...for patients (Hines, 2012). Acknowledgement of these specialty certifications solidifies holistic practices and informs the public and other healthcare disciplines of these individuals and their areas of expertise in guiding patient’s rights relative to holistic care. For this reason, nurses hold the key in supporting holistic healthcare for patients. Nurses, as holistic coaches, can assist individuals in finding meaning in their healthcare experience by listening acutely and creating therapeutic, caring, and collaborative environments of care (Hines, 2012). Being knowledgeable in these practices will improve patient’s feelings of empowerment, in their healthcare choices, and allocate them the voice needed to become active members in making healthcare decisions appropriate for them. Changing nursing practices, to reflect these positive outcomes, will improve nurse-patient relationships and enhance both the patient and healthcare workers’ experiences in dealing with the complexity of healthcare concerns existing today. Challenges in Implementation Changes With this in mind, providing effective holistic care to patients will necessitate nursing educational practices to be reevaluated. Incorporation of the basic principles of holistic nursing will need to be emphasized by educators through all levels of nursing...
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...being affected respectively) and the most debilitating disorder for this age group was found to be major depressive disorder, affecting 2.8%. Schools play a major role in providing education and support regarding mental...
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...SEDL – Advancing Research, Improving Education in School, Family, & Community Connections Annual Synthesis 2001 Emerging Issues SEDL – Advancing Research, Improving Education in School, Family, & Community Connections Annual Synthesis 2001 Emerging Issues Catherine Jordan Evangelina Orozco Amy Averett Contributors Joan Buttram Deborah Donnelly Lacy Wood Marilyn Fowler Margaret Myers National Center for Family and Community Connections with Schools SEDL 4700 Mueller Blvd. Austin, Texas 78723 Voice: 512-476-6861 or 800-476-6861 Fax: 512-476-2286 Web site: www.sedl.org E-mail: info@sedl.org Copyright © 2002 by Southwest Educational Development Laboratory (SEDL). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other agency of the U.S. government, or any other source. Table of Contents Acknowledgments. . . . . . . . . . . . . . . . . . . . ...
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...Historically within schools and nurseries inclusion was generally focused specifically on special educational needs such as; learning difficulties, physical disabilities, hearing or visual impairment, speech and language difficulties, behaviour and emotional needs or profound and complex needs (Hayward 2006). However, in more recent years the concept of inclusion globally has changed, now covering a broader spectrum including areas such as race or ethnicity, spoken language, social class, gender, religion, sexual orientation, obesity and poverty (Nutbrown et al 2013). The changes to the idea of inclusion started in the early 1990’s as a result of the World Conference on Special Needs Education, held in Salamanca, where governments world...
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...disabilities and the engagement of said family and student within the school and community. Teachers and parents share a common goal: helping the child to succeed in school. Research establishes a strong correlation between parent involvement and a child’s academic success. To help ensure the success of partnerships between schools and parents, teachers and other school personnel should: recognize that all families are different, understand that the emotions exhibited by the parents of children with disabilities regarding their children are complex and varied, and acknowledge that the parents of children with disabilities have additional roles and stressors. All students and parents should feel welcome in the school and should feel respected. Schools should think of parents as equal partners to ensure that students are successful in school. Lastly, because parents’ demands are high, we should value parents’ participation of at any level. Keywords: engagement, student with disabilities, partners, successful Introduction “You take your students and I will take my students.” Too long there has been delineation between general education students and students with a disability. Special education teachers have been the primary communicator with the parents and family. While it is important for special education teachers to communicate with families, they should not be the only teachers in the school that the parents talk to unless they are in a self-contained classroom...
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...Tops Primary School (TTPS) is situated in a rural area in Tasmania with an enrolment of 70 students of which almost 50% identify as Indigenous. The school has an ICSEA value of 813 with 74% of students in the bottom quarter (Australian Curriculum Assessment and Reporting Authority [ACARA], 2016). In recent weeks there have been increasing behavior issues centered around the students with special education needs in the Year 5/6 class. In the combined Year 5/6 class there are twenty one students, of which five students are on Individual Education Plans (I.E.P.s) and eight students are on Personal Learning Plans (P.L.P.s). Discussion with students has revealed that many of the issues have arisen...
