Monday, January 27, 2020
Inclusion of Children With Disabilities
Inclusion of Children With Disabilities Contemporary research and theoretical perspectives concerning the best way to cater for children with Special Educational Needs in early childhood years in the United Kingdom favour inclusion of children with most kinds of disability within the mainstream educational setting. This position is strongly leveraged by English legislation which has strengthened the endorsement of inclusion over the past 20 years, as will be seen in the body of this paper. The sense in which ‘inclusion is meant when used in Ofsted position papers or policy documents or embraced by Local Educational Authorities and espoused on local Council websites, is for children with reported emotional, physical or psychological disadvantage, to be accommodated within the existing structures of early childhood and primary school settings. The term ‘inclusion has been noted for its susceptibility to ambiguous usage, as it may refer to enhancing partnerships between children and parents in the educational process, or â€Å"concerned with minimising all barriers to learning and participation, whoever experiences them and wherever they are located within the cultures, policies and practices of a school.†In this view, â€Å"there is an emphasis on mobilising under-used resources within staff, students, governors, parents and other members of the schools communities. The diversity of students is stressed as a rich resource for supporting teaching and learning.†Moreover, more recently inclusive education has been viewed as â€Å"disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of support.†The tension between the more precise usage referring to provision of mainstream educational access for children with special educational needs (SEN), and the broader sense of the term as a reference to removing all types of exclusion on the basis of class, gender, race or religion, has been noted in a report averring that â€Å"whilst schools at the time the project began were increasingly being encouraged to become more inclusive and were able to access guidance on approaches to developing inclusive practices, this required them to make sense of often different and frequently nebulous definitions of ‘becoming inclusive in various texts. Some of these texts, for example, understood inclusion specifically in relation to children identified as having special educational needs. Others saw it as an issue not simply in special needs education, but in provision for all groups of children who had historically under-achieved in the education system, a version of inclusive education related directly to the governments wider ‘social inclusion agenda concerned with ensuring that all social groups participated in the opportunities and activities of ‘mainstream society. Nonetheless, The Centre for Inclusive Education has outlined attributes of an educational setting marked by an ‘inclusive ethos. Some notable features include: â€Å"valuing all students and staff equally; increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools; restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality; reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as `having special educational needs; learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely; viewing the difference between students as resources to support learning, rather than as problems to be overcome; acknowledging the right of students to an education in their locality; improving schools for staff as well as for students; emphasising the role of schools in building community and developing values, as well as in increasing achievement; fostering mutually sustaining relationships between schools and communities and recognising that inclusion in education is one aspect of inclusion in society.†In addition to this helpful delineation, this charitable research body has distinguished the social model of disability, (which they favour as more equitable), from the medical model of disability, (which they deem to be outmoded and more prone to promote exclusion). The charter states, that â€Å"according to the social model of disability, barriers to learning and participation arise from the interactions between learners and the learning environment or from the nature of the setting itself. This contrasts with a medical model in which disabilities and difficulties are attributed to inherent ‘deficits in individuals to be identified and treated as ‘abnormal in segregated settings.†The rationale for inclusion is usually posited â€Å"because children whatever their disability or learning difficulty have a part to play in society after school. An early start in mainstream playgroups or nursery schools, followed by education in ordinary schools and colleges, is the best preparation for an integrated life. Education is part of, not separate from, the rest of childrens lives. Disabled children can, and are, being educated in mainstream schools with appropriate support.