Catcher in the rye research paper
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Research Paper on Literature: Catcher in The Rye Free Literature
sample proposal Sample Proposals for the Undergraduate Engineering Review. Before an article, report, or brief is accepted into the Undergraduate Engineering Review, the author must first submit a proposal that specifies the importance of the research, the scope and limitations of the research, and catcher paper, the methods for the research. Submitters should read the harvard essay journal's Request for Proposals before submitting. A Proposal to Research the Storage Facility.
for Spent Nuclear Fuel at rye research Yucca Mountain. There are many questions regarding the safety of the Yucca Mountain waste repository. Researchers at Los Alamos National Laboratory disagree over the long-term safety of the proposed high level nuclear waste site located in Nevada. In 1994, Charles Bowman, a researcher at Los Alamos, developed a theory claiming that years of storing waste in the mountain may actually start a nuclear chain reaction and explode, similar to an atomic bomb [Taubes, 1995]. The stir caused by theory suggests that researchers have not explored all sides of the safety issue concerning potentially hazardous situations at Yucca Mountain. Bowman's theory that Yucca Mountain could explode is based upon the idea that enough waste will eventually disperse through the concept paper research submit white rock to create a critical mass.
A critical mass is an amount of fissile material, such as plutonium, containing enough mass to start a neutron chain reaction [Murray, 1989]. Bowman argues that if this chain reaction were started underground, the rocks in the ground would help keep the system compressed and speed up the catcher rye research paper chain reaction [Taubes, 1995]. A chain reaction formed underground could then generate huge amounts of energy in a fraction of a second, resulting in a nuclear blast. A nuclear explosion of this magnitude would emit large amounts of radioactivity into a general cover letter for a resume, the air and ground water. Another safety concern is the possibility of a volcanic eruption in Yucca Mountain. The long-term nuclear waste storage facility needs to in the rye research paper, remain stable for at least 10,000 years to allow the radioactive isotopes to decay to natural levels [Clark, 1997]. America Becomes Power! There are at least a dozen young volcanoes within 40 kilometers of the catcher in the paper proposed Yucca Mountain waste site [Weiss, 1996]. The proximity of Yucca Mountain to these volcanoes makes it possible to have a volcanic eruption pass through the spent fuel waste repository. Such a volcanic eruption could release damaging amounts of synthesis, radioactivity to the environment. (1) explain the criteria for in the rye research paper a suitable repository of high-level radioactive waste; and.
(2) determine whether Yucca Mountain meets these criteria. According to the Department of Energy (DOE), a repository for off a high-level radioactive waste must meet several criteria including safety, location, and economics [Roush, 1995]. Safety includes not only the rye research paper effect of the repository on people near the good to start site, but also people along the rye research paper transportation routes to the site. In my research I will consider both groups of supplemental, people. As far as location, a waste site cannot be in an area with a large population or near a ground water supply. Also, because one of the catcher most significant factors in determining the life span of a possible repository is how long the waste storage canisters will remain in tact, the waste site must be located in synthesis, a dry climate to eliminate the moisture that can cause the waste canisters to corrode. The economics involved in selecting a site is another criterion. Rye Research! At present, the Department of Energy (DOE) has spent more than 1.7 billion dollars on the Yucca Mountain project [Taubes, 1995].
For that reason, much pressure exists to concept paper submit white, select Yucca Mountain as a repository site; otherwise, this money would have been wasted. Other costs, though, have to paper, be considered. For instance, how economical is it to transport radioactive waste across several states to a single national site? I will try to writing resume, account for as many of catcher in the rye research, these other costs as possible. After explaining the criteria, I will assess how well Yucca Mountain meets those criteria. In this assessment, I will not assign a numerical score for each criterion. Rather, I will discuss qualitatively how well Yucca Mountain meets each criterion. In some situations, disagreement exists among experts as to off a personal, how well Yucca Mountain meets a criterion.
In such cases, I will present both sides. In this assessment, only catcher Yucca Mountain will be considered as a possible site. Although many sites in the United States could meet the DOE's established criteria, I will consider only concept white Yucca Mountain because the DOE is considering only Yucca Mountain [Taube, 1995]. The first goal of my research is to explain the criteria for determining whether a nuclear waste repository is suitable. For example, will the rock structure be able to catcher in the, withstand human invasion in the future [Clark, 1997]? What will happen if the waste containers corrode and do not last as long as predicted? Will the natural setting contain the waste? To achieve this goal, I will rely on Background on 40 CFR Part 197 Environmental Standards for Yucca Mountain [Clark, 1997], the pub business plan template DOE Yucca Mountain home page [1997], and in the rye research paper, the book Understanding Radioactive Waste [Murray, 1989].
A second goal of my literature review is to writing a general cover for a, evaluate Yucca Mountain meets those criteria. I will base my evaluation on the sources mentioned above as well as specific Environmental Protection Agency standards. Catcher In The Paper! I also intend to research the validity of plan template, possible environmental disasters, such as the explosion theory. To accomplish this goal, I will rely on the paper presented by Clark [1997], and on the book Blowup at Yucca Mountain [Taubes, 1995]. Because engineering students are the primary audience for my proposed research topic and catcher in the rye research paper, may not be familiar with the ways essay history of catcher in the rye research paper, nuclear waste, I will provide a background on past methods used for waste storage. People in the nuclear field with some knowledge of the waste problem facing the thesis industry may be a secondary audience. Figure 1. Catcher In The Rye Research! Schedule for completion of the good off a personal essay literature review. The formal presentation will be on catcher in the, October 27, and the formal report will be completed by December 5. Given that all my sources are available through the University of america becomes a world essay, Wisconsin library system, there is no appreciable cost associated with performing this review, unless one takes into consideration the amount of tuition spent on maintaining the in the university libraries. The only other minor costs are photocopying articles, creating transparencies for america becomes my presentation, printing my report, and binding my report.
I estimate these expenses will not exceed $20. I am a senior in in the rye research paper, the Engineering Physics Department at the University of Wisconsin at concept paper submit Madison, majoring in nuclear engineering and physics. Rye Research! I have taken several classes related to nuclear waste, economics, and environmental studies. I believe that these courses will aid me in preparing the synthesis proposed review. For further information about my qualifications, see the attached resume. Kerr, R., New Way to rye research paper, Ask the harvard college supplemental essay Experts: Rating Radioactive Waste Risks, Science, vol.274, (November1996), pp.
913-914. Murray, Raymond L., Understanding Nuclear Waste (Battelle Press, 1989). Roush, W., Can Nuclear Waste Keep Yucca Mountain Dry-and Safe? Science, vol. 270, (December 1995), pp. 1761-1762. Taubes, G., Blowup at Yucca Mountain, Science, vol.268, (June 1995), pp.
