Education Essays Special Education Need Pupils

Education Essays Special Education Need Pupils Do Individual Education plans help or hinder the full inclusion of special education need pupils in mainstream schools? Individual Education Plans (IEPs) are required under current DfES guidance for all special education needs (SEN) pupils in the UK. Nearly two million British pupils are estimated to have some sort of special education need, approximately seventeen per cent of all pupils (Russell 2003, DfES 2005). These special educational needs include a wide range of difficulties, such as a physical disability, a hearing or visual impairment, a serious medical condition of some type, and/or behavioural, emotional, communication, and/or social problems (DfES 2005). Government guidance since the publication of the Warnock Report in 1978 has more and more encouraged the inclusion of SEN pupils in mainstream schools, and all but three percent are taught there (Potts 1995, DfES 2005). This concept of inclusion is part of a broader human rights movement that views segregation in general as morally wrong (Avramidis et al 2000). From this standpoint, inclusion is not simply about making sure the SEN child is taught effectively. Rather, it is about the quality of his or her educational experience as a whole, how he or she is assisted in learning at full potential and full participation in the life of the school (DfES 2005). As such, the IEP system should contribute to the full inclusion and participation of SEN pupils in the schools they attend. However, whilst IEPs do provide some help for those with special education needs, they are not the most beneficial means to full inclusion in the mainstream schools. First, IEPs should allow everyone in a school to be informed of the existence and nature of a childs special education needs. This is particularly important if the need is not visually evident. For example, many children with learning disabilities may not be identified for several years of schooling. Often this will be blamed on some other condition, such as laziness on the part of the child or problems at home, until the education need is finally identified (Chuiang, Liao and Tai 2005). In this instance, the child is repeatedly placed in learning experiences where he is unable to succeed. The child then loses motivation and falls behind in development of basic skills in they are related to his disability. Students who fall behind and experience learning difficulties are often unable to participate fully in class and become disenfranchised with their school communities and in some cases with their peer in general (Jones 2004). IEPs allow the childs special education need to be communicated throughout his learning community, accommodations to be made, and the child to remain engaged with his peer group and academic work. IEPs also provide consistent guidance for everyone responsible for the childs learning. Prior to the use of IEPs, SEN children were often identified discovered anew each year, with teachers working through how to address childrens needs over and over again rather than information being passed on from the previous years teachers (Jones 2004). Similarly, not all staff in the school that interacted with a SEN child were aware of the childs situation, preventing his needs from being met (Jones 2004). Parents and children were also not as involved prior to the use of IEPs, in which they are now guaranteed input (Jones 2004). IEPs document both the childs specific needs and provide a means of involving many of the stakeholders in the childs educational experience. The IEP system, however, is not the best way to address special education needs. For one thing, the system isolates and provides services for pupils with one type of learning problems whilst not addressing the needs of pupils whose problems are more environmental. Issues such as health problems that interfere with school but are not a serious medical condition, poor attendance, speech and language difficulties, problems at home, and emotional or behavioural difficulties outside the SEN guidelines are not addressed by IEPs (Callias 2001). This not only can cause a delay in identification of SEN children, as other contributing factors are considered, but also makes no provision for pupils suffering from issues such as above which compromise their learning experience (Callias 2001). IEPs can therefore be viewed as a hindrance to full inclusion. As long as the IEP system is in place, there is less likelihood that government guidance or individual LEAs or schools will move to a whole-school strategy for all pupils (Lingard 2001). IEPs provide a framework for addressing the needs of SEN pupils, but do so on an individual basis for each pupil. If whole-school strategies were in place, IEPs could be much less detailed, or possibly eliminated (Lingard 2001). For example, the current system requires Special Educational Needs Coordinators (SENCOs) at each school to spend a great amount of time writing and administering IEPs, which nearly all report could be more effectively spent on direct pupil interaction (Lingard 2001). Most SENCOs felt the pupils and the school as a whole would benefit from a system where the planning and other work associated with IEPS was shared amongst all the teachers and staff responsible for the pupils learning (Lingard 2001). Where whole-scho ol policies and schemes of work are used effectively in order to differentiate the teaching of the subjects of the curriculum, there should