Choose one case study and write an academic essay Essay

die A = Identify the educational involve of the naval division/ provision group. flow aside these educational necessitate as the foot (headings) for outlining schoolroom practice, including strategies, in lay to accommodate the diverse discipline needs of the entire programme/training group. Strategies ar to be of a detailed, practical and realistic nature. PART B = Name the Education Queensland (or applicable educational body) policies, frameworks, statements and directives that maneuver afford implications for this class/training group (include website wrap up). Note how these policies willing congest your planning that you sire written about in part A.Due Date twentieth January, 2014 hunt EducationSpecialization aboriginal ChildhoodLecturer/Course Examiner Noah MbanoWord Count 2380This assignment will identify and address the educational needs present in the early sm each fryhood result study. The educational needs being addressed will be the fanny for we ar A, which ar, English as a second language (ESL), pagan diversity, amicable skills, intellectual disabilities and doings management. Pedagogical practices and strategies will be suggested to endure for the diverse nurture needs of all s foolrren attending the service. The focus will be on the spoken communication of breeding opportunities, according to need, to maximise scholars culture capacity and not to label the children. sort B will jut the pedagogical response and planning ideas outlined in Part A, by the relevant policies, frameworks, statements and directives from Educational government bodies that implicate the service.PART AEnglish as a Second Language (ESL)/ethnical diversityThe illustration study states that the means has a hail of children with different pagan backgrounds. The prototypal educational need relates to ESL and cultural diversity. Educators must respect the diverse cultural backgrounds and ensure equity, so children develop associa tionable and confident self-identities (DEEWR, 2009). A compulsive backbone of self is fostered when children are supported in their environment to experience safe, secure and supported (DEEWR, 2009). archaean childhood educators should support students for whom English is a second language to develop their English language skills, empowering them to communicate and bind within their new environment. From the start of their enrolment, students and their families should be welcomed and aroma a sentience of belonging at the service.The centres philosophy should be ground on an consciousness that parents should be severalized as the childs first and most influential educator, whilst supporting the internal Child carry on Accreditation Councils quality area devil Partnerships with families (NCAC, 2005). In practice it has been found that, to support a smooth transition parents and child should be advocated to imbibe a settling in period, which can be used to allocate know ledge about the center its plan and cultural background. Educators should throw this teaching verbally as well as in a written form. During the settling-in period the child has the chance to meet new friends and to rick more familiar in their new environment, whilst in the comfort of their parents. register strategies are to understand, support the child, his/her families and caregivers and to differentiate your program to support all cultures.Educators should attain an apprehension of various(prenominal) culture including norms, value, beliefs, languages, traditions, behaviours, symbols, activities, achievement, and possessions (Ashman & vitamin A Elkins, 2012). Educators can familiarised themselves with the families beliefs and values by providing the parents with English-language programs or translators, dish outing by collaborating and giving continuing support. victimisation these strategies to encourage family participation within the centre will support cultural div ersity and an understanding of the world we live in. Example of this would be celebrating cultural days, such as Naidoc week within the Aboriginal culture.Workers in the manufacture report that ways in showing a cultural understanding is to ask families to bring in family photos for display, to provide familiar words from their autochthonic language or invite them to talk about their culture or function a special dish are other possibilities. This will help ease the child into the classroom environment. To support the child, strategies such as simplifying language, making instructions clear, breaking down the steps, providing multiple technology devices of chat and observations to recognise confidence could be used. Have classroom routines and unvarying expectations to help the child understand what they are expected to do. Educators should ensure individual expectations are clear and unders besidesd by children to reduce frustration and barriers from being organize (Ashma n & Elkins, 2012). Social SkillsThe second educational need is the inclusion of fond skills. Educators feel the responsibility to provide a welcoming and safe environment, where children feel accepted and part of a group. Through social interactions children can share knowledge and develop confident self-identities (DEEWR, 2009). Educators should identify each students positive characteristics then use them to establish an understanding of interests to keep them engaged. This helps break towards an inclusive environment. An inclusive classroom should provide a safe, on the table learning environment where all students have sufficient support to achieve outcomes consistent with their capabilities, become willing to take risks, and construct knowledge that is personally relevant and meaningful. Differentiating the program experiences and assessment by taking on an individualized woo aims to promote success and self-esteem (Ashman & Elkins, 2012).It cannot be assumed that s ocial inclusion will occur automatically to new students (Ashman & Elkins, 2012). Strategies to encourage social inclusion are to ensure all students are industriously involved in the organisation of the classroom the educator thus needs to build a positive relationship with the student, providing opportunities for social interaction in group work, games and activities. Educators are qualified enough to support students friendships and ensure that their classroom is socially responsive. Following up on these aspects should be done speedily with regular observation and review on progression in social skills from the child. Through anecdotal present, documenting these observations have shown to support the reflection process and avail in justifying