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澳洲莫纳什论文代写:教育工作者

Keywords:澳洲莫纳什论文代写:教育工作者

团队合作和家长参与是成功纳入的基础。人教育工作者需要在团队中工作有助于孩子的计划,比如家庭/ whanau,专家教师、专家服务提供者(例如MoE / GSE员工,特殊需要专家)、语言治疗师、职业治疗师、物理治疗师、老师助手分享彼此的经验和应用一致的策略为孩子的最佳利益。个人教育计划会议对教育者来说是一个很好的资源。在会议期间,教育工作者可以获得其他专家关于个别儿童的信息,以及与他/她成功互动的有用策略。教育者也可以表达他/她的担忧,并在团队中进行整理。与此同时,教育工作者可以分享孩子在儿童早期环境中的表现,以促进团队内的决策(Moltzen, 2005)。成功纳入的另一个重要因素是与家长/护理人员和世界卫生组织合作。Mells(2002)、Fraser(2005)和Vakil等人(2009)高度强调了父母参与对儿童最佳结局的重要性。教育工作者要与家长和家庭/whanau合作,理解和尊重他们的感受,重视他们的声音和选择。当父母了解孩子的特殊需求时,他们会经历一系列的情感:“震惊、否认、愤怒、悲伤、超然、重组和适应”(弗雷泽,2005年,第134页)。承认并理解他们的感受是很重要的。与父母的合作使教育工作者和父母能够相互交流关于儿童的支持和信息(Fraser, 2005)。Vakil等人(2009)指出,教育者需要应用以家庭为中心的实践:家庭的关注、偏好应该得到重视和关注;应确保家庭的参与,并积极寻求参与。
澳洲莫纳什论文代写: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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