†The imperative for Special Educational Needs children, from an early childhood age on, to be accommodated within mainstream educational settings, is also supported by its representation as a matter of human rights. The assertion that all children have a right to learn and not be discriminated against is endorsed by disabled adults who demand an end to segregation right across the social spectrum. Further arguments to support the current political posture with regard to mainstreaming SEN children, focus upon the educational benefits to those with special needs, suggesting they do better academically and socially, as well as assisting educational resources on the whole to be used more efficiently. Moreover, the social imperatives include the conviction that segregation and exclusion teaches children to be ignorant and prejudiced, making the bridge building process of normal relationships beyond their grasp and therefore more difficult in later adult life. Finally, it is noted that inclusion confronts â€Å"deeply held, false beliefs about the impossibility of ever including all children in mainstream, the supposedly ‘huge expense of full inclusion, and the so-called sanctity of parental choice.†Recent legislation since approximately 1990 has had a profound effect upon the educational policies and provision of education for early childhood years SEN children. The Education Act 1993 (section 160) was subsequently consolidated into the Education Act 1996 (section 316). In 1993 the general principle that children with special educational needs should, (where this is what parents wanted), normally be educated at mainstream schools was enshrined into law, conditional on school to accommodate needs of both SEN children and mainstreamed children. Moreover, the statement emanating from the UNESCO world conference in Salamanca, Spain in 1994, urged all governments to â€Å"adopt as a matter of law or policy the principle of inclusive education, enrolling all children in regular schools, unless there are compelling reasons for doing other wise.†The new British government in 1997 published ‘Excellence for All Children Meeting Special Educational Needs, which embodied a strategy to improve standards for pupils with specials educational needs. The policy, ‘Meeting Special Educational Needs A Programme of Action was published in 1998. It undertook to review the statutory framework for inclusion in conjunction with the Disability Rights Task Force. The Task Forces report ‘From Exclusion to Inclusion published in 1999 recommended â€Å"a strengthened right for parents of children with statements of special educational needs to a place at a mainstream school†. The Special Educational Needs and Disability Act 2001 apparently delivered a strengthened right to a mainstream education for children with special educational needs. The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion. The Act seeks to enable more pupils who have special educational needs to be included successfully within mainstream education. One implication is that in theory at least, parents who have early childhood SEN children have a genuine right to choose either mainstreaming or dedicated SEN schooling for their child. In addition to the implementation of these legislative measures, the SEN specialist standards have been designed as an audit tool to help teachers and headteachers to identify specific training and development needs in relation to the effective teaching of pupils with severe and/or complex SEN. The statutory framework for SEN leaves no doubt that the presumption of the law is that children with special educational needs should be educated in mainstream schools. The Education Act 1996, reinforced through an amended regulation inserted by the SEN and Disability Discrimination Act 2001, makes this principle clear: ‘Where a statement of special educational needs is maintained for a child, then he or she must be educated in a mainstream school, unless that is incompatible with the wishes of his or her parents, or the provision of efficient education for other children. In so stating, the law formalises what has been increasingly the practice in the majority of LEAs over the last decade. In this context, use of the word ‘inclusion leads frequently to confusion, since the same noun is also applied to a raft of policies designed to secure the full participation in society (social inclusion) of people deemed for a variety of reasons to be ‘at risk. Clearly, not all pupils with SEN are at risk of social exclusion, though some are; equally clearly, not all children at risk of social exclusion have SEN. The process of diagnosis of children for SEN classification is is some ways problematic. According to the Audit Commission (2002), â€Å"One in five children a total of 1.9 million in England and Wales are considered by their school to have special educational needs (SEN). Despite the significant numbers involved, they have remained low profile in education policymaking and public awareness. National targets and performance tables fail to reflect schools work with them and a lack of systematic monitoring by schools and local education authorities (LEAs) means that poor practice may go unchallenged.†The Wrexham County Borough Council website illustrates the process of diagnosis. â€Å"Only a small percentage of children with special needs require a statutory assessment and a statement. The SEN Code of Practice identifies a staged approach to meeting the special needs of children. Schools are required to adopt a graduated response to special needs that include a range of strategies and varying levels of intervention. As a parent you should be informed by school if your child has special educational needs and how these needs are being met. The SEN Code of Practice identifies the stages of identification and meeting special educational needs as follows: Monitoring, Early Years Action/School Action , Early Year Action Plus/School Action Plus, Statutory Assessment and Statement of Special Educational Needs.