1836-1839. A Proposal to catcher in the rye research paper, Review How Geophysical Precursors. Can Help Predict Earthquakes. Throughout the world, devastating earthquakes occur with little or no advance warning. Some of these earthquakes kill hundreds of people.
If the times, magnitudes, and locations of concept paper research submit, these earthquakes could be accurately predicted, many lives could be saved. This document proposes a review of how monitoring geophysical precursors can help in the short-term prediction of earthquakes. The proposed review will discuss the physical principles behind the monitoring of three common precursors and catcher in the rye research paper, evaluate how accurate each monitoring is in predicting earthquakes. College Supplemental! Included in this proposal are my methods for in the rye research gathering information, a schedule for completing the review, and my qualifications. On the morning of April 18, 1906, the population of thesis, San Francisco was awakened by catcher rye research paper violent shaking and by the roar caused by the writhing and collapsing of buildings [Hodgson, 1964]. Synthesis! The ground appeared to be thrown into catcher, waves that twisted railways and to start personal essay, broke the pavement into great cracks. Many buildings collapsed, while others were severely damaged. The earthquake caused fires in fifty or more points throughout the city. Fire stations were destroyed, alarms were put out of commission, and water mains were broken. As a result, the in the fires quickly spread throughout the city and continued for three days.
The fires destroyed a 5 square-mile section at the heart of the city [Mileti and Fitzpatrick, 1993]. Even more disastrous was the Kwanto earthquake in Japan that devastated the cities of Yokohama and harvard college supplemental, Tokyo on September 1, 1923 [Hodgson, 1993]. Catcher In The! In Yokohama, over 50 percent of the buildings were destroyed [Bolt, 1993], and as many as 208 fires broke out and spread through the good personal city [Hodgson, 1964]. When the disaster was over, 33,000 people were dead [Bolt, 1993]. In Tokyo, the damage from the catcher in the rye research earthquake was less, but the resulting fires were more devastating.
The fires lasted three days and destroyed 40 percent of the concept research submit white city [Hodgson, 1964]. After the fire, 68,000 people were dead and 1 million people were homeless [Bolt, 1993]. The 1906 San Francisco earthquake and the Kwanto earthquake were two of the most famous and devastating earthquakes of this century. These earthquakes struck without warning and with disastrous results. Rye Research Paper! If earthquakes could be predicted, people would be able to evacuate from buildings, bridges, and overpasses, where most deaths occur. Some earthquakes have been successfully predicted. One of the most famous predictions was the Haicheng Prediction in China. In 1970, Chinese scientists targeted the power Liaoning Province as a site with potential for a large earthquake.
These scientists felt that an earthquake would occur there in 1974 or 1975. On December 20, 1974, an earthquake warning was issued. Two days later, a magnitude 4.8 earthquake struck the Liaoning Province; however, further monitoring suggested a larger earthquake was imminent [Mileti and catcher rye research, others, 1981]. On February 4, 1975, the Chinese issued a warning that an earthquake would strike Haicheng within 24 hours [Bolt, 1993]. Thesis! The people in Haicheng were evacuated, and about 5.5 hours later, a magnitude 7.3 earthquake shook the city of Haicheng. If the people hadn't been evacuated, the death toll could have exceeded 100,000.
Using geophysical precursors, the Chinese have predicted more than ten earthquakes with magnitudes greater than 5.0 [Meyer, 1977]. For example, the Chinese predicted a pair of in the, earthquakes of magnitude 6.9 that occurred 97 minutes apart in Yunnan on May 19, 1976 [Bolt, 1993]. Despite these successes, the Chinese failed to predict the earthquake that struck the city of thesis, Tangshan on July 27, 1976; this earthquake killed 250,000 people and injured 500,000 more [Bolt, 1988]. Catcher Rye Research! This earthquake wasn't completely unexpected, but the Chinese believed it to be a few years away. Thesis! Other earthquakes have been predicted, but the predictions didn't have enough precision for warnings to be issued. In The Rye Research Paper! For example, in 1983, a young geophysicist predicted that an earthquake of magnitude 8 would strike Mexico City within four years [Deshpande, 1987]. Two years later, an america power earthquake of magnitude 8 did strike Mexico City. Because the prediction was not more precise, no warning was issued and the earthquake took the population of Mexico City by surprise. Other predictions have turned out to catcher rye research paper, be false warnings. For example, an earthquake warning was issued in August 1976 near Hong Kong [Bolt, 1988]. During the earthquake alert, people slept outdoors for concept paper white two months.
No earthquake occurred. I propose to review the available literature on how geophysical precursors can be used for short-term predictions of earthquakes. In this review, I will achieve the following three goals: explain three commonly monitored geophysical precursors: ground uplift and tilt, increases in radon emissions, and changes in the electrical resistivity of rocks; show what happens to each of these precursors during the five stages of an earthquake; and. discuss how each of these precursors is used for short-term earthquake predictions. Geophysical precursors are changes in the physical state of the catcher in the rye research earth that are precursory to earthquakes. In addition to monitoring geophysical precursors, there are other strategies for plan predicting earthquakes-in particular, analyzing statistical data on prior earthquakes. Analyzing statistical data on prior earthquakes, however, is solely a long-term prediction technique [Bolt, 1993].
For that reason, I will not consider it. In my review, I will discuss three common geophysical precursors: ground uplift and tilt, increases in radon emissions, and changes in the electrical resistivity of rocks. Earthquakes occur in in the rye research, five stages as there is a build up of elastic strain within faults in the earth, followed by the development of cracks in the rocks, then the influx of water into those cracks. The fourth stage is the harvard college supplemental actual rupture of the fault and catcher rye research paper, the release of seismic waves. Synthesis Thesis! The fifth stage is the sudden drop in stress in the fault. Paper! In this stage, aftershocks occur. During these five stages, the geophysical precursors follow distinct patterns.
For instance, the ground uplift and tilt increases during the second stage as the volume of rock increases. In my review, I will relate how the three geophysical precursors relate to the five stages of an earthquake and how well this relation can be used to predict the oncoming fault rupture. This section presents my plan for obtaining the objectives discussed in the previous section. Essay! Because of the recent earthquakes in California and Japan, there has arisen a strong interest to predict earthquakes precisely. As a consequence of rye research paper, that strong interest, many books and essay, journals have been written on catcher, earthquakes and earthquake prediction.
I have gathered five books and for a resume, several articles on the subject. In addition, there are dozens of books and articles available in the library. These books and articles should provide sufficient information for me to write my review. The following paragraphs discuss how I will use these sources in my research. The first goal of my research is to rye research, explain the physical principles behind monitoring geophysical precursors. For example, why does the electrical resistivity of rocks decrease before an oncoming earthquake? Or, what does a sudden increase in radon emissions reveal about the future likelihood of a massive earthquake? The second goal of my research is to show what happens to each of these precursors during the five stages of an becomes a world earthquake. To achieve these two goals, I will rely on three books that give an overview to earthquake prediction: Earthquakes [Bolt, 1988], Earthquakes and Geological Discovery [Bolt, 1993], and in the rye research, Earthquakes and letter, Earth Structure [Hodgson, 1964]. A third primary goal of the literature review is to cover the catcher rye research paper accuracy of monitoring each precursor. By accuracy, I mean how well does the method work in predicting the time, place, and size of earthquakes.
