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澳洲教育學作業代寫 專業小學

Keywords:澳洲教育學作業代寫 專業小學

鮑登之家學校是一所比一般專業學校小的學校,每周為9-18歲有嚴重社會、情感和心理健康問題(SEMH)、有行為、情感和社會困難(BESD)的男孩提供住宿。每個學校需要識別和地址發送的學生支持和必須使用與發送他們最好的努力確保孩子得到他們需要的支持——在這個例子中,這意味著竭盡所能滿足兒童和年輕人的SEMH需求。作為一個教育和技能委員會報告中補充備忘錄(2005),男爵夫人沃爾諾克聲稱,一些學生可能與深刻的障礙較小的“無法學習在一個大型綜合學校,即使他們有助教每周一定數量的小時”,“那些情緒和行為問題. .只要他們呆在學校里,困難就會增加。在寶登樓學校,所有學生都有一個健康中心,教學助理的使用對我們學生的教與學是不可或缺的。中學的預算限制正在影響學校的送校供應。《發送守則》(6.2)規定:“每所學校都必須確定學生的特殊需要并注明其地址,并盡其所能確保學生得到他們需要的支持。”在最近對一所全納中學的訪問中,有趣的是,從實施的SEN政策中,我們注意到“所有的教師都是有特殊教育需要的學生的教師”。然而,并非所有使用SEND的學生都在學習支持部門工作或擁有EHCP。特別針對SEMH的學生,教學助理主要在系里和SEMH的學生一起工作,而不是在教室里。這是因為他們沒有很多助教,所以不可能為教室里的所有學生提供支持。當學生在課堂上需要助教的幫助時,學生們會分享助教的幫助。這導致學生被分成4-5個有高度需求的班級。然后需要確保沒有創建“接收器組”。主要目的是讓學生更獨立,使他們能應付自己的課程,差異化和質量第一的教學。在主流中學課程中助教對SEMH的支持是必要的嗎?還是他們阻礙了學生的進步?
澳洲教育學作業代寫 專業小學
Bowden House School is a smaller than average specialist school providing weekly residential boarding for boys age 9-18yrs with severe social, emotional and mental health issues (SEMH), previously behavioural, emotional and social difficulties (BESD).  Every school is required to identify and address the SEND of the pupils they support and must use their best endeavours to make sure a child with SEND gets the support they need – in this instance, this means doing everything they can to meet children and young people’s SEMH needs. As a supplementary memorandum in the Education and Skills Committee report (2005), Baroness Warnock exclaims that some students with less profound disabilities may “be unable to learn in a large comprehensive school even if they have Teaching Assistants for a certain number of hours a week”, “Those with emotional and behavioural problems.. difficulties will increase as long as they stay in school” (Ev.9).  At Bowden House School all students have an EHCP and the use of teaching assistants is integral to the teaching and learning of our students. Budget constraints in secondary schools is impacting on school SEND provision. The SEND code of practice (6.2) specifies ‘Every school is required to identify and address the SEN of the pupils and use their best endeavours to ensure the students get the support they need’. On a recent visit to an inclusive secondary school, it was interesting to note from the SEN policy in place that “All teachers are teachers of students with special educational needs”.  However, not all students with SEND worked with the learning support department or had an EHCP. Looking specifically at SEMH students, the teaching assistants mainly worked with the SEMH students within the department and not in the classroom setting.   This was because they did not have many teaching assistants, so it was not possible to provide support for all the students in the classroom. Where students needed support from the teaching assistants in lessons, the students shared a TA. This led to the students being grouped into 4-5 with a high level of need in one class.  There is then the need to ensure that ‘sink groups’ were not created.  The main aim is to make the students more independent so they can cope in lessons on their own with differentiation and quality first teaching. Are TAs necessary in supporting SEMH in mainstream secondary lessons? Or were they hindering the student and holding back progress?
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