†The existence of an annual review is heartening from a stigmatization and needs equity perspective. Ones childs â€Å"statement will be reviewed annually. The LEA will notify the school when your childs review should take place and the school will set the date and organise the review. The purpose of the review is to look at the progress made over the previous twelve months in relation to the objectives on the statement.†The Derby LEA illustrates the role of statutory authorities. â€Å"A statutory assessment is a detailed investigation to find out exactly what your childs special educational needs are and what special help your child needs. It is only necessary if a mainstream school or early education setting cant provide all the help that your child needs.†Issues pertaining to gender, social class, culture and language have been well addressed byu Topping. â€Å"Despite the focus on social and educational inclusion and on ‘joined-up thinking the discourses of SEN and of equal opportunities, in terms of race and gender, have remained distinctly discrete. Although the literature on learning difficulties and disability sometimes makes reference to ‘social class, the gender or ethnicity (‘race) of pupils is rarely mentioned. Similarly, research on ethnicity and gender issues rarely acknowledges Special Educational Needs (SEN) and disabilities.â€
Sunday, January 19, 2020
The Persistence of Memory
Looking at the picture The Persistence of Memory by Salvador Dali, people can see an abstract aesthetic deep within. The landscapes associated with his childhood have become an inspiration for his paintings. When he grew up, Dali still spent his time to painting the Catalonia’s landscape elaborately. Completed in 1931, The Persistence of Memory became one of his well-known paintings. This famous artwork is called â€Å"Dali ‘s hand painted dream photographs†, and it is simultaneously read as a painting depicting landscape, still life, and self-portrait. As I find curious in this abstract, I use many researches in reference book and Internet in order to look for the meaning of this picture so far. One interesting idea is about the melting watches that inspire randomly. In one hot August afternoon in 1931, as Dali was having lunch on his work bench, suddenly an idea of paranoiac hallucinations came to his mind. He took his pencil and slid under a bit of Camembert cheese, which was softer by the heating of summer weather, and started drawing. Dali came up with an idea about the melting watches as the main subject. These soft melting watches convey Dali’s primary philosophy about the â€Å"softness†and the â€Å"hardness†. The melting watches are one symbol that is commonly associated with Salvador Dali's Surrealism. They are literally meant to show the irrelevance of time. According to the Wikipedia website, one famous art history professor named Dawn Ades wrote, â€Å"The soft watches are an unconscious symbol of the relativity of space and time, a Surrealist meditation on the collapse of our notions of a fixed cosmic order. In addition, there are some interesting subjects appearing in this painting such as the craggy rocks of Catalonia spreading out further away. This is the place where he grew up, and also indeed the association with his painting The Persistence of Memory. It shows a typical Dalinian landscape with his beloved Cape Creus (a peninsula and a headland located at Mediterranean) in the background. In the foreground, there is an orange clock at the bottom l eft of the painting, which is covered in ants. Beside, the figure in the middle of the painting can be recognized as a human figure in a dream state that Dali uses to represent himself, as the artwork became a self-portrait, maybe. Looking closely as the details, we see the abstract form has one closed eye with curvy eyelashes, as it falls into a dream state. The melting clock laid on top symbolizes the passing time experienced in a dream. The bottom left of a painting usually is a death spot; people perceive a painting by reading the focus elements, then following the direction it points too. Sometimes leads to death point. But in this picture, the plate is oval to top right, leading the viewers up back to the watches that can make viewers focus on the foreground. As the technique of drawing, the painting presents a linear perspective. The tree, the table, the clocks stand out in the foreground, but they are colored with a darker color. This lets the bright yellow cliffs and the blue water shinning in the background as it helps to emphasize the landscape of Dali’s childhood. The contrast of bright and dark color also creates the intensity of â€Å"real†and imagination of the â€Å"composition†Well, in my opinion, I perceive things rights at this part because dark color means dark reality, and bright color means dreamy, but in this picture is the opposite. Dark color is unrealistic world; bright color may be his memory on the beautiful land. His reality now is dark and shallow