and preparing plans for the childs individual needs, interests, strengths and weaknesses (Churchill et al, 2013).Intellectual damageThe ordinal educational need is the inclusion of children with intellectual disabilities. All s chools aspire to have collaborative, school-based terms that are organised to develop supportive networks for students, including the intellectually disabled. Educators should recognise strengths and capabilities and not make assumptions about the students ability based on their symptomatic label. Reasonable steps should be taken to ensure students with disabilities are accustomed multiple means for participating in learning. These would involve learning through and through multiple, examples, media and formats, choice of context and tools, opportunities for demonstration and level of challenges. Give students plenty of options for emiting what they know, and provide models, feedback and support for their different levels of proficiency (CAST, 2012).Multiple strategies can be maneuver by the principles from the Universal Design for learning, which is a framework that shifts educators understanding of learner differences. It challenges them to rethink the nature of curriculum mate rials and endow them with the inherent flexibleness necessary to serve diverse learning needs (W remedy, 2006, as cited in Module 4, 2014). Strategies that also facilitate this include, varying the type of activities or the order of instruction, providing additional human and technical imaginations, giving extra support, modifying the ways in which the student will respond, or changing the classroom environment. These variations should be knowing in such a way that the student with a disability is able to participate in the learning experiences on the selfsame(prenominal) basis as a student without a disability, and without experiencing discrimination. There is anecdotal evidence that contemporary approaches to intellectual disability emphasise equal access, participation, and recognition that a persons level of functioning will improve if appropriate, individualise and supports are provided.Behaviour managementThe fourth educational need is behaviour management. Before consideri ng specific learning issues, there are a number of factors outside of the school that influence school behaviour issues family, socio-economics, culture, religion and travel and socio-political factors. Educators should agree that it is distinguished to establish a cohesive understanding of socio-culturally pleasing behaviours when addressing behaviour management. Strategies to encourage positive behaviour rely on a pedagogical approach that sees the educator making adaptations, so the students can work effectively. In practice is has been found that students with behaviour problems often learn vanquish when tactile and kinaesthetic strategies are presented. According to Early Childhood Australia (2013) the two main reasons misbehaviour usually occurs is when, children are expressing their feelings and children who have not in time learnt how to do what is expected.Strategies aimed at preventing misbehaviour include setting clear limits with introduce from the children and tea ching the children what behaviour is appropriate and what is not (Early Childhood Australia, 2013). A life-sustaining aspect of maintaining students with behaviour problems in an inclusive classroom is the recognition of the learning difficulties that students face (Mooney, Epstein, Reid, and Nelson, 2003, as cited in Ashman & Elkins, 2012). One of the most in-chief(postnominal) strategies for any teacher is to be a role model and to ca-ca a supportive and welcoming classroom. This will encourage all students to stomach and work to stoolher more inclusively. To encourage appropriate behaviour, staff to child ratios should be obeyed at all times. This will ensure adequate care is been given to each child. Routines to be followed, keeping mealtimes regular and not too late, as some children will be hungry and this can lead to misbehaviour due to irritability.This can be changed by being responsive, flexible and adopting an individualised approach to routines. However sometimes circumstances change all at once and this can result in routines been disturbed, for example, changes at home and the circumstances poignant behaviour is out of your control. The main idea is to facilitate individuals in growing his or her authentic self, through fostering students knowledge in a number of different genres, within a school, family or social environment. As a result of the diverse economic, social, spiritual, cultural, and political realities of our individual lives, a single aim of education wouldnt suit everyones needs. Therefore we need to create opportunities that will lead a student to their own success, a success defined by the individual. After all research has shown that the way children learn, is as unique as their fingerprints (CAST, 2012).Including students with educational learning needs in the regular classroom will provide the children with opportunities to interact with more able peers. By interacting in small groups, students learn to attend t o what others have to say, understand that they whitethorn have different perspectives, share information and ideas and express different points of view in socially acceptable ways. Although it may appear that time and considerable organisation is focused on children with educational needs, it will have a positive impact on the delivery of the curriculum. The strategies outlined can be used not only for the child in need but all other children in the class will benefit from the additional strategies that will in turn provide for the multiple ways of learning throughout the class.PART BThe Early Years Learning fabric (EYLF) is Australias first national framework, which forms an important written guideline for the unity of care and practices ensuring all children involved in early childhood education settings experience quality teaching (AGDEEWR, 2009). The EYLFs curriculum supports childrens learning from birth to five years of age, as well as their transition to school. Part A men tions strategies that relate to the EYLFs curriculum The Being, Becoming and Belonging The Early Years Learning Framework is the document used in all operate implementing the bailiwick type Standard. It consists of a set of principals, practices and outcomes that advise educators that children have a strong sentiency of identity, children are connected with and contribute to their world, children have a strong sense of wellbeing, children are confident and involved learners and children are effective communicators.Strategies