Child Welfare: Reflections
Child Welfare: Reflections
Child welfare is a crucial subject for all individuals around the globe. Many people often neglect the welfare of children only to regret later or cast accusations that a given group of children fail to adhere to rules as expected by the elders. Chambers (2015) affirms that in most instances, the behavior and personalities of children are derived from the adults with whom these children spend most of their time. Moreover, there are numerous cases where children are neglected during their formative stage, yet that is the most significant stage in anyone’s upbringing. One should also recognize that most of the world’s problems and particularly the people’s anti-social behavior emanate from erroneous upbringing.
Most parents and guardians often neglect the part of role modeling and responsible nurturing skills thinking that children would just be straight once they mature (Gause, 2011). People in other quarters usually imagine that once children have the basic necessities, they are bound to grow up responsibly, nonetheless, the society is later shocked to see the kind of outrageous behavior that these perceived good children begin projecting as they grow up. Therefore, child welfare is a fundamental societal issue that must be given maximum attention especially in regards to children with special needs to ensure they feel part of the society and grow as its normal members.
Normalization entails the act of accepting people with disabilities and offering them similar conditions to those offered to normal citizens that lack disabilities. McLeskey, Rosenberg, and Westling (2013) opine that normalization encompasses sensitization of people about the usual rhythm of the disabled’s life: how to spend a day, a week, a month, and a year respectively. This also should include celebrations of holiday commemorations, weekends, and handling of working hours and days. In addition, the normal conditions that should be accorded indiscriminately range from good housing, equal schooling, and employment opportunities to physical exercises, recreational facilities, and freedom of choice, which may have previously been denied to individuals with severe, intense and significant disabilities (Gause, 2011).
Furthermore, children who are physically challenged often face problems with an inclusive education system as much as it is viewed to bridge the gap between them and the regular learners. Notably, there is also an issue where some teachers may not like being assigned a merged class as they deem such duties to be tedious and time wasting. According to Forlin and Loreman (2014), the learners with special needs require ample time to understand what information the teacher imparts to them. On the contrary, the mentors of children with disabilities usually want their efforts to be quickly recognized and properly rewarded. In the same time, some children have diverse problems that go unnoticed by the adults. Such students require specific support and in case they have not been diagnosed appropriately, it would be rather challenging for a teacher to provide them with normal conditions.
Least Restrictive Environment (LRE)
The least restrictive environment entails making sure that children who are entitled to special education are incorporated in the mainstream classroom for their educational needs. This principle propagates the adoption of inclusive education. Chambers (2015) asserts that inclusive education has assorted benefits to the children with special needs. It is often observed that when incapacitated students go to study in normal learning institutions far away, they feel to be a part of the community in which the facility is situated. For instance, during weekends when they meet outside the school, namely in libraries and other refreshment areas, the students are able to interact with familiar people as they study in the same school (Forlin & Loreman, 2014). However, the physically challenged students cannot learn anything from the regular students if they are taken to specialized schools far away.
Importantly, whenever the regular and disabled students meet during their activities, normal students tend to learn that their counterparts with special needs have an immense ability in divergent fields. Moreover, physically challenged learners may be short of other skills just like anybody else in the institution. This makes the normal students have a positive mental attitude towards the disabled ones and a feeling that they are all humans with equal rights. For example, McLeskey, Rosenberg, and Westling (2013) explain that the disabled students can perform in the subjects even better than the regular students. Lastly, being able to have distinctive mentors for the students with disabilities in one class and the others in another room may be of little help as opposed to putting both groups in one class.
Individualized Education Program (IEP)
The Individualized Education Program (IEP) refers to the special document developed for every schoolchild in the public school who is eligible to receive special education. The program is created via team efforts and is reviewed periodically. In terms of the efforts relating to Individualized Education Program (IEP), Chambers (2015) points out that the IEP articulates the key goals associated with the children with special needs while influencing the nature of the services that are appropriate for them. This entails the level to which each of these disabled children is allowed to participate in educational programs. In regards to both of these situations, the school district is obliged to ensure parents that their children are given the chance to participate in all the activities of the schools. The same children are also entitled to prior and earlier notifications relating to the scheduled meetings and their respective times as well as places that are mutually agreed upon (McLeskey, Rosenberg, & Westling, 2013). Finally, the school committee has to provide the students who are deaf and dumb with an interpreter if necessary.
Customers support 24/7
Recognize the Importance of Your Role
With regard to the welfare of children and particularly the children with disabilities, I am indebted to sensitize the society to embrace the normalization principles to make these disabled children enjoy living a normal life in normal conditions. I am also tasked with the responsibility of creating awareness among people that disability is not inability: people are required to recognize the fact that anybody who is well equipped and supported fully can exploit all the abilities and become quite fruitful in the society. Furthermore, I should encourage parents of both disabled and normal children to embrace inclusive education. Gause (2011) reiterates that this education is imperative as children from all backgrounds and with different abilities are able to interact during their studies and share different skills with each other. Lastly, the trainers will also benefit by developing skills on how to deal with different types of individuals.
