Unit CYP Core 3.1 Child and young person development Evidence 3 3.1 There are many different ways to monitor a child or young person’s development. It is important that a range of different teaching methods and observations are used when working with children’s individual needs. Gathering information about an individual pupils needs from parents/guardians and other staff can help us recognise significant changes that maybe occurring. This information along with information obtained from carrying
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Materials Management Matrix Learning Team B Jessica Berry‚ Andrew Brogan‚ Silvia Hammond‚ Erica Priscella Maintaining an Effective Learning Climate 520 Keith Jarrett February 10‚ 2013 Materials Management Matrix Learning Team B Issues requiring documentation | Current tools used | Additional technology options available | Documentation methods for staff review | Documentation methods for parent review | Calendars | Microsoft® Outlook® Blackboard calendar Desk calendar Wall calendar
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Classroom Management Plan by Artesia Howard Introduction It is extremely important for teachers to effectively and efficiently manage their classrooms with excellence‚ purpose and passion. When it comes to Special Education‚ teachers also have to cope with learning differences‚ disabilities‚ and basic problems that occur within a classroom on any given day. However‚ my philosophy of classroom management is that when it comes to special needs children‚ their abilities and at what levels
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CYP Core 3.2 – Promote child and young person development 1.1 Explain the factors that need to be taken into account when assessing development • Confidentiality and when‚ for the safety of the child or young person confidentiality must be breached. • Children’s wishes and feelings • Ethnic‚ linguistic and cultural background • Disability or specific requirements (Additional needs) • Reliability of information • Avoiding bias When assessing a child you must be careful to take into account
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strengths—what they can do and the progress they have made‚ set targets with them that are: Specific Measurable Achievable Realistic Time (give enough to reach target) A good way of doing this is to set up an IEP for a child. Individual Education Plan (IEP) An IEP is drawn up by the class teacher‚ support staff‚ child and or the parent to help identify the child’s needs and to target areas of particular difficulty. It should show the steps that are to be taken to support the child’s learning
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Then if needed‚ the student has a right to special education services within the school system. The evaluation process ensures that a student’s needs can be identified and then a plan is in place for an appropriate education for the student. Non-discriminatory evaluation is vital because it gives an unbiased assessment for the students needs and helps identify academic goals for success. Appropriate Education -Appropriate education is the implementation of plans developed for a specific
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Supporting Inclusion in the Early Years brief summary Background Warnock Report (DES 1978) significant landmark in special education stating that the purpose of education for all children is the same‚ the goals are the same‚ but the help individual children need in progressing towards them will be different. The Children Act (1989) and the Disability Discrimination Act 1995 both defined disability as:-- "A child is disabled if he is blind‚ deaf‚ or dumb or suffers from a mental disorder
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school calendars‚ school/class websites‚ and parent workshops. Even though communication is key‚ parents need to become an active member in their child’s education. As Staples and Diliberto (2010) stated “Some parents view education as the primary role of the school with little need for parental involvement. Whereas other parents view education as a collaborative role between parents and educators” (p.59). The latter is what we as educators should aim to avoid. Building a strong parent – teacher/school
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already been taught by their parents and ensure that through our daily plans‚ based on the 6 areas of learning‚ set in place by the education training inspectorate‚ make a positive impact on the children’s early learning skills to help them achieve a positive long term impact on their later learning and achievements. If young children are to get the early education and care they need‚ there must be a substantial change in the way working with young children is perceived. There needs to be clear
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Atypical Academic Development in Young Children Karen Beilfuss‚ Trisha Burda and Michelle Sarich Typical Development ● ● ● ● ● ● ● ● Children gather information from people‚ things‚ and events in their environment They organize this information in their minds‚ and code it in ways that keep it usable and easily understood They match the information with what they’ve learned before‚ noticing similarities and differences‚ and store the information for future use Children’s development usually follows
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