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...Introduction Positive parent-child relationships provide the foundation for children’s learning. With parents’ sensitive, responsive, and predictable care, young children develop the skills they need to succeed in life. Early parent-child relationships have powerful effects on children’s emotional well-being (Dawson & Ashman, 2000), their basic coping and problem-solving abilities, and future capacity for relationships (Lerner & Castellino, 2002). Through these interactions, children learn skills they need to engage with others and to succeed in different environments (Rogoff, 2003). They learn how to manage their emotions and behaviors and establish healthy relationships with adults and peers. They also learn how to adjust to new situations and to resolve conflicts .When parents have warm, trusting, and reliable relationships with peers, family, community members, and service providers, they are more likely to have positive relationships with their children. To work toward the Parent, Family, Community and Environment: Positive Parent-Child Relationships Outcome, providers and programs can: provide emotional and concrete support to parents,1.respect diverse parenting styles, 2.value cultural differences and home languages, 3.reinforce the importance of fathers and other co-parents, 4.help parents connect with other parents and community members and resources, and model warm, responsive relationships by engaging in these relationships with parents and other family members ...
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...PROMOTES SCHOOL SUCCESS FOR EVERY CHILD OF EVERY AGE Harvard Family Research Project Harvard Graduate School of Education HARVARD FAMILY RESEARCH PROJECT NO. 1 in a series SPRING 2006 Family Involvement IN EARLY CHILDHOOD EDUCATION The family seems to be the most effective and economical system for fostering and sustaining the child’s development. Without family involvement, intervention is likely to be unsuccessful, and what few effects are achieved are likely to disappear once the intervention is discontinued.1 —Urie Bronfenbrenner This brief is dedicated to Urie Bronfenbrenner (1917–2005) whose pioneering research influenced the work of Harvard Family Research Project. Introduction Family involvement matters for young children’s cognitive and social development. But what do effective involvement processes look like, and how do they occur? This research brief summarizes the latest evidence base on effective involvement—that is, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works. The conceptual framework guiding this research review is complementary learning. Harvard Family Research Project (HFRP) believes that for children and youth to be successful from birth through adolescence, there must be an array of learning supports around them. These learning supports include families, early childhood programs, schools, outof-school time programs...
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...Inclusive Education Monitoring and Evaluation Officer; Education Project Officer Catholic Relief Services (CRS) is a US non-governmental organization that has been operating in Vietnam for more than 15 years. CRS projects assist local counterparts to build capacity in the areas of Education, HIV/AIDS care and treatment, Emergency preparedness and response. Reflecting our commitment to carry out quality programming to benefit the poor, we are now seeking dynamic Vietnamese candidates for two positions for our Inclusive Education Program based in Ha Noi: Title: Inclusive Education Monitoring and Evaluation Officer Reports to: IVWD project manager Supervision: Not applicable PRIMARY FUNCTION: The Monitoring and Education (M&E) Officer will work closely with the Inclusive Education team to design and implement an effective and efficient monitoring, evaluation, documentation and reporting systems in support of inclusive education projects, including ”Inclusion of Vietnamese with Disabilities (IVWD)” and “Capacity Building for Parent Associations supporting Children with Disabilities (CBPA).” In addition, this position will serve as Project Officer for CBPA, responsible for facilitating planning, implementation, monitoring, financial tracking, and partner coordination for CBPA. Efforts will be divided between IVWD and CBPA based project needs. This position is based in Ha Noi with at least 30% travel to project sites. SPECIFIC RESPONSIBILITIES: - M&E project officer to...
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...that leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. The School Leadership Program has developed my knowledge of emerging issues and trends that potentially impact the school community and have a deeper understanding of successful models of school, family, business, community, government, and higher education partnerships. I have grown to believe in the proposition that families have the best interests of their children in mind. As written by Singleton and Linton (2006), a leader should exercise the passion, practice, and persistence necessary to address racial achievement gaps, all of the members of the school community need...