This discussion will not include many statistics on writing a general cover resume, the predictions of rye research paper, earthquakes, because at present there just haven't been enough successful predictions to validate these types of thesis, statistics. Instead, I intend to evaluate the potential accuracy of paper, monitoring each precursor based on the opinions of experts and preliminary data. To achieve this goal, I will rely on paper research white, two of my most recent sources: The Great Earthquake Experiment [Mileti and Fitzpatrick, 1993] and Earthquakes and paper, Geological Discovery [Bolt, 1993]. Should I require additional sources other than the ones I have, I will search for them in america becomes a world essay, the library system at the University of Wisconsin. Should I not be able to find that information, I will modify the scope of catcher rye research paper, my research accordingly. Because the primary readers for my proposed literature review are engineering students who are probably not familiar with the theories behind earthquakes, I will have to provide selected background information frommy sources. These engineering students already know that earthquakes are devastating. They also know that if earthquakes could be predicted, people would be able to prepare for them and lives would be saved. However, they may not know the different methods of predicting earthquakes.
My intent is to inform these students of three methods of predicting earthquakes. A secondary audience for synthesis thesis the review would be non-technical readers who either live in in the paper, earthquake-prone areas or are affected financially when earthquakes occur. My proposed literature review will provide this group with an unbiased discussion of three methods for earthquake prediction. This discussion, drawing much from overview chapters in pub business plan, Earthquakes, Animals and Man [Deshpande, 1987] and California Quake [Meyer, 1977], will put into perspective how accurate, or inaccurate, the named methods are and what hurdles face engineers who try to predict earthquakes. This section presents my schedule, costs, and catcher in the paper, qualifications for performing the proposed research. The proposed research project culminates in a formal report that will be completed by December 6, 1995. A World Essay! To reach this goal, I will follow the schedule presented in Figure 1. Because I already possess several books and articles on earthquake prediction, most of my time will be spent sifting through the information, finding the key results, and catcher, presenting those results to the audience. Figure 1. Template! Schedule for completion of literature review. The two triangles represent milestones for the project, the catcher first being the formal presentation on November 11, 1996, and the second being the formal report on December 6, 1996.
Given that I can obtain all my sources for the literature review from the library, there is no appreciable cost associated with performing this literature review. The only costs, which will be minor, are for copying articles, printing the review, and spiral binding the review. I estimate that I can do these tasks for under $10. I am a senior in the Geological Engineering Department at the University of Wisconsin at Madison. In my undergraduate courses I have taken rock mechanics, soil mechanics, geophysics, and stratigraphy, all of which have included the principles of seismology and stress-strain relationships. In addition, I have taken field courses on structural geology that have introduced me to subsurface behaviors. I believe that these courses and my hands-on experience will aid me in assimilating the proposed literature review. For further information about my qualifications, see the attached resume (not attached on this web site) . Bolt, Bruce A., Earthquakes (New York: W. A General Letter For A! H. Freeman and Company, 1988). Bolt, Bruce A., Earthquakes and Geological Discovery (New York: Scientific American Library, 1993).
Deshpande, Prof. B. G., Earthquakes, Animals and Man (Pune, India: The Maharashtra Association for in the the Cultivation of Science, 1987). Hodgson, John H., Earthquakes and Earth Structure (Englewood Cliffs, NJ: Prentice-Hall, 1964). Meyer, Larry L., California Quake (Nashville: Sherbourne Press, 1977). Mileti, Dennis S., and Colleen Fitzpatrick, The Great Earthquake Experiment (Boulder, Colorado: Westview Press, 1993). All materials at this web site are the intellectual property of the editors and authors.
You are more than welcome to ways to start essay, make hypertext links as long as you give proper credit. If you have comments, suggestions, or questions, please direct them to one of the editors.
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Not only is your executive resume the pivotal factor in in the getting an ways to start initial face-to-face meeting, but it also serves as your most powerful advocate throughout the entire interviewing process. Any executive who has made it to the second round of in the rye research paper, interviews is harvard essay, familiar with a practice known as the beauty parade . Catcher Rye Research? This is when you make the rounds to meet your future peers and other senior staff members so they can ultimately weigh-in with their opinions as to your suitability for the position. Obviously, all of these people will review your executive resume before they meet you, and are very likely to take another look at your credentials prior to submitting their final hiring recommendations. Looking For A Professional Writer To Design Your Resume? Not Quite Sure Who To Pick And How? EXECUTIVE RESUME WRITING SERVICES. One-Page Executive Resumes Vs. Two-Page Executive Resumes. You have probably heard a variety of suggestions from well-meaning friends and america becomes associates as to catcher, which format (functional vs. chronological) is best, the type of synthesis thesis, font you should use, and any number of other issues regarding the preparation and appearance of catcher in the paper, your executive resume.
While these people are just trying to be helpful, many of their opinions have no basis in fact. There is, however, one question that we are frequently asked, and it does have a logical answer based on the person’s experience and qualifications: “Should my executive resume be one page or two pages in plan length?” While there is much to be said in favor of in the paper, brevity, a one-page executive resume that does not adequately sell the depth and breadth of the candidate’s experience is good essay, doomed to failure. Similarly, a two-page executive resume that contains a generous amount of non-essential information in order to fill-up both pages will not impress anyone. Even though 98% of the executive resumes we write are two pages long, our determination as to the appropriate length for each specific client is made only after we have had an opportunity to catcher in the paper, evaluate the concept research submit white, person’s background and competitive situation.
EXECUTIVE RESUME EXAMPLES THAT PAINT THE PERFECT PICTURE. Well-Honed Packaging Marketing Skills Win The Best Jobs Faster Easier. Through actual observations of our clients over the years, it is quite obvious that those who become most adept at catcher in the packaging and marketing themselves are far more effective at concept paper job hunting than their other equally qualified job seekers who invest less effort into paper, the process. Synthesis Thesis? Those who can develop the catcher paper, best written marketing materials, those who aggressively pursue the college supplemental essay, types of companies they have targeted, and those who have the most effective interviewing skills are the ones with the catcher, greatest chance for success. These are also the people who will often be able to cut several unnecessary and unwanted months off their average job-search time. This is good off a essay, certainly a goal well worth pursuing. Can You Write Your Own Resume? Should You? Can you write an effective executive resume yourself or should you hire a certified executive resume writer to write your resume for you?
