TheIndividualsWithDisabilitiesEducationAct
disabilitiesweregiventheopportunitytoreceiveafreeandadequateeducationIDEAhasbeenrevisedandmany timessince1975,themostrecentbeingin2004.IDEAconsistsofpartsA,B,C,andD.PartAoutlinesthebasic foundation,anddefinestermsusedthroughouttheactPartBoutlinestheresponsibilitiesofschoolstoeducate studentsaged3-21.TheIndividualswithDisabilitiesEducationActdoesprovidefundingforschools,aslongas theycomplywiththesixmainprinciplesofset...
2.2Applyskills&techniquesforsupportingandencouragingchildren &youngpeople’spositivebehaviour.
TDA23:Communicationandprofessionalrelationshipswithchildren,youngpeople&adults11Describehow toestablishrespectful,professionalrelationshipswithchildren&youngpeople.Fromtheoffset,Ibelievethatby introducingyourselfwithatitleandsurname,alevelofrespectisobtainedThiscanalsobecontinuedwiththe otherteachersbyallowingthechildrentohearyourtitle&surnamebeingusedbythem.Encouragecorrect mannerstobeusedby'treatingothersinaway
ACriticalReviewofaSencoEssay
"dyslexiaisalearningdifference,acombinationofstrengthsandweaknesses"Thisisaninformativedefinitionas opposedtotherecommendationofNorwichetal(2005)thatexemplaryschoolsshouldpromoteaninclusive schoolsystemwherebydyslexiaisconsideredbutnotinisolation.TheBDA(2009)statethatimportanceoughtto be
CU2645moveandpositionindividualsinaccordancewiththeirplanof care
(2001).ItisdesignedtocomplementexistingguidancesuchastheSENCodeofPractice(2001);SENtoolkitand WiltshireCouncil'sownIndicatorsandProvisionDocument(WIPD)andshouldbereadinconjunctionwiththese documents.Thishandbookoutlinestheexpectationsforinclusivepracticeinearlyyears'settings.Further informationcanbesoughtfromthewebreferenceslistedundereachtopic