Mainstreaming Special Needs - 884 Words

Mainstreaming special needs The soaring cost of special education for disabled students has been appropriately integrated into public schools for the common good of all students from various social classes. Special education has had a deep histroy that has been characterized by a score of legislations that has set this form of education and how it is administered to assimilate students with learning disabilities into standard classrooms. In both the United Kingdom and the United States, the first account of special education recognizes the deaf and blind students. In England the first school to cater for special education was the Liverpool Blind School in the year 1791. In the United States, the first ever special education school was†¦show more content†¦In spite of these legislations, the law was not acted upon or rather implemented immediately. Still, it took time for compulsory education for all to be actualized (Kesha 120). The next stage in the development of special education was segregatioin th at sought to iinvolve student with disabilities in the same learning instutions as all other students, but in in isolate classrooms. However, this changed upon the enactment of the all handicapped Children Act of 1975, which introduced mainstreaming. This had a postive implication in that handicapped chidren were included and encouregaed to particpate in regualr classrooms hence the period of integration dawned. This was a remarkable achievement and the Act pertaining to education for the handicapped was amended to include six new critical elements in fostering special education. These elements were: parental participation in the special education process, legititmate process to enforece accountability, Individualized Education Programs (IEPs) to formulate a custom program for each student, Least Restrictive Environment (LRE) that allowed the disabled children in regular classrooms as much as possible, A program to find and assess disabled children in a fair manner, free and approp rioate public education (FAPE) for all children. In the 20th century the law regarding special education (IDEA) Individuals with DisabilitiesShow MoreRelatedMainstreaming Special Needs Children1627 Words   |  7 PagesThe Positive Advantages to Mainstreaming Special Needs Children In an ideal world all children would be born without disabilities. This idea is not possible though and sometimes children are born with special needs. The child could have only one disability or several. A disability can be mild and treated with medication or the disability can be severe and the child will need constant supervision. Once the child becomes of age to attend school, the issue of whether or not to place the child in aRead MoreEssay Mainstreaming: Does it Help Childrens Special Needs?1406 Words   |  6 PagesMainstreaming: Does it Help Childrens Special Needs? Inclusion describes the practice of placing children with special needs in regular classrooms. Inclusion, also known as mainstreaming, gives all students the opportunity to learn from their individual differences. It allows special needs children to receive their education in a normal society. Children with special needs are encouraged by the challenges that face them in a regular classroom. They also learn to defend themselvesRead MoreShould Special Needs Children Be Mainstreamed?1183 Words   |  5 PagesMany argue whether special needs children should be mainstreamed. Mainstreaming is when a school puts children with special needs into classrooms with their peers who have no disabilities (Masters in Special Education Degree Program Guide). Inclusion is a term which expresses the commitment to educate each child, to maximization extent appropriate, in the school and classroom that he or she would otherwise attend (Wisconsin in Education Association Council). Special education is a term used in theRead MoreMainstreaming : The Influence Of Inclusion Based Education1586 Words   |  7 PagesMainstreaming: The Influence of Inclusion-Based Education According to the Foundation for People with Learning Disabilities, 89% of children with moderate learning difficulties, 24% of children with severe learning difficulties and 18% of children with profound multiple learning difficulties are educated in mainstream schools. A practice so prevalent must surely be effective. However, that is not always the case. It’s disheartening watching these mainstreamed students struggle socially and academicallyRead MoreIs Mainstreaming A Common Belief?1345 Words   |  6 Pageswith special needs to feel a sense of belonging. Why, because they are smart like anyone else and can sense the fact there different from the rest. While this is hard for them it is not the biggest struggle, the biggest struggle is the fact there excluded from there peers often secluded from their peers in different classrooms. There s also the kids who chose to pick on them or laugh at them simply because