Teachers Attitude Towards Children With Disabilities Education Essay

Teachers Attitude Towards Children With Disabilities Education Essay This section presents the literature that has been published in relation to the teachers perceptions /attitude towards special education and children with disabilities. Special Education is a complex and broad area of study. It is a distinctive provision that involves a range of foundational disciplines that encourage and assist the progress of children with special needs and other children to grow hand in hand and attain proficiency at the academic, social, personal and inter-personal level. This requires that special educators undergo specialised training and receive support from the school management to ensure that such children with special needs benefit and thus ultimately receive the best of education and care that civil society can provide to them without disparity (Routledge, 2003). There is a general consensus that complete justice to the children with special needs seeking inclusivity by this system can be done only if teachers who are involved in mainstream education are a lso aware of specialist knowledge and possess the skills required to cater to atleast a minimum set of special needs. Although educators specializing in particular special needs would be considered as best equipped to help the children with certain special needs, a cooperative approach with colleagues is vital in a school setting to ensure the best interests of the children in question (Sage, 2004). A teachers role is very critical in identifying and recognizing the special needs of a child and in assessing the impact of the disability in detail so that ways and means can be devised to help the possible implications in learning (American Psychiatric Association, 2000). Keeping this consideration in mind, the provisions of the Individuals with Disabilities Education Improvement Act 2004 (House Bill 1350) directed that students with disabilities must be taught by teachers who hold complete certification in special education or who have passed a state teacher licensing examination and hold a state licence. In particular, special education teachers teaching core academic subjects, are expected to hold certifications in both the subject in question and in special education (Chapman R, 2008) so that complex core subject matter can be presented in a way that meets the individualized need of the child. Further, the special educators must be equipped, competent and confident in the use of adaptive equipment, information and communication technology and multisensory environments to effectively put to use technology as and where the curriculum or the requirements of the child with special needs demand, so that the education of children with special needs can be aided by the use of such services to increase the autonomy of the child and thereby build confidence, enhance learning and thereby improve knowledge acquired and thus effecting integration in its essential sense. Access: The new age concept of special education is based on the thought that any improvement made to the special education system is an improvements made to the education system as a whole in accordance with the fact that special education is not merely education of children with special needs but a collective effort of the community in helping different children with different abilities and tempraments to mutually benefit in the process of education. The view of the education community on special education today is based on the a variety of service options that must be made available in accordance with the special education laws such that a least restrictive environment may be constructed that enhances the scope of mutual interaction and considers the social well-being of the student community as a whole (Hallahan Kauffman, 1998); As good as this sounds, this concept is far from being fully accepted (Yellin et al, 2003) by the civilized modern community and is still riddled with doubts, f ears and litigative questions. The IDEA laws recommend inclusive mode of education as a solution rather than a problem for special educators, in which children with special needs are no more isolated, but educated in conjunction with children who are not disabled and special classes, separate schooling, or removal from the regular environment may be considered only when the nature or severity of the disability interferes with the education process. The new philosophy is to practice education on a general basis where (Bryant, Smith, Bryant, 2008; Lipsky Gartner, 1997; Rogers, 1993; Salend, 2001) the flexibility of an organization and special resources tchild should be an equally valued member of the school culture. However, the success of such inclusive methods of education depends largely on the attitude and willingness of special educators to make children with special needs feel welcome, accepted and included meaningfully. Addition or inclusion of material facts are mutually ben eficial to children with special needs and also it help them benefit from being able to learn in a regular classroom and meet up with their peers without disabilities who can also gain from the exposure to children with diverse characteristics. School and community environments must be designed in such a way that they are physically and programmatically more accessible so that they will help children with physical disabilities function more effectively and enable others who do not have disabilities to access their environment even more readily (Ferguson, 1996). Apathy: Conceptually speaking, it can be said that the social and civil progress of any society can be measured by the way a society treats its weak and dependent citizens. Hence the emergence of inclusive education may be seen as a way to ensure school practices against discrimination and toward social justice and thus build a society that is indicatively progressing in the right direction. The responsibility rests on the shoulders of the teaching fraternity who must learn to identify the barriers that social taboos have placed in the way of children with special needs in a constructionist perspective discouraging the use of labeling and categorization so that children can be allowed to communicate, interact and advance to the best of their abilities (Berger and Luckmann, 1971). Inclusive education like any other new reform has been supported and criticized equally in both developing and developed countries. For those people who support inclusive education, (Stainback and Stainback, 1991), always stress on the fact that inclusion is a tool that can play an effectively role in the combat of discrimination, sow the seeds to create a warm and welcoming attitude in young minds: which replaces their past experience of isolation. (Smith, 2007), always insists on an inclusive society as it helps children to learn social skills adapting themselves to an environment that is close to normal conditions of development and growth (Mitchell Brown, 1991) and achieve the ultimate commitment to educate every child (Ajuwon, 2008). The critics on the other hand overlook the problem of stigmatization and base their arguments on the idea that inclusive schools will not be able to adequately pay attention to or meet the needs of the disabled as can be done in therapy in segregated schools. This debate is vital in terms of determining the attitude of the teaching fraternity towards the idea of including children with special needs in general education as a child with a disability will bene fit optimally from inclusion only when general education teachers are equipped to teach a wider array of children and be willing to collaborate effectively with special educators (Bender, Vail Scott, 1995; Brophy Good, 1991). Appeals: The crux of inclusivity is the human right to education. Apart from ethical, moral, human, economic, social and political reasons, it brings about development at the personal level, helps build relationships and ultimately turns schools into instruments of political and social change towards democracy (Slee, 2002). Inclusivity stresses on a collective community responsibility to develop a productive informed society (Raey, 2003). It stands for community innovation where diversity is the norm and stresses that programs must be developed to be exceptional and to suit the diversity so that all may be able to participate and thus benefit. Class rooms must be treated as mirrors of social reality where high expectations, high achievements and full participation of all learners is appreciated and teachers must understand and play the esteemed redefining role of working to enable rather than disable students so that social justice does not remain rhetoric but becomes practical. Awareness is the cry in the academic community today and the current appeal is to equip the teaching fraternity medically, contextually and logistically to help the students gain more out of existing infrastructure and thereby effectively realize the goals of special education. Although technology plays a vital role in special education, it can act as a means of social isolation too; hence it is vital that technology be used with care so that its positive social advantages are maximized and its alienating aspects minimized. Achieving this goal however, lies in the critical and analytical capability of the instructor so that use of technology is ensured in a way that is positive outcome oriented by assessing and re-assessing benefits on a regular basis and re-thinking/ planning new strategies in cases where no improvement is perceived. Assessment: The No Child Left Behind Act of 2001 (NCLB), has guided that inclusive instruction be implemented and assessed. Even today this system of education elicits mixed responses in that it is lobbied for by some and against by some in courts, debated about in social forums and variously interpreted by the common man. The diversity of an inclusion class leads to a question of various students receiving different benefits (Rogers, 1993); however, unless the social, academic, functional, or life skill outcomes are better perceived clearly, it would end up limiting the teaching fraternitys assessment and thereby impairs the improvisation aspect that is vital for the progress and success of special education. Research shows that present day schools and teachers are struggling to respond to the wide array of students (Wills Cain, 2002). An inclusive school without the adequate facilities in terms of technology equipment and incentives and inadequate specially trained teachers cannot rise up to the challenge of presenting fair knowledge distribution to all. Hence a universal design (Centre for Universal Design, 1997; Waksler, 1996) that includes physical, curricular and pedagogical changes must be evolved so that children with different learning styles can cope without adaptation or retrofitting. Child centered education practices must be ingrained in every teachers mind so that education approaches are based on a clear analysis of where each of their students stand in terms of academics, social and cultural factors so that learning can be best facilitated (Gildner, 2001). At the school level the learning needs of all children can be addressed only if a specific focus is placed on those children who are vulnerable to marginalisation and exclusion (UNESCO, 1994). Research on special education strategies over the years says that assessments must be developed based on curriculum, team teaching must be encouraged, learning styles must be understood and cooperative strategies m ust be devised such as peer tutoring or skills training for inclusive education to work in a manner that speaks success. Classroom instruction must be planned and be well organized so that it meets each childs need, and helps in their wellbeing.