be no need to duplicate targets in over-elaborate IEPs (Byers 2001, 159). The IEP system can be viewed, therefore, as a hindrance to full inclusion because it prevents schools from moving to a whole-school strategy for addressing SEN pupils learning needs. Within the current IEP system, there are three additional hindrances to full inclusion. A lack of input from all stakeholders in the forming of the IEP contributes to their ineffectiveness. Too often, the SENCO completes the entire IEP creation before input from parents and child are considered (Lindgard 2001). As this overworked educator rarely can gather all the pertinent information needed, IEPs are often lacking critical data. Even though government and educational authorities are required by the Children Act 2000 to consider the child holistically, many parents are unsure as to what information would be useful and therefore provide little input (Goldthorpe 2004). Similarly, many teachers view the IEP as the SENCOs responsibility and neglect to provide detailed data (Pearson 2000). This is sometimes compounded by lack of support by some teachers for inclusion of SEN pupils in mainstream schools (Pearson 2000). This lack of input from all stakeholders can lead to an IEP that is no t supported by those who actually interact with the child, and therefore limits their effectiveness in promoting full inclusion. In addition, IEPs are not effective in goal setting. Ofsted (1999) found that although schools now have IEPs in place, their effectiveness varies. For example, IEPs present long-term goals, typically a school term or year in duration. SEN children respond better to short-term goals, like to read a chapter of a book in two weeks. As IEPs stretch out measurement of progress to the next review, they consequently become less useful in practice and less meaningful for SEN children, who are often unable to conceptualise or recognise their attainment and progress (Lingard 2001). Behavioural goals, for instance, are more effective on many IEPs than learning goals, because the behavioural goals tend to be highly specific, allowing children to understand exactly what they need to do to achieve these goals (Lingard 2001). Finally and most importantly, IEPs hinder full inclusion because they concentrate on childrens deficiencies. The other children in school are viewed in their entirety, good and poor (Kurtzig 1986). The SEN child sees his classmates considered by school staff on the basis of many possible strengths, such as athletic, artistic, and social, in addition to academic. Yet the IEP focuses the attention the SEN child receives on his difficulties. The IEP by nature considers only areas where the child is lacking (Kurtzig 1986). Schools should create in the same great detail what the student does well, and how he or she can continue to excel (Kurtizig 1986, 447). This presents two detractions to the SEN childs full inclusion in the mainstream school. First, it causes the child himself to view himself as different and segregated from his classmates without special education needs. This causes the child to not experience full inclusion, and often leads to the child self-segregating or feeling it necessary to hide his learning difficulties from peers (Russell 2003). Second, it causes the school to separate the child, as the SEN child now has a specific document that causes teachers and others responsible for his educational experiences to view him as different or separate from his classmates (Russell 2003). Both these effects of the IEP lead to separation and segregation, the very opposite of full participation in the life of the school (DfES 2005). REFERENCES Avramidis, E., Bayliss, P., Burden, R. 2000. A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, Jun2000, 20(2): 191-211. Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Byers, R. 2001. Editorial. British Journal of Special Education, Dec2001, 28(4): 158-159. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. Chuiang, A., Liao, W., Tai, W. 2005. An investigation of individual and contextual factors influencing training variables. Social Behavior and Personality, Vol. 33, No. 2, pp. 159-174. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Governments Strategy for SEN. DfES Publications Centre. DfES 2005. Every Child Matters. DfES Publications Centre. Available at http://www.everychildmatters.gov.uk, accessed 22 December 2005. Goldthorpe, L. 2004. Every child matters: a legal perspective. Child Abuse Review, 13:115-136. Jones, S.A. 2004. Attitudes, inclusion and widening participation: a model of interactive teaching and leadership. Westminster Studies in Education, Oct2004, 27(2):157-173. Kurtizig, J. 1986. IEPs: Only Half the Picture. Journal of Learning Disabilities, Aug/Sep86, 19(7): 447. Lingard, T. 2001. Does the Code of Practice help secondary school SENCos to improve learning? British Journal of Special Education, Dec2001, 28(4): 187-190. Ofsted 1999. The SEN Code of Practice: Three Years On. London: Ofsted. Pearson, S. 2000. The relationship between school culture and IEPs. British Journal of Special Education, Sep2000, 27(3): 145-149. Potts, P. 1995. Whats the use of history? Understanding educational provision for disabled students and those who experience difficulties in learning. British Journal of Educational Studies, December 1995, 43(4):398-411. Russell, P. 2003. Access and Achievement or Social Exclusion? Are the Governments Policies Working for Disabled Children and Their Families? Children and Society, 17:215-225.

