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澳洲莫納什論文代寫:教育工作者

Keywords:澳洲莫納什論文代寫:教育工作者

團隊合作和家長參與是成功納入的基礎。人教育工作者需要在團隊中工作有助于孩子的計劃,比如家庭/ whanau,專家教師、專家服務提供者(例如MoE / GSE員工,特殊需要專家)、語言治療師、職業治療師、物理治療師、老師助手分享彼此的經驗和應用一致的策略為孩子的最佳利益。個人教育計劃會議對教育者來說是一個很好的資源。在會議期間,教育工作者可以獲得其他專家關于個別兒童的信息,以及與他/她成功互動的有用策略。教育者也可以表達他/她的擔憂,并在團隊中進行整理。與此同時,教育工作者可以分享孩子在兒童早期環境中的表現,以促進團隊內的決策(Moltzen, 2005)。成功納入的另一個重要因素是與家長/護理人員和世界衛生組織合作。Mells(2002)、Fraser(2005)和Vakil等人(2009)高度強調了父母參與對兒童最佳結局的重要性。教育工作者要與家長和家庭/whanau合作,理解和尊重他們的感受,重視他們的聲音和選擇。當父母了解孩子的特殊需求時,他們會經歷一系列的情感:“震驚、否認、憤怒、悲傷、超然、重組和適應”(弗雷澤,2005年,第134頁)。承認并理解他們的感受是很重要的。與父母的合作使教育工作者和父母能夠相互交流關于兒童的支持和信息(Fraser, 2005)。Vakil等人(2009)指出,教育者需要應用以家庭為中心的實踐:家庭的關注、偏好應該得到重視和關注;應確保家庭的參與,并積極尋求參與。
澳洲莫納什論文代寫:教育工作者
Working in teams and parental involvement are fundamental to the success of the inclusion. Educators need to work in teams with anyone who contribute to the child’s programme, such as family/whanau, specialist teachers, specialist service providers (e.g. MoE/GSE staff, special needs specialists), speech-language therapist, occupational therapist, physiotherapist and the teacher aide to share each other’s expertise and apply consistent strategies for the child’s best benefit. The Individual Educational Plan meeting is a great resource for educators. During the meetings, educators can have access to the other specialist’s information about the individual child and helpful strategies to interact with him/her successfully. Educators can also express his/her concerns and get them sorted out within the team. Meanwhile, educators can share how the child is doing in the early childhood setting to facilitate decision-making within the team (Moltzen, 2005). Another essential element in the successful inclusion is to work in collaboration with parents/ caregivers, and whanau. It is highly stressed by Mells (2002), Fraser (2005) and Vakil et al., (2009) the importance of parental involvement for the best outcomes of the child. To work in collaboration with parents and family/whanau, educators are to understand and respect their feelings, and to value their voices and choices. Parents go through a range of emotions when they learn about the child’s special needs: “shock, denial, anger, sadness, detachment, reorganisation and adaptation” (Fraser, 2005, p.134). It is important to acknowledge and show understandings to their feelings. Collaboration with parents enables mutual exchange of support and information about the child between educators and parents (Fraser, 2005). Vakil et al., (2009) indicate that educators need to apply family-centred practices: family’s concerns, preferences should be valued and attended to; family’s involvement should be secured and actively seek to.

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