suggested in Part A directly relate to these outcomes from the EYLF by advocating play-based learning while recognising the sizeableness of communication, language, social and emotional development (ACECQA, 2009). All elements are fundamental to curriculum making decisions and pedagogy in an early childhood setting. The National grapheme Framework (NQF) is a tool to assist childcare providers to improve their services in the areas that impact on a chil ds development and empower families to make informed choices about which service is lift out for their child. The NQF has umpteen implications for the centre, including a national legislative framework that consists of the Education and Care go National integrity and Education and Care Services National regulations, a National Quality Standard (NQS), an assessment and rating system, a regulatory authority and ACECQA. The Guide to the National Quality Framework directs centres in implementing the framework.The National Quality Standard is responsible for administering, including approving, monitoring, and quality assessing and rating. Services are assessed and rated against the heptad Quality Areas this ensures the organisation and its educators are meeting the standards and providing high-quality educational programs. The Seven Quality Areas that relate to all practices outlined in Part A, are Educational program and practice, Childrens health and safety, Physical environment, collaborative partnerships with families and communities, Staffing arrangements, Relationships with children, Leadership and service management. Education and Care Services National Law (Queensland) Act 2011 outlines the legislation that has implications for the service. It outlines regulations regarding inclusion and provisions.The National law establishes the ACECQA, which is responsible for ensuring that the NQF that is utilise consistently across all states and territories. The Child Care Regulation 2003 directs policies and outlines the rule-governed standards that implicate the service. These regulations implicate all practices and strategies outlined in Part A, by providing a directive for compliance. The United Nations Convention on the Rights of the Child (UNCRC) sets out rights in 54 Articles and is guided by four fundamental principles. The articles are about how adults and governments should work together to make sure that all children get all their rights. The four fun damental principles are, non-discrimination, the best interests of the child, survival, development and protection and participation. These protocols have implications for the service with its outline of the basic human rights that children everywhere have. This is put in place to ensure that services are meeting the basic needs of children, to help them reach their fullest potential.Many of the rights support planning strategies outlined in part A including the right to his or her own name and identity, the right to an education, the right to be protected from abuse or exploitation, the right to express their opinions and have these listened to and, where appropriate, acted upon and the right to play and enjoy culture and art in safety (UNICEF, 2012). The Disabilities Discrimination Act (DDA) education standards outline the obligations to assist muckle with a disability under the DDA. The DDA therefore has direct implications for the service when provide for children with disa bilities to ensure their right to participate in educational courses and programs on the same basis as students without disability. This means a person with disability should have access to the same opportunities and choices in their education that are available to a person without disability.These policies support the planning and implementation of differentiated learning, assessment, accommodations, adjustments, re- figing and the universal design for learning. Melbourne Declaration outlines a commitment to working to support the development and fortify of early childhood education, to provide every child with the opportunity for the best start in life and there for has implications for the service. The Commitment to Action supports the planning for part A in such areas as developing stronger partnerships and modify early childhood education, advocating services to work towards smooth transitions into schools, providing parents, carers and families with information regarding equ ity and supporting young Australians to become successful learners, confident and creative individuals and active and informed citizens (MCEECDYA, 2008).ReferencesAshman, A., & Elkins, J. (Eds.). (2012). Education for Inclusion and Diversity (4th ed.). Frenchs Forest, NSW Pearson AustraliaAustralian Childrens Education & Care Quality Authority (ACECQA). (2011). Guide to the National Quality Framework. Retrieved from http//acecqa.gov.au/storage/1%20Guide%20to%20the%20NQF.pdfAustralian Government Department of Education, manipulation and Workplace Relations (DEEWR) for the council of Australian Governments (2009). Being Belonging Becoming The Early Years Learning Framework for Australia. Canberra, ACT DEEWR.CAST,inc. (2012, May 3). National centre on Universal Design for Learning UDL at a discern Video file. Video posted to http//www.udlcenter.org/resource_library/videos/udlcenter/udlvideo0Churchill, Rick. (2nd Ed.). (2013). Teaching making a difference. Milton Qld John Wiley & Sons Australia, Ltd.Early Childhood Australia. (2013). Managing challenging behaviour. Retrieved from http//www.earlychildhoodaustralia.org.au/learning_and_teaching/childrens_behaviour/managing_challenging_behaviour.htmlMinisterial Council on Education, Employment, Training and young person Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http//www.mceecdya.edu.au/ life force/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdfMinisterial Council on Education, Employment, Training and Youth Affairs, MCEETYA (2003). A National Framework for Professional Standards for Teaching. Retrieved January 2, 2014, from source. http//www.curriculum.edu.au/verve/_resources/national_framework_file.pdModule 4 Differentiating the curriculum and universal design principles. (2014). Retrieved January 2, 2014, from http//usqstudydesk.usq.edu.au/m2/mod/resource/view.php?id=167984National Childcare Accreditation Council . (2005). Quality Improvement and Accreditation System Quality Practices Guide. Retrieved from http//www.ncac.gov.au/resources/qias_qpg.pdfQueensland Government. (2012). baulk Discrimination Act 1992. Retrieved from http//www.comlaw.gov.au/Details/C2013C00022Unicef. (2012). Convention on the Rights of the Child. Retrieved fromhttp//www.unicef.org/crc/