Wednesday, December 4, 2019

Education for Building Strategic Partnerships-

Question: Discuss about theEducationfor Building Strategic Partnerships. Answer: Gathered Together Special School Introduction Children having Down syndrome disease but with some levels of intellect incapacity do not get special education training in school and their adjustment to school are affected by their problem behaviors (Campbell, 2002). Gathered together special school offers a good platform for enhancing and building the intellectual capacity of children with Down syndrome. The majority of students are able to make improvement in this way. Schools should regularly review the quality of education for students who are at a threat of underachievement. Teachers must recognize the approaches available to identify and support vulnerable students and be cognizant of the special educational needs which are most often met. The identification of special educational needs must be included in the general approach to checking student progress. Each day, all the students will be trained on reading and writing and at the same time share their experiences with other students (Moni and Jobling, 2000). Target Our target students are students between the ages of 6 and 12 years old suffering from Down syndrome. The vision of our organization is to improve the lives of children suffering from Down syndrome while the mission is to provide inclusive, diverse, educational and social skills programs. Our partners will include government, parents, community centres, health care organizations, IT and sport centre. Our target are students between the ages of 6-12 years. This will enable intervention from the early stage so as to prepare the students for social skills at the early stage thereby enhancing their personal development. They will be able to acquire skills and knowledge related to their Down syndrome difficulties. This will enable them to develop their study habits, artistic sense, and creativity. Arts education plays a special role in linking the students to their physical worlds by relating them to places they can idenyify with (Gruenewald, 2003; Noddings, 2005). Vision and Mission The vision and mission of our organization will include but not limited to; enriching the lives of Down Syndrome suffering young people and children, privileged exceptional education for student suffering from Down syndrome, enhancing the social skills for our students. Additionally, we strive to empower students to take part in and make a contribution to the world and practise the fundamental standards of the school that is respect for each other and authority, tolerating each situation that comes along, inclusion and excelling in their endeavours. The organization also envisions a school that will make the students gain, exhibit, express and value the skills and knowledge that will support them later in life. The visions also is to provide inclusive, diverse, educational and social skills programs The aims of the program will be to provide inclusive education for children with Down syndrome, offer equitable opportunities for students in the community, promote diverse participations in education and enhance regulation abilities and social skills. Building and maintaining friendship, recognition of emotions of themself and others, cop with mistakes, anger and anxiety and expressing their feeling appropriately are some of the important social skills the children will learn. Resource and Incomes Our resources and incomes will include subsidies and special grants from the government, school fees and event fees from parents, donations from philanthropists while facilities and property for rent will be provided by the local community centre. For example, the Australian Government, through its social service department offers early intervention services to children through key programs such as Better Start for Children with Disability (Better Start) and Children with Down syndrome having been identified as beneficiaries. The Better Start for Children with Disability early intervention services funding is able to provide funding of up to $12 000 per child. Throughout Australia, more than 2,600 service providers have registered to provide early intervention through Better Start program. Also we can apply for grants in organizations such as the Care Inc., which is a community organization that has been set up to offer grants to low income consumers in order to help us pay for rent. Partners Our partners will include parents since families are a part of learning process and sensitive to the needs and progress of their children. participation of families via training, provision of information and having them as part and parcel in planning of the program is important in encouraging a behavior that is positive and optimistic early in childrens lives (Hemmeter, et al., 2007). Parents suport has been shown to be an essential part in helping children with Down syndrome disorder to overcome their challenges. The parents can encourage their children to join a club outside school, where will be able to focus on enjoying a diverse activity or find activities in school in which they will make them succeed and boost their confidence. This will take the form of access to school websites, family sports activity, regular dialogue with families and the families voice and consultations. The other partners will include other schools. This will facilitate mutual sharing of information, coo perative learning behaviour and management, collaboration in school policy, sharing benefits from other schools program and offering opportunities of training for parents and other teachers. Schools ought to ensure that they have access to a teacher with expertise through partnership engagements with other schools. The other partner will include specialists and experts whose main role will be helping in solving problems, developing