Intro to module1
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1. The document introduces a module on meeting additional needs and inclusion, with learning objectives around legislation, partnership with parents/carers, developing self-esteem, and implementing plans to meet individual needs. 2. It provides background information on special educational needs identification and legislation in the UK, including statistics on children identified with SEN and those without statements. 3. The document summarizes the key proposals in a new UK government green paper, including early identification, single assessments, education and care plans, giving parents more choice and control, and improved services across education, health and social care.
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Collaboration and Partnerships among Parents and Professio.docx
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
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Ofsted's 'Early years report 2015' was published on Monday 13 July 2015.
It looks at the performance of the early years sector.
At its launch Nick Hudson, National Director Early Years presented the report's findings.
Early childhood/whole child draft recommendations June
Draft recommendations of the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
Leandro early childhood work group draft recommendations
Draft priorities for the early childhood/whole child work group of the NC Governor's Commission on Access to Sound Basic Education.
Developing a positve learning environment: diversity and inclusion
This document discusses laws and policies related to developing a positive learning environment that includes diversity and supports all learners. It outlines the Equality Act of 2010 which requires schools to eliminate discrimination, advance equality of opportunity, and foster good relations for all students. New provisions in the Children and Families Act of 2014 include Education, Health and Care plans to replace statements of special educational needs. The Special Educational Needs Code of Practice emphasizes high quality teaching, early identification of needs, and a graduated approach of assessment, planning, implementation, and review of support for students.
ECE Special Report Quality at Risk
1) Early childhood education has significant individual and social benefits for children's development, and high-quality early education has lasting positive impacts. However, quality is at risk from recent government funding cuts.
2) The cuts amount to over $435 million over four years and affect over 90,000 children by no longer funding services that employ more than 80% qualified teachers. This undermines New Zealand's commitment to 100% qualified teachers in early childhood education.
3) NZEI continues advocating for restoring funding to support 100% qualified teachers in early childhood services to ensure quality education. Investment in early childhood education returns up to $17 for every dollar spent.
Ch8
The document discusses various school-based programs that aim to promote parent involvement and collaboration. It describes programs like Head Start, Title I, and Comer's School Development Program that provide resources and services to families. Effective collaboration is characterized by open communication between parents and schools to support students' education and development.
Brian lamb send strategy launch
The document provides an agenda for a SEND Strategy Launch event. The event will include presentations on the new SEND framework, the local Essex context, developing the SEND strategy and priorities through partnership working, and thoughts on a SEND video. Attendees will register and have refreshments from 10:00-10:30am before Cllr Ray Gooding and Peta Ullmann give welcome and introductions. The agenda then provides timing and speakers for several presentations throughout the morning before Cllr Gooding closes the event at 12:00pm and attendees have lunch and networking.
Presentation by Ruchika Wadhwa
This document discusses stakeholder management strategies for the successful implementation of India's Right to Education Act. It argues that stakeholder engagement and community mobilization are key, as seen in the success of India's polio eradication campaign. Specifically, establishing effective school management committees and increasing parental involvement can help address ongoing challenges like low learning outcomes and the enrollment of economically disadvantaged children. Proper monitoring of schools is also needed to ensure compliance with the act in practice, not just on paper. With coordinated efforts among all stakeholders, including government, schools, communities and volunteers, the goals of universal elementary education can be achieved.
R.A. 8980 & 10157
This document compares Republic Act No. 8980 (ECCD Act) and Republic Act No. 10157 (Kindergarten Education Act). Both acts establish policies for early childhood education in the Philippines. The ECCD Act establishes a comprehensive national system for early childhood care and development from birth to age 6, while the Kindergarten Education Act institutionalizes kindergarten as part of the basic education system for children age 5 and above. Both acts recognize the importance of early education and mother tongue instruction, but allow for exceptions if needed.
Importane of family life?
Family life is important for many reasons. Firstly, it provides us with a sense of belonging and identity. Our family members are the people who are closest to us and know us the best. They provide us with emotional support, comfort, and guidance throughout our lives. Secondly, family life helps to shape our values and beliefs. Children learn from their parents and siblings about what is important in life, what is right and wrong, and how to interact with others. Finally, family life can be a source of joy and happiness. Spending time with loved ones and creating memories together can be incredibly fulfilling and rewarding. Family is an integral part of our social and emotional lives. It provides us with a sense of connection and belonging that is hard to find elsewhere. Our family members are the people who know us the best and are always there for us, no matter what. They provide us with emotional support, comfort, and guidance throughout our lives, helping us navigate the ups and downs that come with life.
Moreover, family life plays a crucial role in shaping our values and beliefs. Children learn from their parents and siblings about what is important in life, what is right and wrong, and how to interact with others. They learn about their cultural and religious traditions and the customs that define their family. This early learning forms the foundation of our beliefs and values that can guide us throughout our lives.
