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Although It Is Accepted That Staff Members Who Have The Closet Contact With ...

Although it is accepted that staff members who have the closet contact with special needs children are better placed to identify those needs, it does not necessarily follow that they have the knowledge or available resources, in terms of time and material, to be able to provide positive action for the child. In fact the current position leads to a situation where there is an imbalance of action, which potentially disadvantages individual children. To ensure the equality of opportunity required by the government agenda is met, it is essential that all of those who work with the child, both in school and elsewhere, are aware of their learning strengths and weaknesses (Cheminais 2005, p.13), a position that can currently is not being effectively attained at St Richard's school. Thus this is perceived to be a weakness in their strategy.
Similarly, with the proliferation of government initiatives, legislation and other responsibilities attached to this position, whilst it is not possible to expect one person to undertake all of these tasks (Chemines 2005, p.5), it is important to ensure that there is a single individual within the school entrusted with the co-ordinating role. The SEN co-ordinator provides a valuable role in the ongoing learning and development of children with special needs. Once the need is identified to them, their role is to develop a programme to ensure that the needs of that child are adequately addressed. This task includes locating and ensuring that sufficient resources are available; communicating and liasing with all other persons involved, including the parents, local authority and, if required, other local and child support services. It is also the SENCO's responsibility to monitor the progress of the programme implemented for the child to ensure that the objectives are being met, introducing further internal or external support where needed.
2.3. Resources

In reviewing the resources available to the school there were found to be areas of both strengths and weakness, and these related to their availability, allocation and usage. For example, in terms of the human resources, the school has an adequate number of staff all that are qualified and up to the relevant standard required for their role, be that in teaching, administration or other support roles. However, in terms of weakness, it was noticed that these resources were not being utilised to their fullest potential. Firstly, there is insufficient involvement of teachers within the strategy development process, which could mean that their knowledge and experience is not being tapped into and secondly, the delegation process through this resource chain was not effective. The only potential weakness in respect of numbers in this area is that of a SENCO position (Preedy et al 1998, p.76 and p.162).

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