Only you know the answer that's right for you, but learning what is involved in in the rye research crafting an effective resume will help you make a better, more informed decision. Educate yourself before you start writing your own resume! What Our Customers Are Saying About Us. See why our customers love us and trust us. Met my aggressive timeline requirement with very good quality. Worked with me to come up with a viable solution to meet the timeline.
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BIGGEST CHALLENGE - CHANGING AN INDUSTRY In our most recently conducted survey of executives seeking employment, 12% said their biggest challenge was changing an industry. So, what unique challenges does this create for an executive resume? And what are the common ways to catcher paper, overcome them. BIGGEST CHALLENGE - MAKING YOUR RESUME LOOK MORE EXECUTIVE In our most recently conducted survey of executives, 35% said their biggest challenge was making their resume look more executive. So, what makes a resume an executive resume? And how does it differ from resumes of experienced. WHAT IS YOUR BIGGEST EXECUTIVE RESUME CHALLENGE? Recently we conducted a survey of executives who are actively looking to update their resumes or creating a new executive resume.
Our question was quite simple: What is your biggest resume challenge?. While there was quite a variety of.
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The Catcher In The Rye Research Paper - Research Paper
Issues In Supporting Inclusion In Primary School. Inclusion in the educational system affirms the rye research paper obligation for pupils with Special Educational Needs (SEN) to synthesis thesis, be educated alongside their peers in mainstream classes. But inclusion of pupils with SEN in mainstream schools remains challenging even as the current climate and the future focus more on rye research, an inclusive culture. Inclusive practice puts the onus on the mainstream teacher to provide an environment to cater for pupils of diverse abilities. Even though the Department of Education and Science in Ireland (DES) recommends an plan inclusive system of catcher rye research, education for pupils with SEN, many are still being withdrawn from their class for supplementary teaching. The Learning Support Guidelines promotes class room based learning through alternative groupings and synthesis thesis, recommend shared teaching approaches in the pupils' classroom. For pupils with SEN, ideally the provision of in the, supplementary teaching is through in-class support where professional development is seen as prerequisite in helping teachers to synthesis thesis, effectively support pupils with SEN but teacher knowledge, expertise and in the rye research, training show great deficiencies and inadequacies. To maintain a successful inclusive environment and to meet the needs of all pupils, teachers need on-going CPD (continual professional development) in models of in-class support. The aim for every teacher is to develop, refine and maintain practices that address these needs. Differentiation is the pedagogic key to synthesis thesis, successful curricular inclusion for pupils with SEN.
Moving from a culture of total faith in catcher in the rye research, and reliance on withdrawal to in-class support will require great collaboration among all teachers and a whole-school approach to SEN. This assignment deals with the to start off a essay issues and in the paper, dilemmas associated with reaching the ideal of in-class support for letter for a learning with SEN in the mainstream primary classroom. In my own school I do a lot of in-class support teaching and I am hopeful that this study will help me to focus my attention on the in-class models most suitable for promoting the learning of pupils with SEN pupils. The overall aim of catcher rye research paper, this study is to explore the issues associated with inclusion of pupils with SEN in mainstream classrooms, where inclusion focuses on in-class support as opposed to the more traditional and out-moded practice of withdrawal. Good To Start Personal? My intention is to develop my own knowledge and understanding of relevant literature so that in the context of my own school I will be well informed in advising and working alongside other practitioners. To address this aim I have set myself a number of paper, questions, answers to synthesis, which will inform policy and practice in my own school: 1. What is the national, official policy on inclusion in Irish primary schools?
2. What is rye research contemporary research literature saying about what inclusion is and essay, how to achieve it? In particular, what counts as effective inclusion? 3. What would constitute effective differentiation and assessment practice in an inclusive in-class model of support for learning with SEN? 4. What are the barriers for catcher in the teachers in adopting effective inclusion practices in mainstream primary school classes? Throughout the assignment I will draw out the implications for my context in my own primary school. Mindful of these questions I will begin by examining the development of inclusion in education in Ireland. I will outline current policy on inclusion with special reference to synthesis, government legislation and policy, and I will explore the paper links across research, policy and practice. Bearing in mind question two above, I will then review relevant international and national research on inclusion and highlight some of the debates and issues associated with definitions and practices of inclusion.
Taking account of question three I will focus particularly on the themes of differentiation and assessment and review key research that offers practical strategies for the promotion of in-class inclusion. Finally, I will discuss the implications for wider policy on inclusion in thesis, my own school. Overview of SEN Provision in Ireland: Policy and Legislation (Question 1 above) When the first remedial teacher was appointed to an Irish primary school in 1963 there was no official national policy on remedial education. The focus on SEN policy began in 1988 when the Irish government produced the Guidelines on Remedial Education (1988).
Other influential developments in the 1990s were two important reports- the catcher paper Special Education Review Committee Report (SERC Report) in 1993 and the Survey of Remedial Education in Irish Primary Schools Report (SRE Report) in 1998. These reports paved the way for the Education Act in 1998 requiring mainstream schools to identify and provide for pupils with SEN and requiring the concept research white Minister for Education and Science to provide both the catcher in the paper appropriate support services and quality of education to ways personal essay, people with disabilities or other SEN. Catcher? An objective of the Education Act (p. 5) is pub business template 'to make provision, in the interests of the common good for in the paper the education of every person in the state, including any person with a disability or who has other special educational needs'. In its definition of disability (p. 6) it included terms of learning differently and paper submit, using different thought processes. In The Paper? The Education for Persons with Special Educational Needs (EPSEN) Act in 2004 (p 36/37) gave a similar definition of SEN as: a restriction in the capacity of the person to participate in, and benefit from, education on account of an plan enduring physical, sensory, mental health or learning disability, or any other condition which results in a person learning differently from a person without that condition and cognate words shall be construed accordingly. The Learning-Support Guidelines (2000) were developed in response to the findings and recommendations of the SRE report. They set out the aims of learning support education and provided practical advice for catcher in the schools on the organisation of a positive school environment for children with SEN. Griffin and Shevlin (2007), note the significance of these developments in moulding the statutory structure of the 2004 EPSEN Act where and where the duties and responsibilities of school personnel and boards of management for SEN are outlined.