The Essence of Tragedy in The Book of Job and Oedipus Rex :: comparison compare contrast essays

The Essence of Tragedy in The Book of Job and Oedipus Rex    In the search for the essence of the tragedy, The Book of Job and Oedipus Rex are central. Each new tragic protagonist is in some degree a lesser Job or Oedipus, and each new work owes an indispensable element to the Counselors and to the Greek idea of the chorus. The Book of Job, especially the Poet's treatment of the suffering and searching Job, is behind Shakespeare and Milton, Melville, Dostoevski, and Kafka. Its mark is on all tragedy of alienation, from Marlowe's Faustus to Camus' Stranger, in which there is a sense of separation from a once known, normative, and loved deity or cosmic order or principle of conduct. In emphasizing dilemma, choice, wretchedness of soul, and guilt, it spiritualized the Promethean theme of Aeschylus and made it more acceptable to the Christianized imagination. In working into one dramatic context so great a range of mood---from pessimism and despair to bitterness, defiance, and exalted insight---it is father to all tragedy where the stress is on the inner dynamics of man's response to destiny. Oedipus stresses not so much man's guilt or forsakeness as his ineluctable lot, the stark realities which are and always will be. The Greek tradition is less nostalgic and less visionary---the difference being in emphasis, not in kind. There is little pining for a lost Golden Age, or yearning for utopia, redemption, or heavenly restitution. But if it stresses man's fate, it does not deny him freedom. Dramatic action, of course, posits freedom; without it no tragedy could be written. In Aeschylus' Prometheus Kratos (or Power) says, "None is free but Zeus," but the whole play proves him wrong. Even the Chorus of helpless Sea Nymphs, in siding with Prometheus in the end, defy the bidding of the gods. Aeschylus' Orestes was told by Apollo to murder his mother, but he was not compelled to. The spirit with which he acquiesced in his destiny ( a theme which Greek tragedy stresses as Job does not) is of a free man who, though fated, could have withdrawn and not acted at all. Even Euripides, who of all the Greek Tragedians had the direst view of the gods' compulsiveness in man's affairs, shows his Medea and Hippolytus as proud and decisive human beings. And, as Cedric Whitman says about the fate of Oedipus, the prophecy merely predicted Oedipus' future, it did not determine it.

