a common framework for all schools LEA to follow in identifying‚ assessing and providing for children with perceived SEN. The Special Educational Needs and Disability Act (SENDA) 2001 SEN code of Practice (DfES 2001) (supercedes original code of 1994) came into effect from January 2002‚ forming a framework direct at identifying‚ assessing and providing for children with perceived SEN as quickly and early as possible. It states at the outset that LEA should work with settings to "to ensure
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advisers for each individual aspect of the curriculum. They have people in their own expertise in place for students with either special educational needs or challenging behaviour. Most of these services will free for the school and will be provided by LEA (local educational authority) however some may not be free such as when specialist teachers need
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Authority (LEA). These schools determine their own admissions policy. Local groups such as childcare classes and adult education may develop the use of the school facilities. Foundation schools (such as religious schools) are not run by the LEA but by their own governing body. This governing body determines its own admissions policy in consultation with the LEA. The governing body or a charitable foundation will own the schools‚ the land and buildings. As these schools are not governed by the LEA they
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in Australian society in relation to the concepts power‚ authority‚ gender‚ and technology. Power: In episode 5892 we view the concept of Power in Australian society when Lea fires Chris from working at her restaurant once he becomes overpowering and bossy. Chris lingers around to tell Lea how to run her business‚ making Lea annoyed as she doesn’t appreciate his behavior and kicks him out. This causes much conflict and results in an argument. In this scene we see the continuity in a Australian workplace
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school in relation to educational stages and school governance. Community schools Community schools (state schools) are run and owned by the local authority. The Local Educational Authority (LEA) are responsible for employing the staff within the school as well as owning the building and the land. The LEA deal with the admissions and the governors deal with the budget and the appoint or dismiss staff. Academies - State maintained but independently run and cover key stages 3 & 4. Special needs
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3337 RULES AND REGULATIONS Title 22—EDUCATION DEPARTMENT OF EDUCATION [ 22 PA. CODE CH. 19 ] Educator Effectiveness Rating Tool; Classroom Teachers The Department of Education (Department) adopts Chapter 19 (relating to educator effectiveness rating tool) to read as set forth in Annex A. Omission of Proposed Rulemaking Under section 1123 of the Public School Code of 1949 (act) (24 P. S. § 11-1123)‚ regarding rating systems‚ amended by the act of June 30‚ 2012 (P. L. 684‚ No. 82) (Act
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Book Report Whirligigs By: Paul Fleischman After getting humiliated at a party‚ Brent drives away drunk and decides to kill himself. Letting go of the wheel on the highway‚ he ends up killing someone else. He killed a girl named Lea. Her mom asks Brent to put up 4 whirligigs‚ one in each corner of the US. Since they were Lea’s favorite toys‚ they’re meant to be monuments representing Lea’s ability to make people happy. With wood‚ sum tools‚ a book on whirligigs‚ and a bus pass‚ Brent leaves
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References: Papenfuhs‚ Steve. (April 6‚ 2011). Ethical Dilemmas Cops Face Daily. Retrieved on June 12‚ 2013 from http://www.policeone.com/legal/articles/3467115-Ethical-dilemmas-cops-face-daily/ Salonga‚ R. (February 17‚ 2011). Contra Costa drug force commander arrested in Benicia. Retrieved on June 12‚ 2013 from http://www.timesheraldonline.com/ci_17411515?source=most_viewed
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ethnic differences in both offending and victimisation. LEFT REALISM- LEA AND YOUNG Ethnic differences in this statistics reflect real differences in the levels if offending by different ethnic groups. Left realists see crime as the product of relative deprivation‚ subculture and marginalisation. Higher levels of utilitarian crime is due to relative deprivation of material goods that cannot be gained by legitimate means. LEA and YOUNG conclude that the stats represent real differences in levels
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CHAPTER 1 1.0 INTRODUCTION This research proposal discusses the causes and effects of poor entrepreneurial skills development amongst the youth in Gaborone. The study entails the background information of the study‚ statement of the problem‚ research objectives and questions‚ scope of the study‚ the hypothesis‚ and significance of the study‚ limitations and the definition of terms. Entrepreneurship is a way of life that offers unlimited possibilities to those who truly believe in it and
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