they do not know how to interact with them. This brings up the idea of mainstreaming. MainstreamingRead MoreEducational Education And Special Education1556 Words   |  7 Pagesthat don’t belong in a general education classroom. While mainstreaming, the act of blending general education and special education classes, can possess benefits for both general education and special education pupils, it should not be implemented in school systems as it creates a more disruptive environment that campaigns for inhibited learning. But that’s only the inauguration of the series of issues present here. The concept of mainstreaming is based on the fact that a student with disabilitiesRead MoreWhy Special Needs Students Should Be Mainstreamed1282 Words   |  6 Pagesâ€Æ' Why special needs students should be mainstreamed What is Mainstreaming? According to (Mainstreaming: The Special Needs Child Goes to School), Mainstreaming means that the special needs child attends a regular classroom along with students who are his or her actual (not development) age. Mainstreaming means that the child is not kept isolated in a special class, away from peers, but is included just like everyone else. Most children that have physical disabilities, learning difficulties, orRead MoreEssay on Special Education Becoming Less Special?1212 Words   |  5 Pages it is just Toby, the special needs child. This class encounters outbursts like this from Toby nearly everyday. The mainstreaming of special education students is the main reason behind these disruptions. Some of these pupils spend up to 80 percent of their day in a standard classroom setting. Inclusion of disabled students into a customary classroom has become a growing trend in many public schools throughout America in the past few decades. Because of this, mainstreaming is affecting the studentsRead MoreMainstreaming : The Pros And Cons Of Inclusion Based Education1452 Words   |  6 PagesMainstreaming: The Pros and Cons of Inclusion-Based Education Picture this: a special education student is placed into a general education classroom because of a new bill the district has passed recently. They are forced to adapt to the new, more arduous curriculum that they have never been exposed to before. They have to make new friends, new study habits, new choices. Would you want your child’s education to be jeopardized because a set of impractical politicians think they know what is bestRead MoreEducating Students With Children With Disabilities969 Words   |  4 PagesMainstreaming in Education â€Å"We must understand that inclusion is first and foremost a philosophy. It is a mindset and a belief that everyone has value and something to contribute. It is a willingness to see the ability in everyone and match skill with challenge. It is an understanding that what our programs really provide at their heart is the opportunity to build relationships, learn who we are, and develop skills†¦Ã¢â‚¬  (Friedman, 2014) Mainstreaming, one of the most controversial topics in the education

The Arterial Blood Pressure Health And Social Care Essay Free Essays

Blood force per unit area refers to the measuring of force that is applied to the walls of the arterias as the bosom pumps blood through the organic structure. The force per unit area is determined by the force and the sum of blood pumped, and the size and flexibleness of the arterias. High blood force per unit area, besides known as Hypertension, is considered as above 120/80 mmHg ( PubMed Health, 2011 ) Pathophysiology Arterial blood force per unit area is a merchandise of cardiac end product and systemic vascular opposition. We will write a custom essay sample on The Arterial Blood Pressure Health And Social Care Essay or any similar topic only for you Order Now A alteration in the vascular wall thickness affects the elaboration of peripheral vascular opposition in hypertensive patients. This consequences in the contemplation of moving ridges back to the aorta and hence increasing the systolic blood force per unit area ( Medscape, 2011 ) . Although 90 % of high blood pressure instances, the cause is non truly known ( Moser, p.11 ) , harmonizing to the Australian Institute of Health and Welfare ( AIHW ) , the causes of high blood force per unit area are both biomedical and lifestyle oriented. Major causes include ; being overweight, dietetic salt consumption, and nutrition forms which involve low consumption of fruit and veggies and an high consumption of saturated fat ( Australian Institue of Health and Welfare,2010 ) . Although most of the clip there are no marks and symptoms, such may happen ; confusion, ear noise or buzzing, weariness, concern, irregular pulse, epistaxis, vision alterations. These marks are known as marks of complication or perilously high blood force per unit area called malignant high blood pressure Nursing Appraisal As a patient is admitted to the infirmary, it is critical to execute a nursing appraisal on admittance to garner baseline