Illegal Immigration to Australia Essay

MORE than 11 illegal immigrants are arrested in Victoria every week and the numbers are expected to continue to rise. In the past financial year 612 people were arrested – up from 429 the year before. Few of the illegal workers were likely to be asylum seekers who arrived by boat, with 517 arrested after overstaying their visa. A further 95 were on the run following their visa being cancelled. The figure was revealed last month as the Department of Immigration and Citizenship prepared to deport 13 illegal farm workers located in northwestern Victoria. Nine men and four women, all Malaysian nationals, had been employed on farms as pruners. They were caught in a 48-hour operation chasing illegal workers in the Mallee. The detainees were transferred to Melbourne’s Maribyrnong Immigration Detention Centre and nine to the Adelaide Immigration Transit Accommodation facility, pending their removal from Australia. All had overstayed their visas and were living here unlawfully, according to the department. Two other foreign nationals were given warnings, including a Malaysian national who was in Australia on a student visa but had not been studying. The employer faces fines of $13,200 and two years’ imprisonment per illegal worker. In Australia there are an estimated 19,540 people who have overstayed their visa – an increase of 4430 from the 2009-10 financial year. In response to the growing numbers of people overstaying their visas, last month the Federal Government announced a crackdown. Immigration Minister Chris Bowen promoted the dob-in line and encouraged anyone with information about illegal workers, visa over stayers or visa fraud to call 1800 009 623 Accessing the law Migrants coming to Australia face various difficulties when accessing the law. Such dilemmas are brought about by various factors including the inability to communicate due to language restrictions and lower standards of income levels limiting access to appropriate facilities. Furthermore, the lack of knowledge of the Australian legal system and their own rights further restricts their ability to access a fair and just outcome. Due to these multiple factors an evident divide is apparent between the ability of inherent Australians and migrants in accessing the Australian legal system A major reason migrants are unable to access the law is because of the distinctive language barrier. Statistics as recorded in 2006 indicate that  74% of migrants cannot speak English well or cannot speak English at all (abs.gov.au). This has had a major impact on their ability to access the law. As they are illiterate in the English language they are unable to interoperate any possible help. This places them at a disadvantage as it is fundamental to know English when coming across the law. As shown in the case more than 11 illegal immigrants are arrested each week, meaning that most are unable to speak English, each of these illegal immigrants need legal representation to appear in court, as the majority of these immigrants cannot speak English they will need an interpreter. This makes it more difficult on the immigrant as they are not communicating directly with the judge, thus their opinion may be ‘lost in translation’. Due to their inability to communicate, their knowledge of the Australian legal system is further restricted as simple tasks such as reading, writing and communicating in English cannot occur. Due to such issues migrants may be unaware of information and assistance programs available to them, and so they are incapable of accessing the legal syst em in such a way where their needs and wants are met. This is made evident through recent statistics that indicate 49% of migrants have come to Australia with post school qualifications, leaving the other 51% without a proper education. (abs.gov.au) However, this statistic can be ambiguous as illegal immigrants are not accounted for. Every legal system around the world is different, most migrants who come to Australia are unaware of their rights and do not understand what the law is asking of them. As shown in the case, 517 immigrants were arrested, this further justifies their lack of knowledge as they may have been un aware of when they were scheduled to depart from Australia. Migrants who flee to Australia come with little money or no money at all. This creates a barrier when trying to access the law as money is what places the migrant at an advantage. As most these migrants did not receive a proper education their level of skills may be limited and so obtaining work is another challenge. The income levels of migrants are likely to have only just been sufficient for their daily needs, whereas those who have achieved higher levels of education are exposed to a wider range of job opportunities allowing them to obtain better access to legal representation. Exemplified  in the case 612 people were arrested, due to their low socio economic status legal aid is provided during court. Legal aid can be ineffective in some aspects as some are not as experienced and can be placed at a disadvantage when up against those who can afford barristers and QC’s. Communication can also be a barrier due to the lack of understanding and the immigrant unable to speak E nglish. Accessing the law Every person in this world has rights, rights to access the law in a fair, just an equal way. However, there are various groups in Australia who face difficulties in accessing the law, in particular migrants. There are many outstanding factors which contribute to this problem; language barriers, discrimination, low income and lack of recognition of cultural differences, each play a major role in how migrants are faced with difficulties when trying to access the law. The purpose of this report is to show awareness and educate the people on how the Australian legal system can help migrants facing issues regarding accessing the law. Effectiveness of the legal system Over time, the legal system has become aware