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...2.2 Effects of inclusive education UNESCO's (2009) inclusive policy guideline states that inclusive education is justified due to its educational, social and economic benefit. By educating students in an inclusive environment, they develop a change in attitude that lays foundation for a non-discriminatory society and the education system developed will respond to all the learning needs of the diverse student population. It can be more cost effective for the nations;as there is no need to have separate facilities to educate students with disabilities and it produces educated individuals, which translates to better earnings and lifestyle and there . On the other hand, the social and financial costs the nation will have to incur in terms of...
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...attempt to discuss relevant biopsychosocial theories which when impacted on the family, influence health status outcomes, including resilience factors. It will also highlight and focus on attributes of vulnerability within the family setting, using specialist assessments skills. The family which the author will be discussing in this assignment (Appendix 1) is considered to be a vulnerable family, the family member which will be the main focus is the 14 year old teenage mother with a ten week old baby. For the purpose of this essay pseudonyms will be used, they will be called Jade and Billy, to protect the client's identity and for confidentiality purposes, this is in line with the Nursing and Midwifery Council Code of Conduct guidelines (Nursing and Midwifery Council 2008). Every child and young person needs to be protected, feel secure and sheltered from abuse and harm in an environment which is safe and where their needs are met (Oliver and Pitt 2011). How children make sense of the world around them is formed by their early experiences as children, teenagers and our family life. Families nurture and build resilience and moral codes for children, this supports them in leading successful and fulfilling lives (Cabinet Office 2008). The family can be summarised as an institution which is exclusive for a vast range of functionality which it offers, this leads to outcomes for adults, children and the society in which they live. Family wellbeing does however depend upon the dedication...
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...Online Resources: Digests November 2000 EDO-FL-00-07 What Early Childhood Teachers Need to Know About Language Considerable evidence exists that high-quality early childhood education programs for children from birth to age five can have long-lasting, positive consequences for children's success in school and later in life, especially for children from low-income families (Barnett, 1995; Frede, 1995). However, such programs are not available for all children who need them, nor are all programs of the quality that is necessary to achieve positive outcomes for children. In fact, only about 15% of child care centers are judged to be good or excellent. A recent study of a random sample of Head Start programs found that, while none of the programs was poor, the level of quality varied, and support for language and literacy learning was weak in many programs. Not surprisingly, children in the better quality programs out-performed children in lower quality programs on measures of learning and development (U.S. Department of Health and Human Services, 1998). Overall, Head Start children's expressive language skills were below national norms, but in the better quality programs, children's scores approached or matched those of their middle-class counterparts. Recently, the U.S. Department of Education released a study of the skills and knowledge of a nationally representative cohort of children at entrance to kindergarten showing that social class and other group differences are...
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...cuts in the face of the media. A comparison of a simular crisis will be illustrated in order to demonstrate the expectations of the media handling the issue faced with the Kelsey Unified School District (KUSD). Likewise, the roles of public relations and questions concerning ethical concerns. Overall, the impact of the media during a crisis is exemplified. Projected Prospective Similar to the Kelsey Unified School District (KUSD), school districts throughout Texas are facing the same issues. Rumors of prospective budget cuts have been the topic throughout the state. The Arlington Independent School District (AISD) holds personal interest to one. A reduction in the budget within the AISD will directly impact one. The media has addressed the speculations by answering the typical questions surrounding budget cuts. A local television station, CBS 11 News, posted an article concerning the consideration of budget cuts. The article, “Arlington ISD Considering Deep Budget Cuts” shares details on the extent of the expected drop in state funding. Likewise, the amount of dollar bills needed to be eliminated from school spending. The article paints a vivid picture of the chaotic budget. Additionally, the article illustrates how Arlington Superintendent Jerry McCullough and the AISD school board are weighing all options prior to making any drastic decisions. In addition, the AISD is...
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...Elementary Education Standards (1999 ed-rev. 2003) - Summary DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement,...
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