Jollibee Foods Corporation Essay

What were the strategy and competitive advantages of Jollibee in the Philippines? JFC observed that the fast food market in Philippines had a high growth potential. They were the first movers in the market and therefore able to build up brand recognition. JFC’s success could be attributed to its differentiation strategy that created and sustained a competitive advantage especially against McDonalds. The McDonalds was a global giant strictly following the philosophy of standardization especially with its hamburger line. JFC realized that it could attract customers with superior tasting products for more affordable prices due to their tight control over operations management. JFC was also aware that the founders of Jollibee (Tan family) had a family tradition (a capability) of making delicious food tailored for the needs (local tastes) of Filipino customer. In conclusion, JFC offered a more tailored menu with a sweeter hamburger, an innovative chicken product, a kid-oriented chicken plate in line with the preferences of consumers whereas McDonalds did little or nothing to modify its products due to mainly its US based decision process. This might be, because the global operating competitor McDonalds would jeopardize its brand image and values, if they would adapt local needs – the contrary applies for JFC. The flatter organizational structure allowed JFC to respond to market changes more quickly. In addition being closer to the market as well as better connected (Many franchisees were friends of Tan family) helped JFC to establish themselves better. JFC’s managers knew that offering tasty hamburgers were not sufficient. They took the initiative to replicate and improve the McDonalds operating structure so that Jollibee became more competitive at store level. Lessons learned from the competitor at the early stages of the small food chain enabled it to reduce production time and ensure consistency and cleanliness of its products. The combination of being the first in the market, service with innovative products and opening new and efficient store at good locations allowed  Jollibee to expand the growing fast food market to new consumers. In addition, Jollibee’s organizational culture and philosophy summarized by ‘Five Fs’ (Friendliness, flavorful food, fun atmosphere, flexibility in catering customer needs and focus on families) sustained the competitive advantage against competitors by enhancing the customer experience and optimizing processes to keep costs low and quality high.

