Rights of Children and Families
Education is a fundamental entity for all children as it helps them shape their future. Apart from that, they can develop themselves physically, mentally and emotionally to combat most of their issues as they grow up. Governments spend millions every year to ensure children have the right resources to guide them through the journey, while writers, publishers, and other technology firms come up with brilliant ways of making learning better. Special schools have a huge task to undertake than normal schools, as they have to provide tailor-made courses for their students. Over the years, most of the special schools are embracing the new technology and techniques to enhance their education system. However, there are schools yet to have certification to provide education to the special children. The paper provides a SWOT analysis for schools that require or have an established special curriculum. It will focus on children with dyslexia,
Dyslexia is a reading disorder, which impairs an individual’s ability to read words correctly (CECE, 2011). There are different degrees of dyslexia, implying that people have distinctive ways of speaking their words. Some have an issue spelling words, writing them, reading quickly, pronouncing loudly and “sounding out” the words in their heads. These conditions develop in the early stages of life when the child is trying to understand their language. Genetics and environmental factors lead to dyslexia (Hodge, 2000). There are instances where it runs from one generation to another especially when they have attention deficit hyperactivity disorder. However, adults are prone to the disorder especially when they have a stroke or traumatic brain damage (Marianne, 2014). In such instances, their brains fail to process their language in real time, leading to a slight delay of speech. At times, the condition might progress further to impaired their hearing or vision.
Treatment for the disorder involves the adjustment of teaching methods to match up to a person’s needs. Despite it not curing the disease, it will decrease it to a manageable degree, which will allow the children to converse with ease (Schaffhauser, 2015). Thus, to achieve such a level, schools ought to commit themselves fully to help the children learn their weakness and change them to strengths. It will require dedicated teachers, who will push the children and be patient to their special needs (Robinson, 2014). Qualifying for such a position is quite hard since it is not about the education but an individual’s passion to make the best out of a bad situation. Moreover, it has to keep up with the current curriculum to ensure students are on par with their peers despite their disability (BDA, 2015). At times, claiming a disability is not a reason to fail, and schools should ensure their students know of such values for them to feel qualified for all positions.
In June 2011, a team of qualified professionals submitted a proposal; to the district’s special education department to conduct a SWOT analysis on Springfield Schools of special education (Thoman, 2011). The team leader, W.E Thoman, was in charge of the process, which incorporated the common skills learned in school and various ways the teachers helped parents to enable their children to continue their education at home. They applied questionnaires, mailed and electronic surveys to parents, teachers, and schools. The team spent three to four days conducting their study in selected school. Their main agenda was to collect information on the relationship between teachers and students while in schools. Apart from that, they observe their calendar to note the various days that incorporated parents in the school’s program.
The SWOT analysis was quite positive in most aspects that were essential towards the growth development of dyslexia children. One of the strengths is the major steps taken by the district over the past five years to help special children (DesRoches, 2013). The teachers are willing to cooperate with parents and the school to guide the children in their studies. Parents understand their power in controlling their children’s condition (MISE, 2015). Since they spend more time with children at home, parents play a major role in practicing some of the skills taught in school. It ensures the child is at par with his or her studies and improves on the weaknesses (Robinson, 2014). Most of the parents noted a great job done by the district on the resources provided to their children. The use of computers and other advanced technology helps the children improve their participation in class and improve their understanding.
One major weakness is the lack of standard program across the different schools. One parent noted a slight drop in performance of his child once he moved her to another school (DesRoches, 2013). There is wastage of resources especially in the duplication of paperwork. Three notices per meetings were unnecessary, and such resources would be helpful in the classwork and other internal memos. The limitation of time in IEP meetings is quite unfortunate for the parents as they seek to interact more with the managers (Marianne, 2014). Apart from that, some issues require clarification, but this is only possible if a parent or guardian has a one on one session with the teacher. Some of the staff members lack answers to the important questions teachers raise, and when they seek clarification from their seniors, there is still no direct answer.
However, the strengths and weakness produce great opportunities for schools to improve. The technological advancements will enable the children to learn better in class. For instance, Dragon Speaker, a speech recognition software will help children with their pronunciation and construction of sentences (Small, 2011). Another opportunity is better relations with parents in future as they are quite knowledgeable about their children’s condition. Their role in the child’s education is fundamental to their growth (Sweeney, 2007). Their main threat is the lack of proper funding from the district to update their current system. Resources are a key element towards the education of all children as it enables the schools to improve their skills. Another threat is the availability of some of the equipment required in making their education better (SEND, 2014). Most of the times, special schools have a strict budget and the equipment required might be slightly above it.
