E214 ema essay help
May 3, 2018
Since I started my E214 I have gained so much knowledge, ideas and my original perceptions have been changed. Throughout the course through the DVD, course materials and Digital Audio File (E214, DAF) I was able to understand and learn new things that I have not heard or read before. The points that I have chosen to talk about have been closely looked at and explain the issues covered my views on different concerns that have been mentioned throughout the course made my knowledge extended. Through the digital audio file(E214 DAF) I was able to compare myself with the other professionals.
The first main issue that I picked up from the different views are about extra classroom support by the participants. In Aspen2 we could see that Hamilton says (E214, DAF) ‘I have palled them up with other students, so we have got like a learning partner’ here we could see that paring has been done at the head teacher’s discretions not according to the children’s wish. In E214 Unit 8(p.15) ‘Listening to children’s voices means hearing what they tell us about their views and experiences’. But here the children are forced to do things rather than being listened to or their views are not accepted and their rights are being rejected and ignored.
Next we could see that Head of Aspen 2 views that ‘buddy’ system is an effective teaching method for everyone. I think a group lesson or a group activity would be a more appropriate because many would be contributing their ideas and there will be a happy environment. Aspen (E214, DVD) this has a positive effect on the children socially because they can make friends and are accepted by the other children. But Hilton states that ‘it would not necessarily be easy because they are , you know, there will always be the ones who are on the edge of the class, who, always being taken out of the class for extra tuition’.(E214,DVD). I do not agree with this because Learning Support Assistants are there to support and they could have the less able ones...
As I worked through Units 1,2,3 and 4 (E214,The Open University, 2010) I reflected upon the nature of social justice and rights, how a rights discourse changes what we think about needs and the rights children and young people have and should have.
I decided to choose resources that I felt were relevant to the course materials, models and the conceptual frameworks. My articles focus on boy’s underachievement at school and the challenges faced by parents of children with Asperger's syndrome.
The underachievement of boys within the education system is explored and supported by research from Chris Skidmore in my first article (Appendix A). It emphasis that boys are more likely to be permanently excluded and that one out of five have a reading age of half their years by the age of 14 and a quarter of do not gain a single good GCSE. I would perceive the article as being of interest to parents, teachers and educationalists because of the concerns about boys within the class and school environment. The conclusion drawn by the reporter is that to tackle underachievement, schools need to provide a curriculum and environment that engages boys with particular emphasis on competitive sport and a practically connected curriculum.
Locating suitable out-of-school activities for children with Asperger's syndrome can be a challenge and this is the focus in my second article (Appendix B). The reporter has interviewed a family in the south-west where a network of out-of-school clubs, run by the National Autistic Society (NAS), provides support for children and young people with autism, and their families. This article has uncovered possibly a lifeline, the NAS, which other parents can explore. This piece follows one family who have three children with an autistic spectrum disorder, one who is severely autistic and the other two have what their parents refer to as "high-functioning" autism. I perceive that this article is for parents, practitioners and...
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There are three classes of people: those who see, those who see when they are shown, those who do not see. Leonardo da Vinci