that represents the watch is the time has passed in his life. As the choices of color, this artwork has used a bright white and blue in the top left hand corner and then fading up into the darkness. There is an orange clock in the bottom left hand corner sticks out of the brown and black foreground. The cool colors include the sky, and three melting watches that are harmony with the rest of landscape’s color. This painting represents a linear perspective. The objects in front of the piece, the tree, the clocks, the table stand out more than the objects that the artist wants the viewers to notice like the mountain, the sky, the ocean, and the rocks in the background. Even though they are the main points in this painting, they are less of focusing than the melting clocks in the foreground. Dali interpretation gives much confusion for critics and art lovers. Partly because Dali’s work is to convey a concept of two different sides: real and imagination. For example, The Persistence of Memory is a landscape painting produced based on the landscape that Dali saw in his childhood. In the background is a beach with sand and water, rock and cliffs. These details represent real subjects in life. Yet, in the foreground, there are some melting watches and an unrecognizable figure sliding over the rocks in the center of the painting. The melting watches and the strange figure can be seen as products of his imagination, and the cliffs which is a place in Catalonia depicts Dali’s childhood memory. The Persistence of Memory is named itself. It resembles for Port Lligat, the home of Salvador Dali. He tried to expose his hometown with sand, beach, branch tree, rock and cliff. Still, there are many interpretations in this painting. Some we can understand, others are hard to explain. Perhaps the images of the melting watches are really nothing more than the ideas that Dali was inspired by the Camembert cheese melt in a warm sunny day. As I find Dali’s artwork intriguing and repulsive, his painting looks really realistic, creative, and stunning. He was the person that could put the photorealistic images on a canvas. His style noted as a Surrealist, which was influenced by famous psychologist who led him to explore his fears and fantasies, or possible, a crazy idea. This is the reason I choose his artwork because through them, he brings me a new concept that looks abnormal at firs but then really intense as I discover deepen into its meanings. Salvador Dali was a great artist, a man who is not ashamed to show his feeling. Through The Persistence of Memory, I felt like it is a perfect example for Dali’s style, very surrealist and realistic. No matter what is said about the painting, this work has stood the test of time as it has a great influence on pop culture today. Salvador Dali has become an icon for a generation that is interested in the abstract and distortion of reality.
Saturday, January 11, 2020
Abused Men: The Hidden Side of Domestic Violence Essay
Annotative Bibliography Introduction            This book gives us the history about assault on spouses. Dutton talks of two major social phenomena that emerged in North American and the Western countries in Europe. Long and tedious struggle of women led their rights get recognized. It goes further to state the measures and incidences of violence including theories concerning women as sault. The cycle of violence and people who possess abusive personalities are state devenas sault on men.            Ideas in this book are crucial for they teach about recognizing one another especially those who possess violent personalities. It is good for the society for it educates one to accept one’s rights and difference between marriage duties and rights. It also shows us that we can eliminate all odds in our society and try to make each and every person feel that he or she belongs to it fully without any intimidation or discrimination.            Dutton’s ideas can be used to help those who possess abusive personality by attending psychiatrists and avoid in ganyabusive behavior. It can be used to educates pouses in a marriage so that they will evade future marriage problems. Also, in the current globalized world, the ideas in this book can help us socialize and live together in peace and harmony especially in the domestic set up. This book can help people who are married to other cultures to harmonize or leave those cultures and then live with the acceptance and respect of each other’s rights.            Weiss, Elaine. Surviving Domestic Violence: Voices of Women Who Broke Free. Volcano: Volcano Press, 2004. Print.            In this book, Surviving Domestic Violence: Voices of Women Who Broke Free, Weiss wrote about several stories of women who had been subjected to domestic violence. She got these stories by interviewing and later writing them down. The book talks of what they went through and how they later managed to escape it. It gives reasons as to why such incidences were happening. After escape, the women took a very long time finally to recover the psychological and wounds they got due to this violence. But also, some were yet to recover fully for the or deal they went through changed their lives negatively. Those who man aged to deal with stress after coming out say that they are stronger than ever.            