Finally, family life can be a source of joy and happiness. Spending time with loved ones and creating memories together can be incredibly fulfilling and rewarding. Whether it's enjoying a family dinner, playing games or taking a vacation together, these shared experiences help us bond and strengthen our relationships. These memories become a source of comfort and joy, especially during difficult times.
Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere. Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values
WestEd Leandro Report: Early Childhood Education
Here are the key next steps I see based on the document:
- Work to gain support from key stakeholders like educators, families, policymakers to enact recommended changes to assessment and accountability systems. Buy-in will be important for successful implementation.
- Address potential barriers like cost of expanding assessments, data collection, accountability metrics. Additional funding may be needed.
- Pilot recommended changes on a small scale first before statewide rollout to identify and troubleshoot issues. An iterative process can help refine approaches.
- Provide guidance and professional development for educators on using new or revised assessments formatively to better support student learning. Changes will require adjustment in practices.
- Monitor progress regularly using the expanded accountability metrics and dashboard to ensure
IE_summary_accessible_220917_brief.pdf
This document discusses inclusive education, which involves educating all students together regardless of their abilities or needs. It defines inclusive education and explains why it is important. The document also outlines what governments must do to establish truly inclusive education systems, including committing resources, supporting teachers and students, promoting cultural change, establishing partnerships, and monitoring progress.
Local area SEND inspections: key messages about inspection practice and findi...
The document provides an overview of local area SEND inspections conducted jointly by Ofsted and the Care Quality Commission. It summarizes the inspection framework and process, highlights common strengths and weaknesses found, and discusses reporting of findings. Inspections aim to evaluate how well local areas fulfill their duties to identify and meet the needs of children with special educational needs. All 152 local areas in England will receive an inspection over five years.
Engaging Families of Children with Special Needs
This document discusses engaging families of children with special needs. It provides guidance for teachers on their role in the family engagement process, including initiating communication, maintaining involvement, and dealing with challenging conversations. Regulatory bodies like IDEA, ESSA, NAEYC, and AdvancED establish standards supporting collaboration between schools and families. Research shows high-quality inclusion benefits children. The document outlines best practices and resources for teachers to effectively partner with families.
THE ROLE OF SCHOOL HEALTH COMMITTEES IN HIV PREVENTION
THE ROLE OF SCHOOL HEALTH COMMITTEES IN HIV PREVENTION National Organization of Peer Educators (NOPE Kenya)
School Health Committees (SHCs) bring together schools, communities, and health organizations to address student health concerns like HIV prevention. SHCs help link schools to health services, develop action plans around priority health areas, and encourage community support for student welfare. They also help students access sexual health information and services. However, SHCs face challenges like limited capacity and stigma around HIV. Strengthening advocacy, training youth-friendly providers, and coordinating consistent messaging can help SHCs better promote adolescent health.The common inspection framework 2015: Nursery World Business Summit
Gill Jones HMI, Deputy Director, Early Education spoke at the Nursery World Business Summit on 11 November 2015.
The send reforms_and_together_for_short_lives__project
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Intro to module1
- 1. Introduction to the Module CS2710: Meeting Additional Needs
- 4. Key Aspects Learning Walk Critical Consideration Sharing Good Practice Inclusion
- 6. SEN / AN
- 10. Green Paper Vision supports better life outcomes for young people gives parents more confidence by giving them control transfers power to front-line professionals and to local communities A radically different system that: The Green Paper proposes: a new approach to identifying SEN a single assessment process and ‘Education, Health and Care Plan’ a local offer of all services available parents to have the option of a personal budget by 2014 giving parents a real choice of school greater independence to the assessment of children's needs
- 11. The Green Paper – Five Chapters Chapter Title 1 Early identification and assessment Q 1-9 2 Giving parents control Q 10-17 3 Learning and achieving Q 18-32 4 Preparing for adulthood Q 33-39 5 Services working together for families Q 40-59
- 19. Two Views
- 23. Finding the Star
- 25. Communication Preparation Flexibility Collaboration Planning Empathy Respect
Editor's Notes
- Low incidence needs referenced in page 21 paragraphs 39-41
- We propose to: make services more transparent for families , with local services publishing a ‘local offer’ of what is available –change to Provision of Information regs. Includes information on school provision give parents transparent information about the funding which supports their child’s needs strengthen the choice and control given to parents, with the option ( with limits ) of personal budgets by 2014 for all families with children with a statement of SEN or a new single plan support families through the system , with trained key workers to help parents navigate services-funding for voluntary sector to provide this training ensure parents have a real choice of a range of schools ensure that parents and local authorities always attempt mediation before making an appeal to the Tribunal -will consult on how.