This act, which holds schools responsible for SEN provision and management through its outline of the roles and research submit white, responsibilities of school personnel and management and rights of parents, is concerned with the formation and implementation of education plans for children with assessed SEN. It set up an independent agency funded by catcher rye research paper the state, the National Council for Special Education (NCSE) whose function is to plan and co-ordinate the provision of support services to pupils for america a world power essay SEN using an inclusive approach to education. As education policies worldwide focus on inclusion national developments in in the paper, Ireland reacted and responded accordingly. International policy recommends a mainstream model where all children can learn together over segregated provision. Space prevents a full discussion here but it is noteworthy that the most influential is the Salamanca Statement (UNESCO, 1994) which advocated inclusion of all abilities. Subsequently, the Dakar Statement (UNESCO, 2000) and the United Nations Convention on the Rights of the Persons with Disabilities (UN 2006), (two reports which have not been adopted in all countries) along with many EU policy documents and OECD reports refer to the possibilities of including all learners in mainstream education providing education based on equality, citizenship and individual and societal well-being. Drudy and Kinsella (2009) believe that, in response to international and European policies, Irish educational policy changed significantly in the legislative and policy framework for the education of children with SEN since the end of the 1990s. Swan (2000) described the provision of SEN in Ireland passing through three stages- the stage of neglect and denial; the stage of the special school; and the stage of integration and inclusion. The development and implementation of inclusive practices in Irish education is supported by current legislation. Synthesis Thesis? The present policy of the DES is to provide the greatest level of inclusion in mainstream primary and catcher in the rye research, post-primary schools and when this is not possible the DES provides for them through special schools and special classes based in mainstream settings. In the past pupils with SEN attended special schools or classes resulting in isolation from america a world power their peers.
But recently this segregated special schooling has been less favoured and more children with SEN are being educated alongside their peers in catcher, mainstream schooling causing a huge increase (41% in the 5 years to concept paper submit, 2003, National Disability Act, 2005, cited in Drudy and in the rye research paper, Kinsella 2009), in the number of pupils with disabilities being educated in mainstream schools and a comparable decrease in the number of essay, pupils in special schools. The development of inclusive practices in in the rye research paper, Irish education over the last decade was influenced by the SERC Report 1993, advocating a continuum of education provision for children with SEN, favouring integration over segregation; and proposing basic principles to guide the future development of SEN provision, one of which was that appropriate education for plan all children with SEN should be provided in ordinary schools, unless individual circumstances made this impracticable. The Education Act (1998) recognises the right of pupils with a disability or SEN to education and allow for the appropriate support services and quality of education to fulfil this requirement. Two later acts, the Equal Status Act (2000-2004), and the Education Welfare Act (2000), both recommend inclusion in mainstream classes and full participationy in school life. DES circular 24/03 also shows commitment to inclusion as it recognises that pupils with SEN often learn at a different pace and in a different way from the rest of the class. The DES stresses that these pupils need to belong to a peer group and to mixed ability groups in a variety of situations. In The? Even though the research on mixed ability teaching illustrates that children of lower ability benefit greatly and children of synthesis thesis, average or above ability are not academically disadvantaged (Hallam et al, 2004) the DES is aware that in in the paper, recent years the practice has developed of writing a general cover resume, using resource hours on a withdrawal basis for individual tuition only. The DES states that an exclusive reliance on this approach conflicts with the principle of integration and catcher in the paper, inclusion. King (2006) confirms this as she says that 87.5% of resource/learning support teachers continue to use withdrawal to good ways off a, deliver specialist supplementary teaching to children with SEN. King attributes this to the lack of teacher knowledge and training around in-class support systems. The 2004 EPSEN Act provides the statutory basis for the inclusion of children with SEN within the educational system.
It requires that children with SEN be educated alongside their peers in an inclusive environment unless it is 'inconsistent with the best interests of the child' (s.2, p.7). In The Paper? It sees inclusive education as a means to assisting children with SEN to participate in society and to live independent and fulfilled lives as adults. It also outlines assessment procedures for children with SEN and ensures provision of appropriate interventions and services. Currently the DES provides a continuum of support for children with SEN in mainstream schooling involving classroom based supports for thesis mild needs or individualised support for more complex needs. Catcher In The Paper? Currently, in Ireland, the DES provides three main types of educational systems to meet the diverse needs. They are: ' Mainstream classes: supported by resource teaching, special needs assistance and learning support; ' Special classes in mainstream schools: currently 12% of mainstream schools have special classes. (NCCA, 2013a); and. ' Special schools: currently only concept white 1% of children with SEN are enrolled in special schools, (NCCA, 2013a). At the rye research paper core of inclusion is the principle that children with special or additional learning needs or disability belong in mainstream education. Power? To be an inclusive school, therefore, means that the school accommodates the needs of all children and welcomes diversity as a way to catcher in the rye research, enrich learning for all in the school community. By providing the appropriate networks of support children with SEN are enabled to participate fully in the life and work of mainstream settings.
To be compliant with Irish legislation and official policy it is pub business vital that school staff is aware of its responsibilities. I consider that as learning support teacher in a small rural primary school I have a major responsibility in helping the principal and other colleagues develop awareness of such requirements. Much of this awareness raising is done in an informal, collaborative way through regular discussion and updating of school policy and practice. What is Inclusion and how best to achieve it (Question 2 above) Within the current literature, definitions of inclusion vary in in the paper, their focus. Some emphasise rights, others values and community while more focus on pub business plan template, the capability of the school to cope with difference and diversity. The concept of in the, inclusion replaced the earlier term 'integration', which was used in the 1980s to refer to the placement of pupils with SEN in mainstream schools. (Winter and Raw, 2010). The Guidelines for harvard essay Inclusion: Ensuring Access to in the rye research paper, Education for All (UNESCO 2005, p 13) defines inclusion as: 'a process of addressing and responding to the diversity of needs of all learners through increasing participation in pub business plan template, learning, cultures and communities, and reducing exclusion within and from education'. The Centre for in the rye research Studies in Inclusive Education (CSIE, 2002) presents the view of inclusive education as all pupils, with and without disabilities or difficulties, learning together with the appropriate networks of support. It sees inclusion as enabling all children, regardless of needs and abilities, to participate fully in the life and work of mainstream settings. The British Psychological Society, (2002), emphasises the school's responsibility as it acknowledges the child's right to participate fully in good to start off a, school life and the school's duty to welcome and accept them.
Thus the fundamental principle of inclusion is rye research paper that all children, regardless of any SEN or ability, have the right to be educated together. Farrell and Ainscow, (2002) added that inclusive education is now seen as a human right and challenges all those policies and good ways to start essay, practices that in the past excluded some children from their right to education. Paper? There is considerable debate about full acceptance of inclusion. For example, scholars like Tony Booth and Mel Ainscow (2002), Gary Thomas et al (1998) and Melanie Nind, (2005) arguing from a strong sociological and rights perspective, claim that maximum inclusion and integration of all learners into the mainstream school and classroom is desirable. Arguing from a more psychological and special needs perspective, Braham Norwich (2002) worries about how mainstream settings can always cater for the very specialist needs of some pupils. Similarly, Lindsay (2007) argues that the becomes a world research evidence for the effectiveness of inclusion has been described as only marginally positive. Other literature links definitions of inclusion to a process rather than a state. Rye Research? The 1994 UNESCO, Salamanca Statement which promoted inclusive education and viewed children with SEN as an integral part of education, saw inclusion as a process, in writing cover letter for a, that it is concerned with the identification and removal of barriers, as well as the catcher in the rye research paper participation and achievement of all children and especially those most at risk. In agreement with the process theory, Stainback and Stainback (1990) and Ainscow (2005) emphasise the onus on the school to make the appropriate changes to accommodate the needs of children with SEN rather than expecting them to fit in to existing structures.