readings of the patient. The Systems Approach Framework was used to buttockss Mr Nicholas Manners from caput to toe in a mode of subjective and nonsubjective informations. The classs used are as follows ; Central Nervous System, Cardiovascular System, Respiratory System, Gastrointestinal Tract, Renal System, Integumentary System and Metabolic System. CNS – patient is able to communicate-states he has a concern, assess motion of limbs, esthesis to fringes and trouble if any. CVS – HR 95, BP 160/90, assess capillary refill, patient is red in the face – assess circulation of the remainder of the organic structure including warmth and coloring material. RESP. – RR 19 beats per minute, SaO2 97 % on room air, auscultate his chest- listen for abnormalcies in the lungs as he is a tobacco user, measure his work of external respiration. GIT – farther buttocks appetency and eating wonts, auscultate for intestine sounds, buttocks and record intestine direction. RENAL – buttocks input and end product and record observations if needed, utilizing a unstable balance chart. INTEGUMENTARY – buttocks tegument for cicatrixs, waterlessness, integral and skin turgor. METABOLIC – buttocks Hb, BGL and liver map through a blood trial. Education and Psychosocial support Education and support that can be offered to Nicholas to help him in deriving more information and support for his Hypertension include: Dieticians which Nicholas can be referred to during his stay in infirmary, to educate him about a healthy diet and besides supply support. Social worker to supply support for Nicholas and his household if needed. Information brochures can be retreived from the infirmary, to educate Nicholas on Hypertension. Web sites such as Better Health Channel, Hypertension Education Foundation and the Heart Foundation, all provide instruction and information about support for patients about high blood pressure. Nursing Diagnosis Goals Interventions Rationale Evaluation Ineffective wellness care related to incapableness to change life style Short term: Introduce low-sodium and low fat nutrients into Nicholas ‘ diet Refer Nicholas to a dietitian for instruction of low-sodium and low-fat nutrients. To cut down the sum of high-fat nutrients Nicholas is devouring. Nicholas ‘ diet presently consists of less high-fat nutrients. Short term: Aim to cut down blood force per unit area readings to less than 150/80 by the following GP visit in a hebdomad. Teach Nicholas to take Nicholas ain blood force per unit area daily at place and record it. To brace Nicholas ‘ blood force per unit area at a lower degree. Nicholas ‘ blood force per unit area readings have now stabilised to a lower degree. Long term: Develop a regular exercising program for Nicholas to follow. Promote Nicholas to walk for an hr each twenty-four hours. To promote Nicholas to prosecute in a healthy life style. Nicholas participates in an hr of physical activity each twenty-four hours. Long term: Aim to discontinue smoke in the following 8-12 months. Refer Nicholas to back up plans such as ‘QUIT ‘ to back up and help Nicholas in discontinuing smoke. To cut down Nicholas ‘ hazard of holding blocked arterias and therefore increasing Nicholas blood force per unit area Nicholas has now quit smoke Nursing Diagnosis Goals Interventions Rationale Evaluation Fatigue related to the effects of high blood pressure and the day-to-day life stressors. Short term: Aim to command side effects such as weariness. Educate Nicholas on the side effects, to help him in commanding them. To help Nicholas in deriving cognition of the side effects and how to command them in instance they are experienced after discharge. Nicholas is able to command his small if any side effects experienced. Short term: Aim to keep a stable degree of fluids in the organic structure. Ensure Nicholas drinks plentifulness of H2O throughout the twenty-four hours. To maintain Nicholas hydrous and cut down weariness. Record amounts utilizing a unstable balance chart if needed Nicholas ‘ weariness degrees have decreased as he is imbibing plentifulness of H2O throughout the twenty-four hours. Long term: Reduce the emphasis degrees experienced throughout the twenty-four hours. Discuss emphasis cut downing methods applicable to Nicholas. To cut down the hazard of increasing Nicholas ‘ blood force per unit area. Nicholas has reduced his emphasis degrees utilizing the methods discussed Long term: Develop a healthy feeding program to utilize one time Nicholas is discharged Refer Nicholas to a dietician to help in educating him in the importance of a healthy diet and developing a program. To cut down weariness related to an unhealthy diet. Nicholas has continued his healthy feeding program and does non endure from weariness. Nursing Diagnosis Goals Interventions Rationale Evaluation Imbalanced nutrition related to deficient cognition of the relationship between diet and the disease Short term: Brace the instabilities of nutrition Provide