Understand inclusion and inclusive practices in work with children and young people. The UN Convention on the rights of the child article 28 says that ’’Every child has the right to an education’’ article 2 says’’ The convention applies to every child whatever their ethnicity‚ gender‚ religion‚ abilities‚ whatever they think or say‚ no matter what type of family they come from’’. Schools have a duty to adhere to this legislation‚ they way that they do this
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provides the user with tactile feedback to indicate when sufficient force is applied to develop a secure interference fit between the mating connectors. These and other objects and advantages of this invention are achieved by employing the following design elements: Body The connector has a body element. In preferred embodiments‚ the body is generally cylindrical or conical in shape‚ but in other embodiments it could be almost any shape that could have a bore‚ a flange‚ a wing and a post attached
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database development cycle to a given data set Database development creates enterprise data modeling‚ which forms the range and wide-ranging contents of organizational databases. There are 5 phases in Database Development Cycle: Planning; Analysis; Design; Implementation and Maintenance. Planning In Planning Stage‚ the organization needs to know why do they need the database; what do they want the database to do; and how are they going to make the database. This is also where the organization will
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‘Explain how to implement inclusive practice’ There are many ways as to how inclusive practice can be implemented into the environment in which the child is in. My first example is that the adult should be able to adopt a non-judgemental attitude and they could do this by not judging a family or the child based on their race and/or religion. This is important‚ as it allows the child to know they’re part of the community and that they’re part of the community and that they’re like every other child
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A practice is said to be inclusive when a setting make everyone feel welcomed and gives all children in their care equal opportunity to achieve the highest of standards. This can be done or achieved when the various needs and diverse lifestyle of children and their families are factored into the settings planning‚ be it weekly‚ monthly or yearly. (Tassoni P.‚ 2005:245) Because this is such an important aspect of caring for children and young people‚ there are some legal requirements put in place
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head: INSTRUCTIONAL PRACTICES FOR STANDARDS-BASED Instructional Practices for Standards-Based Curriculum Brandi R. Woods Grand Canyon University EDA 561 - Curriculum Development for School Improvement October 24‚ 2010 Instructional Practices for Standards-Based Curriculum George W. Bush put into action the No Child Left Behind Act to ensure that all children were giving the right education and succeeding. With this‚ many states adopted a standard-based curriculum approach that required
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The concept of planning “backward” starting from desired results (the end in mind) is not new. In 1949 Ralph Tyler described this approach as an effective process for focusing instruction. Recently‚ Stephen Covey‚ in the bestselling book‚ Seven Habits of Highly Effective People‚ reports that effective people in various fields are goal-oriented and plan with the end in mind. Although not a new idea‚ the deliberate use of backward design for planning curriculum units and courses results in more clearly
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diversity and inclusive practice‚ and should always show that you value the child as an individual. Tasks should be set out to help the child make their own decisions so they are able to feel a sense of control over what they do. Early years settings should clearly display that they welcome diversity; at my setting we have posters of different cultures and a “welcome” poster with multiple languages on it. Practitioners should be able to spot when discrimination is going on in their practice and be willing
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National Curriculum provides educators with a teaching framework‚ the curriculum is more than just a document‚ it is the curriculum experienced by students. Blaise and Nuttall (2011) suggests that it is imperative for educators to understand all five concepts of curriculum which interlink within the education system to teach students as they provide a more complex understanding of curriculum and how it is experienced (p .82). These concepts consist of the intended curriculum‚ the enacted curriculum‚ the
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XITE‚ Gamharia Banking Concepts & Practice [Paper 11: Elective II‚ Academic Session 2011-12] 1. Evolution of Banking: Bank-Meaning‚ Definition‚ Features & Classification‚ Concept of Different Types of Banking System‚ Overview of Indian Banking System 2. Commercial Bank: Basic Concept of Commercial bank‚ Role of Commercial bank in Financial System‚ Credit Control by Central Bank 3. Central Bank: Meaning‚ Functions‚ Methods of Credit Control 4. Monetary Policy: Meaning‚ Objectives
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