Julie was perfect – Creative Writing

Julie was perfect. She was smart, popular and pretty. Her naturally blonde hair was professionally styled at least once a week and her size eight figure was always gloved in designer labels heard of only in magazines, brought for her on Daddy's credit card. She was involved within the school teams and clubs, including gymnastics and dance, as well as all of the social clubs and school politics. Jen was far from this. She was what would be referred to as â€Å"bad†. Her dyed black hair that was worn so that half of her face could not be seen and she always wore uniform black. She was the kind of person that rarely made an appearance at school, let alone at anything extra curricular. She spent her entire life drinking, smoking and getting â€Å"high†. Dom would have called himself one of the cool guys but everyone else would have called him a jock. He was captain of the football team and head of his gang. They were all members of the football team and spent their free time taunting or punching one another mindlessly. When he was away from his gang, he spent his time acting too cool for anyone else. Brian was one of the cleaver ones. He was a straight A student who enjoyed extra curricular activities like science and chess club. The only thing that he was not good at was sport. Whatever he tried, he looked gawky and awkward. Everyone saw him as a â€Å"geek† or a â€Å"nerd† and I suppose the fact that he wore trousers that were slightly too short for him and glasses didn't help. These four people had nothing in common apart from the fact that they had to share a chalet on a skiing holiday organised by the school. There had been a mix up with numbers meaning that none of them could share with their friends. There was no television or radio and no one was to leave their chalet after eight in the evening unless there was an activity. After the first day of skiing, neither Julie, Dom nor Brian wanted to leave their friends. Jen, who had no friends that had come on the holiday, was busy having a smoke out of the window with her Walkman turned up. She didn't hear Mr Bowdon, their incredibly strict PE teacher come in to the chalet. â€Å"What do you think your doing, Ms. Parker?† Mr. Bowdon shrieked red with fury. Jen turned off her Walkman and spoke. â€Å"What does it look like I'm doing?† She said sarcastically. â€Å"It looks like your trying to get yourself banned from the slopes,† Mr. Bowdon remarked snidely â€Å"What do I care? Skiing is mind-numbingly boring; I only came to pick up some cheap smokes and booze!† Jen laughed, â€Å"Besides, where are the princess, the jock and the geek that I have to share this place with? I bet there with their friends and its after eight! So, instead of wasting your time with no-hopers like me, why don't you guide them into doing the right thing, isn't that what you say your job is?† Her words oozed with contempt. Mr. Bowdon looked at her but she stared him out. Eventually he turned and went in search for the others. For the rest of the week, Mr. Bowdon kept an eye on all four of them and caught them out many times. By the second to last evening, he had had enough. He called them all in to his chalet and banned them from spending their last day on the slopes. There was an array of moans and groans but it was clear that Mr. Bowdon's word was final. They were to be supervised by Mr. Bowdon's wife who was not a skier and would have to spend the day with only each other for company. Everyone knew that tomorrow would be hard. They were woken at six in the morning for breakfast, which was to be eaten on a solitary table laid just for the four of them. Jen was the only one to speak through breakfast. She spent the whole time complaining about being stuck with a bunch of losers for the whole day. When they had finished breakfast, they were instructed to go back to their chalet and to stay there until they were told otherwise. â€Å"This is so unfair, all I wanted to do was to spend my holiday with my friends, and now I'm stuck in here for the day,† Julie whined â€Å"Oh shut up princess, just because you can't go running to Daddy!† taunted Jen. â€Å"Leave her alone, arguing's a waste of time because you can't walk away, your stuck in here all day whether you like it or not,† Said Brian shyly. â€Å"This is none of your business, Geek†, jeered Jen and, with that, she lit up a cigarette and began to inhale deeply. Just as Jen had thrown the cigarette butt out the window, a hard faced woman came into their chalet without so much as a knock. She informed them that she was Mrs. Bowdon and that she would be surprising them with visits throughout the day and, as swiftly as she entered, she left. â€Å"God, no wonder Mr. Bowdon's so bitter with that witch as a wife†, sniggered Jen. For the first time, Julie and Jen made eye contact and smiled. â€Å"So, why do you waste so much of your free time in clubs then?† asked Jen. â€Å"Leave her alone,† warned Dom. â€Å"No I'm being serious, why?† â€Å"I don't know, it's just what me and my friends have always done. Besides, it's not so bad† Julie answered unconvincingly. There was an awkward silence. Julie began to study her French manicure and the others started to fidget. After a while, Dom crossed the room to talk to Julie. â€Å"Hey!† Dom said with ease. â€Å"Hi† Julie said, surprised. â€Å"Aww, the Jock and the Princess, what a prefect match† Jen jeered. â€Å"Shut up!† They all said in unison. â€Å"It's a free country!† She retaliated. â€Å"Why are you always so sarcastic, Jen?† Julie asked, â€Å"I think it's just a front. I think that you are so scared about letting anyone see your feelings, that you cover them up with jokes and sarcasm.† â€Å"Shut up Julie. Yeah, so I don't show emotions, so what? Besides you can hardly talk. Everything about you is fake. Your so fake that you probably don't even know who you are anymore. So maybe I do hide emotions but I'd rather do that then have everyone know my personal business.† Jen shouted and, with that, she went into their room and slammed the door. â€Å"You know, she's right.† Brian said timidly, â€Å"Every single one of us puts on a front.† â€Å"And what front do you put on then?† Dom mocked â€Å"You know, I'm not as good as you think I am,† Brian said, a little braver than last time. As if on cue, Jen entered the room again. Her gothic make up was freshly applied to red, blotchy eyes and her infamous army boots had been removed, as had a little bit of her front. â€Å"So, what have you done that's so bad?† Jen asked with a friendly smile on her face for the first time. â€Å"Well, I've smoked a cigarette and I got a little bit drunk at my cousions wedding,† Brian said nervously. â€Å"Hey, I know what'll make the day pass quicker!† Jen said with a glint in her eye. With that, Jen ran to her room to fetch something. The others looked at each other nervously. She returned with a tightly wrapped package. â€Å"Is that drugs?† Brian asked nervously. â€Å"It's only pot, it's not gonna kill ya,† Jen said â€Å"Well, ok then,† Brian said reluctantly. â€Å"Are you guys in?† Pushed Jen. Julie and Dom looked at each other. After a few minutes they agreed. They all sat around in a circle and watched Jen expertly roll it. After it was lit, they passed it around. Everyone accept for Jen coughed violently on their first drag, and, after it had been passed around a few times, they were too relaxed to care! They spent hours talking mindlessly and becoming relaxed in each others company until it wore off. When it did wear off, the fronts that they had been putting on for so many years also wore off.

