Question 1

A child's ability in literacy is a true reflection of their overall academic achievement.

Accepted Answer

Literacy is an important skill, but a child's ability in literacy alone does not fully reflect their overall academic achievement, as it does not account for abilities in other areas such as mathematics, science, arts, and physical education.

Question 2

Partnership between home and school is crucial to ensure bilingual learners and their families get the best help they can for academic success. Discuss with a peer the experiences you both have developing these partnerships.

Accepted Answer

I completely agree that the partnership between home and school is crucial for the academic success of bilingual learners. In my experience, I have found that open communication and collaboration between teachers and parents is key. I have worked with parents to understand their cultural and linguistic backgrounds, and how that can impact their child's learning. By involving parents in the education process, we can better support the needs of bilingual learners and create a more inclusive and supportive learning environment.

B: I couldn't agree more. In my experience, I have found that building trust and rapport with parents is essential. By actively involving parents in their child's education, we can better understand their unique needs and provide more targeted support. I have also found that providing resources and workshops for parents on how to support their child's bilingual development at home has been incredibly beneficial. When parents and teachers work together, we can create a more holistic and effective support system for bilingual learners.

Question 3

What can 'children's voice' bring to the decision-making in a primary school?

Accepted Answer

Incorporating 'children's voice' into the decision-making process in a primary school can bring a multitude of benefits and contribute to a more inclusive and effective educational environment. Here are several key aspects of what children's voice can bring to the table:

1. **Enhanced Engagement**: When children feel that their opinions are valued and considered, they are more likely to be engaged with their school community. This increased engagement can lead to a greater sense of belonging and responsibility among students.

2. **Diverse Perspectives**: Children often have unique insights and perspectives that adults might overlook. By listening to their ideas, schools can gain a fresh perspective on issues that affect the learning and social environment.

3. **Improved Learning Outcomes**: Decision-making that takes into account the learners' views can lead to better educational strategies that are more closely aligned with the students' needs and learning styles. This can result in improved academic performance and a more personalized learning experience.

4. **Development of Critical Thinking and Citizenship Skills**: Participating in decision-making processes helps children develop important life skills such as critical thinking, problem-solving, and understanding democratic processes. These skills are essential for their growth into informed and active citizens.

5. **Increased Motivation**: When children see that their contributions can lead to real change, they are more likely to be motivated and take initiative. This can foster a positive school culture where students are proactive about their learning and environment.

6. **Better Conflict Resolution**: Including children's voices can help address conflicts and issues from their root, as students are directly involved in finding solutions that work for their peers. This can lead to a more harmonious school environment.

7. **Promotion of Respect and Empathy**: Encouraging children to express their views and listen to others teaches them respect and empathy. They learn to value different opinions and backgrounds, which is crucial for their personal development and social interactions.

8. **Enhanced School Policies and Environment**: Decisions regarding school policies, rules, and the physical environment can be more effectively tailored to suit the actual users – the students. This can lead to improvements that directly enhance the students' daily experiences.

9. **Preparation for Future Challenges**: By involving children in decision-making, schools are preparing them for future challenges where they will need to make informed decisions and work collaboratively with others.

10. **Positive Teacher-Student Relationships**: When teachers and school administrators actively seek and value student input, it can strengthen the relationship between students and educators, leading to a more supportive and understanding educational environment.

In summary, incorporating children's voice into primary school decision-making processes is not just about giving students a say; it's about recognizing them as valuable stakeholders in their education. It fosters a school culture that respects and nurtures the potential of every student, while also equipping them with the skills they need to succeed in life beyond the classroom.

Question 4

What does a 'special educational need' mean to you?

Accepted Answer

The answer of What does a 'special educational need' mean...

Question 5

Define differentiation, difference and diversity.

Accepted Answer

The answer of Define differentiation, difference and diversity....

Question 6

Which are the aspects of learning English identified by Cummins (1984)?
A) BICS
B) IEP
C) SEN
D) CALP

Accepted Answer

Cummins (1984) identified two aspects of learning English: Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

Question 7

Which of the following are levels of provision in English schools?
A) Individual Education Plan (IEP)
B) School Action
C) Statement of Special Educational Needs
D) School Action Plus

Accepted Answer

Individual Education Plan (IEP) is not a level of provision, but rather a document that outlines the individual needs and goals of a student with special educational needs. School Action, School Action Plus, and Statement of Special Educational Needs are all levels of provision in English schools. School Action provides additional support and interventions within the school, School Action Plus provides more specialized interventions and involvement from external agencies, and Statement of Special Educational Needs is a legal document that outlines the resources and support that a student with special educational needs is entitled to receive.

Question 8

Which recent reports have made it clear that mainstream teachers must be better equipped to meet the needs of children with SEN?
A) Plowden Report (Her Majesty's Stationery Office, 1967)
B) Bercow Report (Department for Children, Schools and Families, 2008)
C) Lamb Report (Department for Children, Schools and Families, 2009)
D) Cambridge Primary Review (2010)

Accepted Answer

The answer of Which recent reports have made it clear...