of the unsettled issues in society regarding various groups who are put at a disadvantage in retrieving equal access to the law. One major issue which most groups face (in particular migrants) is regarding the language barrier. As many of these groups are from ethnic backgrounds, the ability to interoperate legal documents and understand their rights as a migrant is very difficult. As the government has taken this into consideration, the adult migrant English program was created. Migrants are able to have equal access in learning the English language by either sitting a class, taking tutoring lessons, doing the class online or by a distance learning program. However the end result of this program was not effective as in 1993, the funds to this program were cut, and the classes were limited. This affects many of the migrants as their only way of learning English in Australia has been terminated, therefore they are faced at a disadvantage when accessing the law. In 1992, a report called multiculturalism and the law was released it stated there was a need for interoperates, this relates to the migrants who are unable to speak English. With the representation of the interpreter the migrant will be able to express themselves and then in return not only will migrants  understand what the legal system is asking of them, they will also be able to acknowledge their rights and responsibilities. Statistics show that 20.1% of NWS residents speak another language than English at home.(abs.gov.au) Therefore, there are capable people of performing this job. Although it is virtually impossible to enforce and control discrimination, there are acts which help assist in discontinuing the use of discrimination to people , especially the indigenous Australians. A recent program called ‘close the gap’ was created to basically close the gap between the Australians and the indigenous Australians meaning both are the same and both share the same rights and responsibilities. Studies show that indigenous earn around $460 a week whereas the average non indigenous earns around $740 a week (http://www.abs.gov.au) Mean Equivalised Gross Household Income, As shown in the above graph non indigenous earn more than an average indigenous person. As part of the close the gap program, the government has implemented housing commission (2011), where a person with a low income (indigenous) are able to live in a house and only pay a small amount of money to maintain the house and the rest is funded by the government. This is very effective as it gives those indigenous who are struggling a place to live and therefore, they do not have to seek refuge in a shelter or temporary housing. Shelters may have limited space and therefore there may not be enough room at all times. In 1995, the racial discrimination act was re written along with the introduction of the racial hatred act 1995. This act forbids any form of offensive behaviour based on racial hatred. This act states it Is illegal to offend anyone in public about their race, colour, ethnic or national origin. This is a very effective act as it forbids any type of discrimination; this will put a stop to many disputes about groups especially the indigenous Australians and migrants who believe to be discriminated against. Conclusion In conclusion, all groups in society will face a barrier or obstacle in accessing the law, mainly regarding the main factors of language barrier, lack of recognition and low income. Although these groups are disadvantaged the government has implemented many acts which assist these differences, some are effective and some are ineffective compared to others. Overall, it  is important to promote an environment where all groups in society are equal and able to achieve equal access to the law no matter who the group is. Bibliography White, Alex, A.w. â€Å"Illegal Immigrant Arrests Are on the Rise across Victoria.† NewsComAu. Herald Sun, 7 Sept. 2012. Web. 8 Mar. 2013. Law and Justice Foundation. EdDesk, 9 Aug. 2010. Web. 12 Mar. 2013.

Book Report On The Cold Blood Essay - 968 Words

Book Report on â€Å"In Cold Blood† The story I chose to write my book report on was Truman Capote’s â€Å"In Cold Blood.† This is a narrative focused on the murder of the Clutter family in the small Kansas farm town of Holcomb. This four part story explores the Clutter family’s dynamic; the detective of the case, Detective Albert Dewey; the two murders time of being undiscovered; and the time Dick and Perry have on Death Row. The first chapter, titled â€Å"The Last to See Them Alive,† begins with introducing the members of the Clutter family through the interviews of friends, family and neighbors. The father, Herb Clutter, is a strict, religious man who prefers to be paid with checks and was the most well known man in Holcomb as he sat as chairman on a farm organization. His wife, Bonnie Clutter, was quiet and kept to herself as she suffered from psychiatric afflictions and stayed in bed a lot, but doctors had told her it was due to a misplaced vertebrae. They had four children, but two da ughters had already left the nest. The two children who were still home at the time of the murder were Nancy and Kenyon. Nancy was the ideal perfect daughter, she was a member of the 4-H, maintained straight A’s, class president, and an all around great role model for younger girls when it came to riding, cooking and music. Kenyon was younger than Nancy and was somewhat shy, but extremely intelligent. He liked reading, building and creating things as well as playing his horn or with his dog Teddy.Show MoreRelatedBased on True Events A Glance into the Nonfiction Novel Genre979 Words   |  4 Pagesdescribe what was considered impossible to describe (Taylor). One way writers have been able to do this is through nonfiction novels. A nonfiction novel is a narrative, of book-length, that unfolds actual events and actual people written in the style of a novel (â€Å"Nonfiction Novel†). 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