Sebba and Sachdev agree with this definition when they say inclusive education is a process involving changes in the way schools are organised, in the curriculum and in teaching strategies, to accommodate the range of needs and abilities among pupils. (Sebba and Sachdev, 1997, p.2). If we agree that inclusive education is a whole school endeavour in developing and adapting culture, management, organisation, content and approaches to teaching and good to start off a essay, learning, to accommodate the educational needs of all children significant changes must be made to the content, delivery and organisation of mainstream programmes. Catcher In The Rye Research? This may be a great challenge for many schools. Griffin and plan template, Shevlin (2007, p. 81) recognise that a whole school endeavour towards inclusive policies and inclusive educational practices calls for a 'radical restructuring of the educational system to enable all children to participate and achieve within mainstream settings'. Clearly inclusive education looks at both the rights of children, and how education systems can be transformed to respond to its diverse groups of learners. It emphasises the catcher paper need for opportunities for equal participation for essay children with SEN preferably in a mainstream environment. My understanding of inclusion from the literature that I have read is that the emphasis on it as a process rather than a state is extremely helpful as such a perspective means that inclusion is never truly won or reached in a school or setting ' rather it is something that is an ongoing feature of school life, an ongoing process of enabling all learners participate fully in their learning and a process of recognising the in the rye research paper barriers that hinder such participation. Later in this assignment I focus on some key pedagogic strategies that facilitate the process of inclusion.
Pedagogic Practices for successful Inclusion: Differentiation and paper submit, Formative Assessment (Question 3 above) If inclusive education is based on processes, values, rights and principles, then the question is not if inclusion works, but rather how to make it work effectively. If inclusion is a right (and I believe so) then the key question becomes how to make if effective in catcher in the paper, every classroom and school. This process is concerned with building a supportive learning community and fostering high achievement for all pupils and staff. From the literature reviewed, I draw the following implications for teachers in my school: ' understand and acknowledge inclusion as a continuing and evolving process; ' create differentiated learning environments responding to social, emotional, physical and cognitive development; ' provide a broad, relevant, appropriate and stimulating curriculum and adapt it to meet the needs of children with SEN and writing resume, reduce barriers to learning and in the paper, participation; ' welcome the good to start off a personal essay participation of all school personnel and engage in appropriate training and professional development; ' restructure cultures, policies and practices to catcher rye research paper, respond to the diversity of needs resulting in college, transparent inclusive policies and catcher in the rye research, practices within the school. In this section of the assignment I focus on pedagogic practices that have been identified in the literature as key to the ongoing process of inclusion.
Two major inter-related ones are differentiation and harvard college essay, formative assessment. Differentiation in catcher rye research paper, the mainstream classroom may take many forms depending on the individual learning needs and experiences of children. Commonly used methods of differentiation are by: ' level and pace- children work on a similar topic but at a level and pace dependent on a world essay, their previous achievements; ' interest- tapping into the children's interests so as to motivate and enhance learning experiences; ' access and response- children access and catcher paper, respond to the same curricular content but through a modified means dependent on needs; ' structure- teacher plans small steps of learning for some children, while others are learning blocks of integrated curricular content; ' sequence- accessing different parts of subject content at different times throughout the year; and, ' teaching style- using various approaches and different styles of letter for a, teaching as well as different forms of response. The DES (2007) recognises that teaching all children together in the same classroom doesn't give all children the same opportunities to learn and to enhance opportunities to learn in an inclusive environment recommends mainstream teachers adopt strategies such as the following: ' use a variety of teaching strategies and approaches; ' explain, refer to and review the learning objective throughout lessons; ' use formative assessment strategies (assessment for learning) to identify progress and use this evidence to catcher in the rye research, inform teaching approaches; ' match the content of lesson to the diverse learning needs and to levels of america a world, ability; ' use multi-sensory approaches to learning and teaching; ' provide materials, appropriate to the needs, ages, interests, and aptitudes of the children; ' utilise unexpected learning opportunities even if they vary from the objectives of the lesson; ' allow appropriate time is for practice, reinforcement, and application of new knowledge and skills in practical situations; ' affirm all steps of achievement no matter how small; ' promote opportunities throughout the in the rye research curriculum for language development and communication skills (e.g. listening, speaking, reading, writing); ' provide opportunities throughout the curriculum to develop personal and social skills; ' use homework to consolidate and extend, to promote independent learning, to monitor individual and class progress, and to evaluate the paper submit effectiveness of teaching and learning. Research from the RA4AL (2012) found evidence that pedagogical approaches to benefit all learners might include team teaching, and peer assisted learning ' both strategies have potential for in the rye research differentiation and formative assessment. Ainscow (1999) believes that successful inclusion implies adapting the synthesis curriculum, teaching methods, materials and procedures and being responsive to the learning needs of the children with SEN ' this is essentially what differentiation is and what formative assessment affords. Rix et al (2006 and 2009) found in their research that the catcher paper most common teaching approach used was the adaptation of instruction, followed by peer-group interaction and the adaptation of materials. The key findings from a three year systematic review from Rix et al (2009) shows that generic teaching approaches are not always suitable for children with SEN.
This research showed the effectiveness of peer interactive approaches adopted by teachers such as co-operative learning (particularly in relation to cover resume, the curriculum area of literacy), encompassing elements of social grouping/teamwork, revising and adapting the curriculum and working with a co-operative learning school ethos. Peer-group interactive approaches were effective in academic terms and were often effective in terms of social participation and children's attitudes to their learning and their views of their own competence, acceptance and self worth. Catcher In The Rye Research Paper? Teachers are more likely to be effective with all pupils if they use language to deepen understanding, encourage further questioning and link new and prior knowledge. Positive teacher attitudes to college, inclusion of children with SEN are reflected in the quality of their interaction with the children. Teachers who see themselves as responsible for the learning of all promote higher-order interaction, and catcher paper, use questions and statements involving higher-order thinking and reasoning. They offer children the opportunity to harvard college, problem-solve, to discuss and describe as well as time to make connections with their own prior experiences and understandings. These strategies deriving from the research evidence affirm the importance of differentiation and formative assessment ' they position the learner has having intentions, having points of view and catcher in the rye research, thoughts about their own learning which are pertinent to incorporation into the curriculum and the pedagogic interactions in the classroom. Template? Such approaches position the learner as influencing their own learning and having some control over what and catcher rye research paper, how they learn- themes that are hugely empowering for a general cover letter for a resume all learners especially those who may struggle to participate and find meaning in what is on offer to them in the day to day lessons in the classroom. Differentiation and Formative Assessment as vehicles for inclusion. If all children are to learn together successfully class teachers must make provision and catcher in the rye research, allowances for the varied learning styles and needs of the children.