Participate in the Student’s IEP Meeting
It should be imperative to take an active role in IEP meetings especially to deliberate on the stay put provision. One should also note that once the placement is underway, the alterations in the educational system will only be possible if conducted by IEP committee. In the situations where parents fail to give a node to the proposed changes relating to the placement and request to have a hearing, the affected child will need to remain in the current placement until the hearing process reaches the end (Forlin, Jones, & Danforth, 2015). At some particular times, the sanctions in terms of discipline are issued, but this does not necessarily determine the alteration in placement. Some prohibitions are also arranged regarding the study process of the disabled children. Moreover, in light of the laws put in place, no sole procedure can be utilized as a primary criterion for determining the nature of the educational programs for the disabled children. For example, no school can measure the suitability of the child’s placement only on the child’s Intelligence Quotient (IQ) (Gause, 2011). Additionally, the various evaluations given to students should be designed in such a way that they are multidisciplinary and entail at least one specialist in each area of disability. Finally, children with special needs are supposed to be appraised virtually in all areas associated with disability such as hearing, eyesight, emotional and social status, performance in their subjects, general intelligence, and motor abilities together with communication skills.
Monitor Student’s Progress
Although there are similar conditions arranged for the regular and disabled students, the discrepancies still emanate from the side of monitoring progress. In particular, one can observe that most students with disabilities are deprived of learning materials such as the braille for the visually impaired. McLeskey, Rosenberg, and Westling (2013) explain that exactly this situation hinders the pace of the disabled students’ progress as compared to one of the normal learners. Thus, there is every need to address such a situation as it negatively affects their learning process. Moreover, teachers need additional teaching and learning resources so as to equip themselves to the fullness and teach in a way the disabled students will understand. Ordinary students should also be helped to feel relaxed while studying with the students with disabilities: it has not been their routine and, therefore, getting familiar with the disabled becomes a challenge for them (Chambers, 2015). Sometimes, it takes much time before they become used, but teachers and parents should encourage them. Due to their unfamiliar individualities, the physically challenged students can make the normal students feel unsettled, and this may hinder them from being registered in one institution.
Provide Praise that Works for the Students
Essentially, children need to be encouraged and motivated to unleash their potential to the full extent. Irrespectively of their physical capabilities, the society is indebted with the responsibility of ensuring that every child sees opportunities in the future. Chambers (2015) has the view that children should be helped and encouraged to go for even more challenging venture for them to maximize their inherent potential. Even when children would not have performed to the expected level, adults should always praise even the little effort they would have made to achieve whatever they would have got. That is the way to sustain their self-esteem.
It is also extremely beneficial for the children to have some insights from their peers. This provides them with an opportunity to explore the world and gather experience from each other. Parents and teachers ought to identify among children those who can be the best role models – this will make the chosen children become more responsible and more accountable for their peer roles (McLeskey, Rosenberg, & Westling, 2013).
Working Closely with Colleagues
Parents are required to work hand in hand with teachers to make the process of imparting knowledge easier. This will enable them to learn more techniques on how to deal with the physically challenged students. According to Forlin and Loreman (2014), teachers must work tirelessly on the development of the students’ natural abilities rather than try to teach them regular lessons. When this is achieved, it will be very easy to deal with the students and even control their comportment. Finally, routine instructors can also forecast some of the acts that might emerge in future and find perfect solutions to them. Overall, embracing teamwork is the best thing that parents, teachers and curriculum developers can do to make a difference to the children’s life.
Children with disabilities are a significant part of the society that should not be neglected. Other than being born disabled, anyone can become disabled at any age in a myriad of ways: disability can be obtained through diseases, accidents, injuries or even the wrong use of the substances such as drugs. Importantly, people should not despise disabled people for whatever reasons. The fight for an educational system that is inclusive after the civil rights movement was a noble step that Congress took to create a level ground for both disabled and regular children. Thus, dealing with various discrepancies between regular student schools and special schools is the sure way that will grant the disabled children capacity to compete favorably with their normal counterparts. As the saying goes, disability is not inability.
- Free plagiarism report (on request)
- Free revision (within 2 days)
- Free title page
- Free bibliography
- Free outline (on request)
- Free e-mail delivery
- Free formatting
- Quality research and writing
- 24/7/365 Live support
- MA, BA, and PhD degree writers
- 100% Confidentiality
- No hidden charges
- Never resold works
- 100% Authenticity
- 12 pt. Times New Roman
- Double-spaced/Single-spaced papers
- MA, BA, and PhD degree writers
- 1 inch margins
- Any citation style
- Up-to-date sources only
- Fully referenced papers