Nicholas with a scope of fruits and veggies To supply Nicholas with a assortment of foods from a scope of nutrients. Nicholas ‘ diet now chiefly consists of fruit and veggies Short term: To do Nicholas ‘ cognition on the disease Provide Nicholas with information such as booklets about high blood pressure To guarantee Nicholas has a good cognition of high blood pressure Nicholas is now good educated on his disease Long term: To brace Nicholas ‘ weight within 6-8 months of discharge Refer to dietician to measure and supervise his diet and aid with his weight loss To guarantee Nicholas has the support required to run into his end Nicholas is now within a healthy weight scope for his gender, tallness and age Long term: Derive more cognition on the effects of smoke Educate Nicholas on the effects of smoking to his organic structure To guarantee he is cognizant of the harm smoke is making to his organic structure Nicholas is good informed on the effects of smoke Nursing Diagnosis Goals Interventions Rationale Evaluation Non-compliance related to the side effects of the intervention ( Ackley A ; Ladwig, p.315 ) Short term: Maintain stableness of side effects Monitor Nicholas and supply advice when non following instructions of intervention To guarantee Nicholas ‘ intervention continues on the right way. Nicholas ‘ side effects have decreased. Short term: Long term: Long term: Maintain conformity of intervention Educate Nicholas on hazards if intervention non followed as required To guarantee Nicholas ‘ wellness does non deteriorate Nicholas is compliant with his intervention Diagnostic Trials Diagnostic trials that will help with the appraisal and direction of Nicholas include: Electrocardiogram ( ECG ) – This trial determines if the bosom has sustained nay harm due to untreated high blood pressure ( Cardio Connection, n.d ) . This trial assists with the direction of Nicholas ‘ high blood pressure by supplying moving ridges of the electrical current of the bosom. Urinalysis – This trial is used to test the causes of high blood pressure and expression for any harm to the kidneys as a consequence of untreated high blood pressure ( Cardio Connection, n.d ) . The trial assists with the direction to derive information about the wellness of Nicholas ‘ kidneys. Blood Glucose – This trial determines the sugar degrees in the blood and screens for secondary causes of high blood pressure and the hazard factors involved with more accelerated diseases such as diabetes. Both diabetes and high blood pressure are associated with the rapid patterned advance of arterial sclerosis and harm to the kidneys ( Cardio Connection, n.d ) . This assists in keeping a stabile sugar degree of the blood to cut down the hazard of harm to the kidneys. Serum K – This trial looks for a treatable cause of high blood force per unit area and finding the baseline degree prior to utilizing medical specialty for intervention ( Cardio Connection, n.d ) . This assists in finding a baseline to compare to if it were to promote. Hazard Appraisal Upon admittance, a hazard appraisal must be completed to find the patient ‘s hazard of holding a autumn. This appraisal besides assists the nurses in guaranting the patient has their properties or AIDSs within range to guarantee the patient ‘s safety and to diminish their hazard of hurt. The appropriate appraisal tool for Nicholas would be a Falls Risk Assessment Tool ( FRAT ) . This relates to Nicholas as he complained of giddiness and deficiency of slumber. This is needed to measure his hazard of hurt. Mention to Appendix 1 for a Falls Risk Assessment Tool. Medicines Nifedipine – Antihypertensive agent – as stated by Tiziani, 2006 Action: Besides known as Ca adversaries, these agents impede the inflow of Ca ions during depolarization of cardiac and vascular smooth musculus, doing betterment in the myocardial O supply and cardiac end product, and a decrease in myocardial work by cut downing afterload ( Tiziani, 2006 ) Use: Angina pectoris Mild to chair high blood pressure Nicholas has been prescribed this medicine to help with bracing his blood force per unit area. Interactions: Contraindicated with rifampicin May do bosom failure if used with beta-adrenoceptor-blocking agents Serum concentrations may be increased if given with Tagamet, Quinidex or Cardizem. Excessive cardiovascular depression may happen if given with inspiration anesthetics. Adverse effects: Headache, giddiness, dizziness, flushing, weariness, dizziness. Anorexia, sickness, irregularity, abdominal hurting, dry oral cavity. Muscle spasms. Nursing points/precautions: Note and study thorax hurting because thie requires stoping the drug. Patient should be advised to avoid drive or operating machinery if giddiness or dizziness is a job. Caution if used in those with aortal stricture, bosom failure, liver damage, discrepancy or Prinzmental angina, unstable angina, or recent myocardial infarction. Atorvastatin – lipid-regulating agent – as stated by