Effective use of differentiation and thesis, assessment will support this provision. The National Council for Curriculum and Assessment (NCCA, 2007, p. 8) defines differentiation as the 'process of paper, varying content, activities, teaching, learning, methods and resources to take into account the range of pub business, interests, needs and experiences of catcher rye research paper, individual student'. Differentiation applies to all effective teaching but is particularly important for children with SEN. Within any group there will be a wide range of ability and experience. Because children vary in america becomes essay, their intellectual and physical capabilities as well as in in the, their motivation, interest, health, and supplemental essay, backgrounds teaching practices require flexible approaches, allowing differentiation to provide challenges and successes for all abilities, while accommodating those who are experiencing difficulties as well as those who are in need of further challenge. Catcher In The Rye Research Paper? Thus the mainstream teacher differentiates the curriculum to suit the diverse learning needs of the class and adapts and tailors the curriculum to suit individual needs.
In this way the learning is structured to meet the learning needs of children who need support and challenges those who are exceptionally able. In planning for differentiation and formative assessment teachers are guided by to start personal three key factors: ' what the child knows and can do; ' what the catcher in the rye research paper child needs to know and needs to do; and, ' how the child can use assessment feedback to concept paper research submit white, bridge the gap between the above two aspects (this is a definition of formative assessment or assessment for learning) The formulation of an Individual Education Plan (IEP) is an effective way of supporting differentiation on the one hand and using formative assessment on the other. Catcher? The IEP is developed within the context of the school plan and provides a comprehensive record of the child's learning needs, goals and progress based on formative assessment. It is a working document that is useful, available and comprehensible to all those working directly with the child.
Essential elements of planning for individual educational needs include: current level of performance; child's strengths and needs; priority needs and a general cover letter for a, long-term learning goals; short-term learning objectives. Implementation of the IEP maximises access to in the paper, a broad and off a, balanced curriculum while still catering for the priority need. It also facilitates integration and inclusion of the child in group work within the class. In my school there is a well established practice of IEP formulation and review by teachers and this is catcher in the paper led by the learning the support teacher (myself). This practice works well for children with SEN but its success depends on appropriate collaboration and good ways to start essay, dialogue among teachers about the progress and difficulties of individual learners. Bearing in mind the notion of inclusion as a journey and not a destination there remains scope to continually improve the implementation of the IEPs in our school. Catcher In The Paper? In particular, what I believe requires yet more work and reflection is the extent to which the good off a essay plans are executed faithfully with detailed recording of progress. Effective planning for in the rye research paper future teaching and for differentiation requires accurate assessment of the child's level of achievement. Effective assessment recognises the positive achievements of children and writing a general for a resume, informs planning. When used as a part of the teaching and learning process, assessment not only allows teachers to make decisions about differentiation but acknowledges potential, progress and achievement.
Formative assessment involves giving feedback so as to learn more effectively in the future (NCCA, 2007 and helps the teacher identify where the children are in their learning, where they need to go next and how best to get there. So it can be a powerful tool in supporting the learning of children with SEN and assesses the effectiveness of planned interventions. Repeated regularly it shows whether or not the strategies and interventions are working. Involving the child with SEN in assessment helps to promote further learning. Discussion with children regarding their individual goals and their progress enables them to be actively involved in the learning process. The Primary National Strategy (2010) claims that when the children with SEN are involved in catcher rye research paper, assessment they show improvements in aspects such as task application, willingness to participate in lessons and self esteem; communication skills; pupil-teacher relationships as well as reduced dependency and behaviour problems. Listening to their responses helps to identify the barriers to learning, learning strengths, gaps in synthesis thesis, learning, what is valued as valid and important learning and the targets that they want to achieve and set for themselves. Daily informal assessment suitable for SEN children could comprise of asking questions and sharing comments; observing their engagement and participation as they work; having discussions and conversations with them, analysing their work and engaging the child to self reflect on the assessment process. Catcher In The? Other methods of concept, assessment, recommended by the NCCA (2007), suitable for children with SEN include: ' Teacher-designed tasks and tests; Primary National Strategy (2010) also recommends mixed ability grouping so that a child with SEN has the opportunity to express themselves and learn through listening and observing. Further options that need to be considered by the teacher include grouping by catcher rye research paper friendship, random and personal interest groups to allow children to form different relationships or build on good ways personal essay, different strengths or shared goals.
Paired work helps develop a shared ownership of learning and provides an opportunity to take risks. It is also suitable for think/pair/share, snowballing and brainstorming activities. The point here in relation to differentiation and assessment is that the catcher in the teacher needs to consider not just the synthesis thesis content and catcher rye research paper, skills to be taught, learned and assessed but needs to think about the emotional, social personal and inter-personal dimension of what is being learned and how it is being learned. This is key for becomes a world all learners and catcher in the rye research, is often a dimension that is marginalised for supplemental children with special educational needs as teachers sometimes draw to heavily on drill methods and deny the importance of the more holistic, applied and relational aspects of learning, that above all learners need to experience their learning as meaningful to them in the here and now of catcher in the rye research paper, their lives. Barriers to Effective Pedagogic Inclusion Practices for in-class support (Question 4) While the inclusion debate has gathered momentum and there has been great progress regarding inclusion of children with SEN in a general cover letter, mainstream schooling in a short space of time this has resulted in major changes in the roles and responsibilities of teachers and the adaptation of approaches to the curriculum and assessment.
Many issues and barriers in the inclusive learning environment have become evident and catcher in the paper, according to Shevlin, Kenny and Loxley (2008) remain unresolved. They attribute this partly to the fact that research on inclusion in Ireland is extremely limited. Changes include the development of new understandings of the interactive nature of children's needs and the focus in teaching has moved from asking what is plan wrong with the child to what the child needs to support learning ' as befits a rights based perspective as outlined already in this assignment. This brings great implications for how teachers are trained and supported in their professional development. Effective inclusive practices are constrained by barriers and challenges such as inadequate time, training, funding, professional support services, curriculum issues and rye research paper, maintaining standards in the basic subjects. Synthesis? Shevlin et al, (cited in NCSE 2009) identified inadequacies in training at under-graduate, post-graduate and in-service training as the most cited constraints causing the catcher in the later lack of progress in the implementation of IEPs. At whole school level, time constraints impeded administration, paperwork and correction of homework, developing policy, staff liaison and collaboration, collaborative planning, liaising with parents and the development of the IEPs as well as development of inclusive practices through training days, staff meetings and in-service. At classroom level, while struggling to deliver the curriculum teachers lacked time to essay, focus on differentiation as an catcher paper approach to successful and thesis, effective inclusion. In inclusion of in the paper, SEN children in mainstream schooling teachers play a central role in promoting participation and reducing underachievement. However according to Flatman-Watson's 2009 research/survey 34% of Dublin primary schools blamed lack of research submit, teacher expertise and appropriately trained staff for catcher denying or deferring placements for children with intellectual and/or pervasive developmental disability.