curriculum, teacher training and consultation. For advanced needs, arrangements should be made by the schools to appeal on added specialized evaluation from other agencies and professionals out of the school. Finally, the other partners will include health specialists for diagnostic registrations and check-up. IT and software suppliers for equipment, programs and CDs. The function that technology such as computers can make is in the demonstration of resources in stimulating pictorial forms improving the efficiency of the other learning approaches (Tanenhaus, 1997). Computers can eliminate activities that consume time and which that are not crucial to the core objective of learning. Partnership with game and sport centres will help in equipment, swimming pool and membership with the centres. Strengths and Weaknesses The weaknesses of our program are; skills and cognitive abilities are within the average range, instructional teaching and learning difficulties, recruitment and retention. The program is less interesting and attractive for teachers. There is lack of specialists such as experts, teachers, and doctors. It has been advised that school management teams must keep a close attention in provision of education, to make certain they are of high quality and coordinated well. To aid them with this, schools must be able to get expertise of teachers with specialist skills in addressing Down syndrome problems (Rose, p.69). There are also difficulties in terms of marketing. Financial limitation, competitions from other schools and separate students becomes a challenge to the running of the program. Finally there is challenge or difficulty of dealing with students behavior and emotions. It is very vital that the students are encouraged to take an optimistic outlook of themselves and their capabiliti es instead of dwelling on problems and challenges which dent their confidence. The strengths of our gathered school program are; competitions with other schools which motivates us to be the best. The other strengths are honesty, loyalty and transparency. We are also sensitive to the needs and feeling of our students. There are expended extra-curricular activities. Ethics, values, skills are also our driving force and this leads to good leaderships and management. We have a healthy and safe environment of learning that are a more important requirement for the development for our students. We also have an open communication and we share our aims with stakeholders. We pride our organization with transparency, qualified teachers and school resources, talented identification and reliable support and we are clear about our roles and expectations. Future and Sustainability The program is prepared for any financial, administrative or political crisis. There is a long term financial plan for future change. There is provision for activities for learning, enjoyment and entertainment. Form new strategic partnerships with other like-minded partners to continue helping children with the Down syndrome. Establish good working relationships with stakeholders. Manage reputation and marketing strategies for the organization in form of newsletters, website and events. Personalizing learning and making its accessibility flexible such as having the website accessible throughout i.e 24/7. Open up range of opportunities beyond education circles such as in sports, values, competitions and have retired teachers, volunteers and high school students on vocational engagement. Conclusion It is necessary to acknowledge that pupils with Down syndrome form part of the society and they are confronted with challenging conditions. GTSS in partnership with others intend to focus on improving the outcomes of the students. This will be achieved through the commitment of the students to ongoing quality teaching, professional progress, practices based on evidence, tutoring and mentoring and collaborating with other partners. The institution aims at providing excellent environment for learning that is receptive to student needs. Enrich, engage resources and provide parents and communities an opportunity for in learning and decision making. References Byrne, A., Buckley, S., MacDonald, J., Bird, G. (1995). Investigating the literacy, language and memory skills of children with Down syndrome. Down Syndrome Research and Practice, 3(2), 53-58. Campbell, S. B., Spieker, S., Burchinal, M., Poe, M. D., NICHD Early Child Care Research Network. (2006). Trajectories of aggression from toddlerhood to age 9 predict academic and social functioning through age 12. Journal of Child Psychology and Psychiatry, 47(8), 791-800. Cormack, K. F. M., Brown, A. C. and Hastings, R. P. (2000), Behavioural and emotional difficulties in students attending schools for children and adolescents with severe intellectual disability. Journal of Intellectual Disability Research, (44)124129. Hemmeter, M. L., Fox, L., Jack, S., Broyles, L. (2007). A program-wide model of positive behavior support in early childhood settings. Journal of Early Intervention, 29(4), 337-355. Kluwer, C. (1998). Schooling children with Down syndrome: Toward an understanding of possibility. Teachers College Press, 1234 Amsterdam Avenue, Teachers College, Columbia University, New York, NY 10027. Moni, K., Jobling, A. (2000). LATCH-ON: A Program to Develop Literacy in Young Adults with down Syndrome. Journal of Adolescent Adult Literacy, 44(1), 40-49. Retrieved from Robinson, K., Jones-Diaz, C. (2006).Diversity and difference in childhood(1st ed.). Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties: an independent report. Tanenhaus, J. (1997). The computer as a tool for learning. In S.M. Pueschel M. Sustrova (Eds.), Adolescents with Down syndrome (pp. 181-198). Baltimore, MD: Paul H. Brookes. Tutt, R. (2010). Partnership Working to Support Special Educational Needs Disabilities. Sage.

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