Tiziani, 2006 Action: Reduce cholesterin significantly in patients with type II lipemia and hence besides significantly cut down the hazard of coronary arteria disease Use: Hypercholesterolaemia Nicholas has been prescribed this medicine to take down the entire cholesterin and low-density lipoproteins ( LDL ) Interactions: May addition plasma concentration of Lanoxin, increasing the hazard of toxicity. Caution if used with Tagamet, Aldactone or ketoconazole. Adverse effects: Headache, insomnia. Constipation, flatulency, abdominal hurting, sickness, diarrhea. Back hurting Nursing points/precautions: Liver map trial should be performed before get downing therapy and at 6 and 2 hebdomads, so twice annually. Advise patient to describe any musculus hurting, spasms, tenderness or failing, unease or febrility. Should be withheld if any status occurs that predisposes the patient to rhabdomyolysis, such as injury, sepsis, uncontrolled epilepsy or metabolic, or endocrinal instabilities. How to cite The Arterial Blood Pressure Health And Social Care Essay, Essay examples

Chaucers the House Of Fame The Cultural Nature Essay Example For Students

Chaucers the House Of Fame: The Cultural Nature Essay Chaucers the House Of Fame: The Cultural Nature Of FameChaucers The House of Fame: The Cultural Nature of FameQUESTION 7. DISCUSS THE CULTURAL NATURE OF FAME AND ITS TEXTUAL EXPRESSION WITH REFERENCE TOONE OR MORE OF THE FOLLOWING: ORAL HEROIC POETRY, CHAUCERS DEPICTION IN THEHOUSE OF FAME AND THE MODERN CONSTRUCTION OF THE CANON OF ENGLISH LITERATURE. YOU SHOULD FOCUS YOUR ANALYSIS ON THE INTERPLAY OF ORAL AND LITERARY TRADITIONSIN THESE CONTEXTS. Many critics have noted the complexities within Chaucers The House of Fame,in particular, the complexities between the oral and the literary. Thedifferences between these methods are constantly appearing; Chaucer is wellaware of rapidly changing communicative practises and contrasts the preservationof utterance with the longevity of literary texts. He achieves this bydiscussing the nature of Fame and the difficulties that arise from it. Famecan both destroy and create. It can result in the eternal preservation of greatworks and their creators. However, Chaucer is quick to note the precariousnature of fame noting the unreliable process of attaining it and itspotentially momentary existence. Every creator with their respective work/snaturally crave and desire fame; they want their subjects to remain fresh inthe minds of their audience. Chaucer, while neither totally praising the writtennor the oral, reveals how essentially the written word is far more likely tobecome eternal as opposed to the oral. The relative fame of any work isdependent on many factors. Many traditional and classical ideas result in theformation of the English canon, yet as Chaucer indicates, the fame of theseworks can easily become annihilated. The arrival of new readers with differentideals and thereby changing tradition, can reject classical or canonical workand their fame will melt into nothingness. Most stories, histories and legends that emerge from oral heroic poetry areto herald the achievement of the powerful and wealthy so that their historieswill not fade from the memories of the population. The stories of Beowolf are aclear example of this, as within these stories, (whether embellished or no),Beowolfs fame and legend reaches the modern reader hundreds of years later. Clearly, Beowolf is still very much dependant on the conventions of oraltraditions and written to leave a permanent reminder of Beowolf, to enforceBeowolfs fame. The use of Hwaet to mark the start of an oration, emphasisesthe continuation of oral tradition. Most oral cultures (usually illiterate),pass on stories and legends learnt from the previous generation, basically usingthe authority of recalled memory, not as an actual witness; rather I have heardit said than I know this to be true. The importance of the terms auctor and auctoritas is noted by A.J. Minnis. Minnis states the importance of the auctoritas, quoting Aristotle whodefines this as the judgement of the wise man in his chosen discipline. Thegreat reverence and respect shown towards writers of antiquity is clearlyevident in Chaucers The House of Fame, yet there remains a definiteinconsistency within Chaucers work. While Chaucer is clearly familiar with manyclassical writers and their works, such as; Virgils Aeneid, several works ofOvid , Boccacio and Dante, Chaucers work raises several questions about theclassical writers, the nature of written texts and the complexities of fame. The term fame had a myriad of meanings in Middle English, it could meanreputation, renown, or rumour. Chaucer plays on all these meanings and itsimplications, yet his ideas are clouded and obscured so it is difficult todefine whether his arguments are mocking, condemning or celebrating. J. Stephenagrees with Shelia Delanys argument in her book, The House of Fame: The Poeticsof Skeptical Fidelism and