Question 9

Which of the following were changed in the revised Special Educational Needs Code of Practice in 2001?
A) IEPs
B) Details of schools having difficulty implementing the first Code
C) Replaced 'staged' approach with 'graduated' approach
D) Role of the SENCO

Accepted Answer

The revised Special Educational Needs Code of Practice in 2001 introduced changes to Individual Education Plans (IEPs), replaced the 'staged' approach with a 'graduated' approach to assessment and intervention, and clarified the role of the Special Educational Needs Coordinator (SENCO).

Question 10

Approximately what percentage of primary-age children speak languages other than English?
A) 10 per cent
B) 15 per cent
C) 17 per cent
D) 21 per cent
E) 24 per cent

Accepted Answer

Approximately 17 percent of primary-age children speak languages other than English.

Question 11

Who was instrumental in introducing the notion of 'multiple intelligences'?
A) Vygotsky
B) Piaget
C) Bruner
D) Rousseau
E) Gardner

Accepted Answer

Howard Gardner introduced the notion of multiple intelligences in his book "Frames of Mind" in 1983.

Question 12

When was the first < em >Code of Practice on the Identification and Assessment of Special Educational Needs< /em > published? A) 1889 B) 1901 C) 1994 D) 2001 E) 2011

Accepted Answer

The first Code of Practice on the Identification and Assessment of Special Educational Needs was published in 1994. It has since been updated several times, with the most recent version being published in 2015. Options A, B, D, and E are incorrect as they do not correspond with the correct year of publication.

Question 13

Which Education Act in England set out the need for a statutory framework for meeting the needs of children with SEN and their families?
A) 1870
B) 1918
C) 1944
D) 1989
E) 2011

Accepted Answer

The Education Act of 1989 set out the need for a statutory framework for meeting the needs of children with SEN (Special Educational Needs) and their families. This act introduced Statements of Special Educational Needs, which outlined the specific needs of a child and the provision required to meet those needs. It also required Local Education Authorities to identify, assess, and make provision to meet the needs of children with SEN.

Question 14

Approximately what fraction of children in schools in England experience a difficulty in learning at some point during their education and are identified as having a special educational need (SEN)?
A) one-tenth
B) one-eighth
C) one-fifth
D) one-quarter
E) one-third

Accepted Answer

According to the Department for Education in England, approximately one-fifth (or 20%) of all children in schools experience a difficulty in learning at some point during their education and are identified as having a special educational need (SEN).

Question 15

Bilingual learners do not need adjustments to be made for them: they will pick English up at school.

Accepted Answer

Although bilingual learners may have some advantage in learning English, they still require support and adjustments to fully develop their language skills in both languages. Differentiated instruction, use of bilingual materials, and culturally responsive teaching can all enhance their language acquisition and academic achievement.

Question 16

Sex and gender are key components of personal identity .

Accepted Answer

Sex and gender are important factors that shape a person's sense of self, social interactions, and place in society. They are often used as labels to define individual identity and may influence one's attitudes, behavior, and beliefs.

Question 17

Schools are under a legal obligation to promote good race relations and provide full equality of opportunity for all children

Accepted Answer

Schools in the UK are required by law to promote good race relations and provide full equality of opportunity for all children under the the Equality Act 2010 and the Education and Inspections Act 2006.

Question 18

Carry out the audit on race at https://implicit.harvard.edu/implicit/takeatest.html. What have you learned about your own implicit associations related to the aspects raised?

Accepted Answer

The answer of Carry out the audit on race at...

Quiz 6: Providing for Inclusion

A child's ability in literacy is a true reflection of their overall academic achievement.

Partnership between home and school is crucial to ensure bilingual learners and their families get the best help they can for academic success. Discuss with a peer the experiences you both have developing these partnerships.

What can 'children's voice' bring to the decision-making in a primary school?

What does a 'special educational need' mean to you?

Define differentiation, difference and diversity.

Which are the aspects of learning English identified by Cummins (1984) ?

Which of the following are levels of provision in English schools?

Which recent reports have made it clear that mainstream teachers must be better equipped to meet the needs of children with SEN?

Which of the following were changed in the revised Special Educational Needs Code of Practice in 2001?

Approximately what percentage of primary-age children speak languages other than English?

Who was instrumental in introducing the notion of 'multiple intelligences'?

When was the first < em >Code of Practice on the Identification and Assessment of Special Educational Needs< /em > published?

Which Education Act in England set out the need for a statutory framework for meeting the needs of children with SEN and their families?

Approximately what fraction of children in schools in England experience a difficulty in learning at some point during their education and are identified as having a special educational need (SEN) ?

Bilingual learners do not need adjustments to be made for them: they will pick English up at school.

Sex and gender are key components of personal identity .

Schools are under a legal obligation to promote good race relations and provide full equality of opportunity for all children

Carry out the audit on race at https://implicit.harvard.edu/implicit/takeatest.html. What have you learned about your own implicit associations related to the aspects raised?