Ring and personal, Travers (2005) support these findings and show that teachers also feel specialist pedagogy and teaching approaches are required. Research from Coffey (2004) found teacher expertise is vital for matching the teaching approaches closely to the individual learning needs of the child with SEN so they can engage meaningfully in the same curriculum as their peers. Shevlin, Kenny and in the rye research paper, Loxley (2008) show that the policy documents call for appropriate training and writing cover letter, professional development for teachers. Even though great financial resources have been allocated to paper, the inclusion of synthesis thesis, children with SEN, and the DES established the Special Education Support Service (SESS) in 2003 with the remit of delivering professional development initiatives and support structures for teachers this aspect seems to have been neglected. Drudy and Kinsella's (2009) study showed evidence of the perception of a lack of initial teacher training for SEN as well as a lack of effective continual professional development (CPD) for practising teachers. This confirms the NCSE (2009) report that acknowledges that teachers are more resistant to adopting inclusive practices when they experience a lack of confidence in personal instruction, skills and in the, availability of resources and inadequate professional development. A project, RA4AL (2012) highlighted the same issues suggesting that teachers should be equipped with the necessary skills, knowledge and understanding to be able to help all children learn.
Gash (2006) reports positively that the pub business plan introduction of differentiated learning and curriculum management and delivery are likely to benefit the in the rye research skills of new teachers. Shevlin, Kenny and Loxley (2008) see no substitute for america becomes a world power well-informed teachers and a knowledgeable school and catcher in the rye research paper, view this oversight as contributing to the negative attitudes among teachers to inclusion and perhaps to the school's unwillingness to enrol children with SEN. Shevlin, Kenny and Loxley show that teachers were generally supportive of inclusive education and that they see positive teacher attitudes as being beneficial for all learners especially in the area of socialisation skills. Drudy and Kinsella's (2009) discovered that in the majority of Irish schools changes in the school ethos, culture and practices have still to be realised. They also identified other barriers such as: the physical limitations of school buildings and classrooms, the attitudes of all personnel within and associated with the school and the lack of opportunities for collaborative problem solving in relation to effective inclusion of children with SEN. Research from Ainscow (1999) in distinguishing between integration and inclusion shows that the main problem area within inclusion of SEN in education is the equality of access to resources, particular schools, particular classes or particular subjects.
Coffey, (2004) and Ring and pub business plan template, Travers (2005) identify time to adapt the curriculum and engage in collaborative planning between teachers to be another barrier. Over reliance on withdrawal methods of tuition rather than in-class support and team teaching reduces opportunities to collaborate. Class size is also in catcher in the, evidence as a contributory barrier to successful collaboration. The challenge therefore is to help schools progress on the inclusion journey for the benefit of the child with SEN as well as for the whole school community. Conclusion and Final Reflection on synthesis thesis, Own School Context. A number of catcher in the rye research, messages emerge from my reading of the relevant literature all of which point to the need to carefully consider themes of pedagogy and assessment: 1. The importance to maximise the learning of all children on the grounds of good off a essay, societal well being and the promotion of rye research, a cohesive society; 2. College Supplemental? The importance to maximise the learning of all children on the grounds that individuals have rights to education on an equal basis to catcher in the rye research, their peers. 3. Inclusion is america essay not a state or a destination, it is more a process and a journey. The third point above has major implications for practice in my school. It highlights the issue of recognising and addressing barriers to inclusion and for me it highlights the issue of the particular pedagogic strategies that should feature on the inclusion journey.
Two of these as described above are differentiation and assessment (especially formative assessment). In summary, to promote effective teaching and learning for children with SEN in inclusive settings teachers need to hone their professional skills in relation to differentiation and formative assessment. Fundamental to this is the need to: ' recognise their responsibility for all abilities in their class; ' recognise social interaction as an effective approach to learning; ' plan to scaffold both cognitive and social learning and content; ' carefully plan group work with clearly defined roles; ' explore children's understanding, encourage questioning and in the paper, make constant links between new and prior knowledge; ' work on america, (basic) skills in a holistic way, embedded in classroom activity and subject knowledge; ' utilise pupils as resources for learning e.g. peer group assessment, self assessment, target setting together for IEPs; ' use activities which the learner finds meaningful; ' use a range of different modalities, visual, auditory, verbal and kinaesthetic, practical and in the rye research, 'hands-on' approaches (modified from the NCSE 2009). One of the more recent positive policy initiatives is the essay extension of the period of in the, training at initial teacher education stage so that now trainee teachers have more time to engage with the challenges and issues associated with inclusion practices. There is becomes essay also a move on the part of the Teaching Council to require teachers to in the rye research, engage in CPD on an ongoing basis. Such changes in policy will surely mitigate some of the challenges and barriers noted above in the research literature and can only enhance inclusive practice in schools.
With more particular reference to my own school currently and bearing in mind the literature just discussed, especially the synthesis evidence of the need for greater CPD and challenging of professional mindsets in relation to in-class inclusion, there are a number of implications and recommendations worth emphasising. Much depends on the skill of the learning resource teacher to work with and alongside colleagues to enable all learners participate fully in their learning. By working alongside other teachers to support differentiation and to lead and in the, support formative assessment of individual learners and groups of learners, teamwork and shared responsibility for all learners can be gradually become part of the paper taken for granted culture of the school. By demonstrating and enacting differentiation practices in the public arena of the classroom practitioners can learn to share their own practices and 'deprivatize' their own practices thus putting practice on rye research paper, the table for discussion and review in a secure and collaborative climate of professional dialogue and sharing. The kind of good off a personal, staff conversations about inclusion have implications for practice. Thinking can be challenged and shared through professional conversations and by catcher in the such conversations and reflection a new language for thesis inclusion can be evolved and made common place. Rye Research? From new thinking stems new practices and evaluation of practices.
Full participation of learners in research submit, their learning is also related to full participation of teachers in their learning ' both go hand in hand in enabling an inclusive culture at any school level. If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of coursework that answers your exact question? There are UK writers just like me on hand, waiting to help you. Each of us is qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Rye Research Paper? Just complete our simple order form and you could have your customised Education work in your email box, in as little as 3 hours. This Education essay was submitted to us by a student in order to help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to provide a citation, as follows: Essay UK, Issues In Supporting Inclusion In Primary School . Paper Research Submit? Available from: http://www.essay.uk.com/free-essays/education/issues-supporting-inclusion-primary-school.php [06-10-17].
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