with and offer long term bullying support you’ve targeted bullying at all junctures. Bullying can be taking care of no kid or teen needs to worry about being bullied when entering a school or entering social media sites. Kids and teens have to feel safe everywhere they go so they can have a good life and get through school without
Bullying is a repeated harmful act that continues to affect millions of students every year. There is no stereotypical person that is a target for bullying; anyone can be its victim. There may not always be any signs of physical harm during these attacks, but our children always suffer emotional harm. Educating students, teachers and parents seems to be the only valid solution to this problem. There are many organizations that can educate the schools on this subject but for it to work people must care. Maybe one day, when enough people realize that this problem will not go away with out their help, we can eliminate bullying from our schools. In a perfect world there would be no bullying, but if you could ask Rachel Scott she would tell you we do not live in a perfect world, only a hopeful one.
In recent times bullying has become a national issue, notwithstanding the fact that it has been in existence for many years. Traditionally, bullying has been seen as horseplay, but with the increase of harassment in schools and suicides; parents and schools are now forced to take action to prevent bullying in schools. Bullying is an unwanted, aggressive behavior that involves a real or perceived power imbalance which has the potential to be repeated over time. Strategies to prevent bullying in schools are grouped into identifying the causes of bullying, creating policies and rules, building a safe environment and educating students and staff.
“in order for your child to qualify for the services the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance” (Hancock, 2016). So to get a better understanding of the special education process we have to view it from both sides of the situation, that is, a parent whose child was diagnosed with a disability, and a professional who works with special education for a living. Knowing both sides and their views we can get a better grasp of the whole system and the flaws and strengths that come with the whole process and