The different stories taught in this book are the true causes and effects of domestic related violence. They bring a bout what one goes through and how one feels while under going the violence. Also, it helps to understand what to do when such incidences happen. It also shows its effects and how they change one’s life, therefore, targeting those who abuse their partners. This book is a very good example as it shows us that those who have already freed themselves from them aritalabuses can educate others like they out hand couples about domestic violence so that they refrain from them.            The stories are very encouraging for they give people motivation to solve their problems and also how one can escape this. They can be used by those specialists in parental guidance and counseling to help them shape their marriage when such incidences are reported to them and even before couples get married. The ideas in this book can enable those undergoing abuses to get out and look for a better marriage partner. One only needs to accept that he or she is undergoing domestic violence and there fore fit cannot solve; one can boldly walk away and start life afresh. Marriage is not slavery, but it’s a path towards achieving your goals in life as one needs a partner who is willing to assist where possible so that they make all their dreams in life to happen.            Abused Men: The Hidden Side of Domestic Violence Cook, Philip W. Abused Men:            The Hidden Side of Domestic Violence. Westport: Praeger, 2009. Print. Cook exposes humongous through domestic violence silently. He talks of how real it is that men are going through domestic violence without the society suspecting. He brings several stories of men who have been undergoing through such violence from their wives for a longtime. Then goes further to give tips that can help one to find freedom from any form of abuse. He talks of resist ascend acceptance for those who are abusing their spouses and how they come to realize that each and every person deserves respect. He also talks of new great approaches that can be used to reduce domestic violence. He then gives survey statistics of domestic violence in Canada and also how the relationship changes between the offenders to their victims.            The story is helpful in realizing what some men undergo. It gives statistics of domestic violence that people are not ready to discuss. The society is helped to recognize men who are undergoing domestic abuses from their spouses. The statistics helps people to know how long they have been living with their friends undergoing abuses without even realizing it. It talks of acceptance that can help those who are yet to accept their spouse the way they are. It is helpful for it shows how much men can be subjected to torture with use of dangerous tools. Such tools include; knives, machetes and any other type of a life-threatening tool or machine so that one can force their partner to follow their commands.            Cook’s ideas can be used to know theme who are undergoing abuses from their wives and enable us to help them come out of the problem. Also, it encourages courage especially those who are not courageous enough to come out and tell their ordeal to the society. This book can help men to free themselves away from any form of abuse and intimidation from their partners. This book is crucial as it can be used to tell the extent in which men undergo violence in real life situations. Men can also use this book to help them evade any other form of domestic violence against them and there fore reducing the number of men who die as a result of domestic violence.            Howard, Louise, Louise Howard, Gene Feder, and Roxane Agnew-Davies. Domestic Violence and Mental Health. London: RCPsych Publications, 2013. Print.            This book has been written collectively by different authors who specialize in domestic violence ideas. Its about prevalence and physical health impacts of domestic violence. It talks about types of abuses in marriage such as physical abuse, sexualabuse, psychologic alabuseand coercive control and also it questions them and gives clues on their solution. It also tackles the effects of a person’s psychology which is deeply affected even in the future that may not get them out of his mind. It stresses on the survival strategies to evade such a busesand also how one can control his or her mind to avoid damaging his or her psychology. In addition, it states the methods of interventions and responses people can take after or when you suspect any form of violence. Advice from professionals on domestic violence is also written down.This text has directives on what causes mental problems after abuse. It also gives us ways on how to control our selves and maintain a state of calmness so as not disturb our stressed mind. It educates us on different forms of domestic violence. Different qualified professionals wrote it, and each field is well represented. It is an important text for it has the advices on domestic violence from professionals.            