Why Is It Important To Presume Competence In Education
Week7
1. Why is it important to presume competence in educational settings? Discuss with regards to the social relational understanding of disability (in particular, barriers to doing and barriers to being).
It is important to presume every child is competence in educational settings, such positive attitude are necessary for educator to facilitate inclusion (Biklen & Burke, 2006). The notion of presuming competence viewing ‘disability’ from the perspective of social relational understanding of disability that sees the child with an impairment beyond their labels (Mackenzie, Cologon & Fenech, in press). The notion of presuming competence focus on children’s strengths, and refuses to limit opportunity (Biklen & Burke, 2006). Believing in such …show more content…
Many of the assessment only have the written or verbal form of communication for child to complete the assessment (Biklen & Burke, 2006). Children-who-has-impairment will have difficulties with performance to express their thoughts, and to demonstrating competence in educational setting, therefore, those children are often seem to be incompetence in the main-stream educational setting and be excluded (Biklen & Burke, 2006). However, the absence of evidence about those children’s thinking ability does not represent their intellectual ability (Biklen & Burke, 2006; Cologon, …show more content…
It offers opportunities for children-who-has-impairment to participant educational setting as the children-who-does-not-have-impairment, and provides encouragement and hope for the Children-who-has-impairment that they can overcome their barriers, and they can achieve certain goals (Biklen & Burke, 2006; Cologon, 2014).
2. Why is it important to maintain a focus on children’s strengths (as opposed to their deficits) when planning and assessing in educational settings?
Maintain a focus on children’s strengths support the educator to view the child with an impairment beyond their labels, see every child is capable and competent, and build an innate focus on achievement and positivity approach (Mackenzie, 2016). It emphasis on what the child can do, and help educator to focuses on how to modified the environment to enable the child to display their strength (Mackenzie,
1. Why is it important to presume competence in educational settings? Discuss with regards to the social relational understanding of disability (in particular, barriers to doing and barriers to being).
It is important to presume every child is competence in educational settings, such positive attitude are necessary for educator to facilitate inclusion (Biklen & Burke, 2006). The notion of presuming competence viewing ‘disability’ from the perspective of social relational understanding of disability that sees the child with an impairment beyond their labels (Mackenzie, Cologon & Fenech, in press). The notion of presuming competence focus on children’s strengths, and refuses to limit opportunity (Biklen & Burke, 2006). Believing in such …show more content…
Many of the assessment only have the written or verbal form of communication for child to complete the assessment (Biklen & Burke, 2006). Children-who-has-impairment will have difficulties with performance to express their thoughts, and to demonstrating competence in educational setting, therefore, those children are often seem to be incompetence in the main-stream educational setting and be excluded (Biklen & Burke, 2006). However, the absence of evidence about those children’s thinking ability does not represent their intellectual ability (Biklen & Burke, 2006; Cologon, …show more content…
It offers opportunities for children-who-has-impairment to participant educational setting as the children-who-does-not-have-impairment, and provides encouragement and hope for the Children-who-has-impairment that they can overcome their barriers, and they can achieve certain goals (Biklen & Burke, 2006; Cologon, 2014).
2. Why is it important to maintain a focus on children’s strengths (as opposed to their deficits) when planning and assessing in educational settings?
Maintain a focus on children’s strengths support the educator to view the child with an impairment beyond their labels, see every child is capable and competent, and build an innate focus on achievement and positivity approach (Mackenzie, 2016). It emphasis on what the child can do, and help educator to focuses on how to modified the environment to enable the child to display their strength (Mackenzie,