believes that The House of Fame is indeed asceptical poem. However, Russell is rather extreme in his view, believing thatChaucer is writing to deconstruct the tyranny of the written word. It isdifficult to agree with this view, and although there are elements to suggestthis may be the case, one would tend to agree with Delanys argument, thatChaucer preferred to transcend the choice between traditions rather than tocommit himself whole heartedly to a single intellectual position or a consistentpoint of view. Chaucer, in his description of Virgils Aeneid decides to alter the eventswithin Virgils narrative. There is always the problem of what can be consideredtrue,the problems of authenticity and originality remain. These great writersthat Chaucer often references, like Virgil, Ovid, Boccacio, Boethius and Danteare auctors who carry great weight and authority, yet , as this is Geffreysdream he is able to manipulate the events within The House of Fame. Thus Geffreyhas the power of both the oral and written auctor, he has heard the storiesbefore, (in Ovid and Virgil) yet can retell these events to the reader withperhaps even more auctoritas as he can also state to the reader that I wasthere so I can tell you the truth. However, Chaucers auctoritas isdiminished because even though he was an actual witness, it was still a dream, ahazy and unpredictable area which can neither be totally rejected nor believedand accepted. These implications show that Chaucer was perhaps rejecting theauctoritas o f these writers, revealing the possible discrepancies within anytext, written or oral, and how narrative events are able to change depending onthe reliability of the auctor. The mocking of Geffrey and his scholarly lifeand ambitions would also indicate Chaucers dislike of the scholarly andacademic world of the 14th century. Geffrey is caricatured as a book-worm,unable to comprehend events outside the world of books. The Eagle speaks toGeffrey of the futility and emptiness of a scholar ; Thou goost hom to thy housanoon,/And, also domb as any stoon,/Thou sittest at another book/Tyl fullydaswed ys thy look;/And lyvest thus as an heremyte,/Although thyn abstynence yslyte. (655-660) During the Eagles impressive monologue the intelligentGeffrey can only answer in rather dull-witted monosyllables; Gladly,Noo?why?, Yis and Wel. Geffrey is also portrayed as a rather weak and stupidfellow, despite his scholarly habits. When one compares him to the classicalheroes of classical mythology, he re alises that he is a mere mortal and afraid;Oh God, thoughte I, that madest kynde,/Shal I noon other weyes dye?. Unlikethe heroes of old, Geffrey is aware that he is no brave hero; nether am Ennock,ne Elye,/Ne Romulus, ne Ganymede. (557-558) Despite these negativerepresentations, there still remains elements of respect and awe towardsclassical writings and the strong belief entrusted in these works as containedin the line, In certeyn, as the book us tellis. (426) The same respect isreflected in a speech made by the Eagle to Geffrey; Loo, this sentence ysknowen kouth/ Of every philosophres mouth,/ As Aristotle and daun Platon,/ Andother clerkys many oon;/ And to confirme my resoun,/Thou wost wel this, thatspech is soun, (757-762) It seems as though Chaucer is exploring both elementsof what is the true auctor and questions the idea of auctoritas. Weathering, Erosion, and Deposition.The spoken word is carried away in the wind, the constant mutterings oftenforgotten whereas the written word has endured for many hundreds of years. Clearly Chaucer has mixed feelings toward the power of literacy and orality. Both can be enduring, but in an increasingly more literate society, the use oforality to immortalise narrative events is rarely used. As Chaucer indicates,the written word does remain in The House of Fame whereas the spoken word ismore likely contained within the constantly changing murmurings in The House ofRumour. However, although Chaucer is himself a scholarly and academic man likeGeffrey, he is still rather mocking of the academic society and the scholars whoseem to be permaently fixed within the world of literature and relying entirelyon book-learning, rather than experiences from the events in the outside worldof reality. Chaucer within his description of The House of Fame also questionsthe relevance of literary works, proving that the fame of authors and theirworks is a tenative one. Chaucer is clearly reveals the beginnings of theEnglish canon and the works contained within it. He stresses the fluctuations offame and how works can become a part an elite grouping. The modern readerknows, that the books within the English canon may gradually disappear or canreemerge, depending on the attitudes of people like Geffrey, the readers andscholars, and of institutions that continually study the classical texts. According to Chaucer, fame is not considered a noble accomplishment and theresult of chance rather than any literatary merit or virtue.