The story in this book can help us to evade mental problems due to domestic abuses. It can also be used by psychiatrists to know what causes a certain mental disorder, and they can use the idea shere to enable their clients who are undergoing this problem to get out of it. It can also be used to educate couples so that when they are not in good terms to try to their best solve the problem before itgets out of hand. The advices written in this book can also apply in the same way to advice people especially those undergoing domestic violence depending on the cause and the kind of violence.            Kubany, Edward S., Mari A. McCaig, and Janet R. Laconsay. Healing the trauma of domestic violence: A workbook for women. New Harbinger Pubns Inc, 2004. Print.            The book, Healing the Trauma of Domestic Violence: A Workbook for Women, is directed to those who have bee nfreed from domestic violence and especially women. Due to violent domestic situations, one may develop post-traumatic stress disorders which are not easy to get out of one’s mind and can negatively affect that person. It aims at giving programs known as cognitive trauma therapy which one undergoes to help him or her comeback to normal. It gives the techniques one can use them to help himself or herself by identifying any form of trauma and distress. And by so doing it can enable one to deal with it to help control and change his or her life.            This book is targeting those who have been affected by domestic violence so that they come back to normal for those who were traumatized. It is an educational tool for the society to understand the devastating effects of wife battering. Therefore, it makes us even to identify those who are going through post-traumatic stress. It contains technics, and procedures one can follow so that they make him deal any results brought by domestic violence. It is also helpful as I the psychoses out any fears one has due to what they went through during that horrifying period of domestic violence.            Psychiatrists can use this book to help traumatized people by helping them to comeback to normal. The ideas here can help us even to identify those going through stress in their marriage so that they help before it’s too late. Parents who are not in good terms can use this book to read and understand what one may go through if such incidences happen. The techniques in this book about dealing with trauma after violence can be used by psychiatrists to help client swhounderwentt his or deal. Therefore, they identify what the form of trauma is, and this can help them to accordingly better their lives. It can also be used individually as one can remember well what went wrong in that marriage and helped them better their lives. References Cook, Philip W. Abused Men: The Hidden Side of Domestic Violence. Westport: Praeger, 2009. Print. Dutton, Donald G. Rethinking Domestic Violence. Vancouver: UBC Press, 2006. Print. Howard, Louise, Louise Howard, Gene Feder, and Roxane Agnew-Davies. Domestic Violence and Mental Health. London: RCPsych Publications, 2013. Print. Kubany, Edward S., Mari A. McCaig, and Janet R. Laconsay. Healing the trauma of domestic violence: A workbook for women. New Harbinger Pubns Inc, 2004. Print. Weiss, Elaine. Surviving Domestic Violence: Voices of Women Who Broke Free. Volcano: Volcano Press, 2004. Print. Source document
Thursday, January 2, 2020
Amis and Amilum A True Friendship Essay - 562 Words
Amis and Amilun are the sons of two barons who were alike in face, height, body, shape and behavior. They treated each other like brothers and were extremely close friends. They were knights at the count’s court and he loved them and honored them. Amis was made a cupbearer while Amilun was a administer justice. After two years Amilun’s father dies and he went to go to guard his lands before leaving he warned Amis to be careful of the seneschal for he was very envious of Amis. On Amilun’s departure the friends are very grief-stricken and they wept of sorrow. When the seneschal offered his friendship Amis declines replying that no one could replace Amilun and the seneschal is greatly angered by this. When Amilun arrives to his lands the†¦show more content†¦He ignores it and marries her and he also reveals himself to Florie. Amilun returned to his land and switched back with Amis. Amis went back and received vast estates and power and became lord after the count’s death. Amilun skin began to become rough and repulsive and all the people shunned him even his wife except for a count’s son his relative named Owein who took care of him. Amilun’s wife was very annoyed and threw them out and chases them out of the town. They were so hungry and filled with hunger that when they entered the country where Amis dwelt that he sent his cup bearer to give leper unknowing that it is Amilun wine from his cup. Though he warned the bearer to bring the cup back because it was a prized possession given to him by Amilun and he would not sell nor give it away. When the cup bearer went to give the leper the wine he noticed that the other cup which he poured the wine into was exactly the same as that of Amis and went to tell his master. Amis almost killed Amilun unaware it was him and thought he was a thief when Owein revealed to Amis his identity he fell to the ground and cursed himself for not recognizing Amilun. They reconciled and Amis and his wife took care of Amilun’s every need. Eventually Amilun is cured by the blood of Ami’s children who are revived after being beheaded by their father. Amilun
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