The Turn Of The Screw - 1443 Words

Henry James’ The Turn of the Screw is an ambivalent novella, well-known for it’s disputable contents. The central character, known simply as the governess, is one that can be considered an unreliable narrator. She has experienced many interesting yet unusual encounters that can lead to a variety of interpretations regarding what’s actually taking place in the story. With all factors taken into account, it’s most plausible to assume that the governess is a victim of what appears to be a mental disorder. The disorder in question would fall under Dissociative Identity Disorder (DID). The disorder is characterized by the presence of two or more distinct personality states, often called alters (Dissociative Identity Disorder (Multiple†¦show more content†¦The governess creates an alter known as Peter Quint in order to explore her lustful feelings indirectly. Quint is roughly based off of an older man that took advantage of her boss’ nephew Miles . The governess has heard about this highly innapropriate relationship between Miles and this man, possibly from her colleague Mrs. Grose. The governess can relate to this since she knows a relationship between her boss and herself would be inappropriate as well. This is her overall reasoning for choosing Miles’ predator as â€Å"inspiration† for her alter. Along with the repression of her sexual feelings, it’s relatively reasonable to assume that the governess has also suffered from the loss of her own child from a previous pregnancy. The governess becomes quickly attached to the children upon first meeting them stating that â€Å"[Flora] had probably more than anything else to do with me restlessness that, before morning, made me several times rise and wander about my room to take in the whole picture and prospect† (James 8). The reasoning for this attachment is that the governess is trying to fill in a hole that her child’s death left. She feels as though she’s unable to cope with this loss and creates the alter Miss Jessel who’s based off of an anonymous woman who committed suicide after also losing a child. This can be evidenced from â€Å"Miss Jessel† having a sudden death