Overall, the education of special children is possible through certain acts and codes of practice put in place by organizations, states, and government. One organization that helps protect the rights of special children is the ECM, Every Child Matters (Minister, 2003). It seeks to fight for the right to education for every child, and command a voice over the various ways institutions, states and parents should help out in advancing their children’s education. They provide programs that help nurture the skills and talents of children individually, either in school or at home (Staff, 2015). The Children and Family Act of 2014 guarantees the protection of special children in their households and proper treatment in all aspects such as school, means, clothing and protection from harmful drugs. The act favors special children since most families see them as a disturbance than a blessing to them.
The UNICEF organization helps by providing necessary resources and funds for children’s education (UNICEF, 2011). Its participation across the globe enables millions of children to access education and essential items such as uniforms. The SEND Code of Practice ensures that teachers follow the fundamental guidelines in ensuring all the students receive proper education and maintain a standard across the institutions (SEND, 2014). Lastly, the Working Together to Safeguard Children organization helps protect children from harm caused by their society and families. They ensure special children have proper care and treatment by the society and people treat them as equals (Staff, 2015). In conclusion, the various steps taken by organizations, schools, and individuals to secure special children’s rights will provide a brighter future for them.
Bibliography
BDA, 2015. Help With Handwriting. [Online] Available at: http://www.bdadyslexia.org.uk/parent/help-with-handwriting[Accessed 3 May 2016].
CECE, 2011. Understanding Dyslexia Phenomena Between Pre-Primary and Primary, Brussels: Education, Audiovisual & Culture Executive Agency.
DesRoches, D., 2013. Darien talks strengths, weaknesses of special ed program. [Online] Available at: http://www.darientimes.com/24344/darien-talks-strengths-weaknesses-of-special-ed-program/[Accessed 16 May 2016].
Donovan, T., 2014. What the Children and Families Act 2014 means for social work and social workers. [Online] Available at: http://www.communitycare.co.uk/2014/04/16/children-families-act-2014-means-social-work-social-workers/[Accessed 3 May 2016].
Hodge, P., 2000. A Dyslexic Child in the Classroom. [Online] Available at: http://www.dyslexia.com/library/classroom.htm[Accessed 3 May 2016].
Locke, C., 2014. 'Bridging the Gap’: Technology in Special Education. [Online] Available at: https://www.edsurge.com/news/2014-11-26-bridging-the-gap-technology-in-special-education[Accessed 3 May 2016].
Marianne, 2014. Teaching Writing to the Dyslexic Student. [Online] Available at: http://homeschoolingwithdyslexia.com/teaching-writing/[Accessed 3 May 2016].
Minister, P., 2003. Every Child Matters, Colegate, Norwich: Crown.
MISE, 2015. Teaching with Tech: The Use of Technology in Special Education. [Online] Available at: http://www.masters-in-special-education.com/technology/[Accessed 3 May 2016].
Morrison, M., 2010. SWOT analysis for schools education colleges universities. [Online] Available at: https://rapidbi.com/swot-analysis-for-schools-and-education/[Accessed 3 May 2016].
Newcombe, R., 2015. The 'Every Child Matters' Policy Explained. [Online] Available at: http://www.workingwithkids.co.uk/every-child-matters-policy-explained.html[Accessed 3 May 2016].
Rhim, L. M., 2008. Special Education Challenges and Opportunities in the Charter School Sector. [Online] Available at: http://www.crpe.org/publications/special-education-challenges-and-opportunities-charter-school-sector[Accessed 3 May 2016].
Robinson, G., 2014. Technology offers special help in special ed. [Online] Available at: http://hechingerreport.org/technology-offers-special-help-special-ed/[Accessed 3 May 2016].
Schaffhauser, D., 2015. Early Childhood Programs Reduce Need for Special Ed. [Online] Available at: https://thejournal.com/articles/2015/02/09/early-childhood-programs-reduce-need-for-special-ed.aspx[Accessed 3 May 2016].
SEND, 2014. SEND code of practice: 0 to 25 years. [Online] Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25[Accessed 3 May 2016].
Small, B., 2011. Dragon Playbook Education. [Online] Available at: http://www.nuance.com/resellers/pdf/DragonPlaybook_Education.pdf[Accessed 3 May 2016].
Staff, G., 2015. Working Together To Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children. [Online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419595/Working_Together_to_Safeguard_Children.pdf[Accessed 3 May 2016].
Sweeney, S. M., 2007. The Strength and Weaknesses of Segregated School Sttings. [Online] Available at: http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1270&context=education_ETD_masters[Accessed 3 May 2016].
Thoman, W. E., 2011. SWOT Analysis for the Springfield School District 186 Special Education Department, s.l.: W.E Thoman Inc..
UNICEF, 2011. Children with disabilities and learning difficulties. [Online] Available at: http://www.unicef.org/ceecis/education_13373.html[Accessed 16 May 2016].
