The article “ Breakdown of household blamed for kid poorness ” found in the Tuesday March 23, 1999 edition of the Toronto Star, informs the populace of a really serious job – child poorness. Although child poorness is fundamentally a worldwide job, Canada is determined to extinguish it on its ain sod. The job nevertheless is “ kid poorness has increased by more than 50 per cent since the House of Commons voted in 1989 to eliminate it by 2000. Merely nine months before to deadline, one-in-five Canadian kids live in poorness, or about 1.5 million kids. ”
Surveies have made clear that hapless kids non merely suffer now from the deficiency of proper nutrition, vesture and shelter, but that they are significantly at-risk in comparing to the general population as they grow up. Poor kids perform less good in school and are more likely to drop out of high school. Poor kids are less healthy, and more likely to endure from developmental or physical disablements. Adults who were hapless are less likely to happen stable, well-paying occupations than those who were non hapless. Research has demonstrated convincingly that there is a connexion between money spent on early intercession programmes for kids and significant ulterior nest eggs in remedial costs.
Here are the facts about child poorness in Canada: The rate of kid poorness in Canada has increased by 45 % between 1989 and 1995: in 1995 there were about one and a half million kids populating below the poorness line. This represents more than one out of every five Canadian kids. The figure today is about surely higher. In the same period the poorness spread has increased by $ 2.5 billion: in 1989 it would hold cost $ 4.6 billion to raise Canada’s kids out of poorness ; in 1995 the figure was $ 7.1 billion. In the same period, the figure of households with incomes below $ 20,000 has increased by 45 % .
The figure of kids in households sing long-run unemployment has increased by 47 % . The figure of kids in working hapless households has increased by 43 % . The figure of kids in households having societal aid has increased by 68 % . The figure of hapless kids in lone-parent households has increased by 64 % and in 2-parent households by 57 % . The figure of hapless kids in unaffordable rental lodging has increased by 48 % . One in four kids by age 11 already demo some important academic and/or emotional and/or behavioral and/or societal job.
Two other establishments affected by kid poorness are instruction and wellness attention. The ground why I feel instruction is affected by child poorness is due to malnutrition. If a kid is non fed the proper sum of nutrient at place, the kid will non be able to run in school expeditiously. Health attention is besides tied into this because if a kid is non eating decently, wellness jobs will happen. Once categorised, child poorness is a difficult state of affairs to retrieve from.
All in all child poorness in non a winning state of affairs and although some instances are worse than others are, we, as the advantaged must try to help this job because one instance is one to many.
Special Education
It is very important to ensure a good circle of communication is evident between families, childcare workers, support workers and also professionals so that the child may be provided with the best possible resources in order to suit their needs and ensure that they can engage and be a part of their ACE setting and be best prepared for moving forward into what we would hope to be a mainstream school. (Barnyards, ND) It is very important to consider ethical actions when dealing with a child with additional needs, the child’s dignity must be respected and taken into consideration at all times.
Confidentiality is one of the most significant traits which all workers within each sector should take into consideration but especially within a childcare setting. Any information relating to a child should not be disclosed with any other person who does not have dealings with that particular child. While ensuring the child is provided with a secure environment in which they feel safe, both physically and emotionally, it is important to ensure that all methods of security are of good nature.
The child should always be aware of what is going to happen throughout heir day, an ACE worker should always make the child aware of what is going to happen next before uprooting the child from their current activity. When or if physical contact takes place, one should ensure that the type of touching is not considered to be inappropriate as this may lead to a false sense of security for the child as well as leading to an abusive nature. As well as this, it is important to receive consent from the child in relation to touching, even just a touch on the hand.
This will ensure the child has a sense of control and security in their rounding’s and also develop a sense of trust with their main care giver. (Flood, An ACE Setting in Relation to Social, Ethical and Legal Issues. (Continued.. ) The EPEES (Education for Persons with Special Educational Needs) Act was passed in 2004, this act recognized that people with special educational needs have the same right to an education as their peers who do not have such needs.
This resulted in fewer children attending special schools, most children with special educational needs now attend mainstream schools and are provided with assistance from Special Needs Assistants (Sans). The establishment of the National Council for Special Education (NCSC) was also a significant step for Irish education. The council has the power to designate a school for a child which meets the wants of their parents as well as the needs for that child. (NCSC, 2014) The Disability Act 2005 provides for an assessment of children as well as adults and sets out eligibility criteria for entitlement to services under this act.
Special educational needs are outlined by assessment under this act. Similarly, an assessment is carried out under the EPEES Act which can identify health needs. Hess health needs are then dealt with by the Heath Service Executive in a service statement. (Children Together, 2008) Planning a Developmentally Appropriate Activity For a Child With Additional Needs When planning an activity I realize it is important to consider both the abilities and interests of the child. When choosing an activity i asked myself some of these questions: Will the child be able to participate entirely like their peers?
Will this activity provide some choice? Will this activity allow the child to gain a sense of independence by experiencing things themselves? What is this child interested in? Sis for the activity to be new but also ensure the child is comfortable with what is involved. Activity I have chosen: After taking my questions into consideration, I have concluded that making play- dough will be both, an enjoyable and beneficial activity. Who is it for? This activity is actually suitable for most children of various special needs, In this instance I have chosen for a child who has autism. Why is it suitable?
This activity is suitable for a number of reasons. Many of which are listed below: 1 . There are various textures involved in the making of play-dough; salt, water, lour, oil and also many other textures can be added such as pasta and rice. 2. Positively influential for the development of fine motor skills. The use of the small muscles in the hands when mixing the ingredients and also the various movements which can be involved when playing with the play-dough can be very beneficial as the child gains hand strength, coordination and also dexterity whilst also enjoying the activity. . Children with autism often tend to find it difficult to become involved and understand imaginary play. Play-dough is a great starting point in order to teach the child how they can use their imagination. For example, creating spaghetti and other various types of food. How you do it: Ingredients/materials needed: a mixing bowl, 1 cup flour, h cup salt, h cup water and food coloring. Method: Add all of the ingredients into the bowl and mix together (using fingers). Mix until the consistency is correct and then add some food coloring.
Knead the dough for a minute or two and then you are ready for some more fun, making cool objects out of the play dough. (Class notes, 2014) Safety Consideration: It is important to observe the child as they play with the play-dough, many hillier have a tendency to eat it. Although this play-dough is non-toxic as it is homemade, it can still be considered rather dangerous if ingested as it is being touched consistently and can gather bacteria which may have a negative impact on the child’s digestive system.
Reflection of Personal and Professional Skills and Knowledge Relating to Working with Additional Needs and Own Role and Responsibility as part of a Multidisciplinary Team. In order to work in the profession of assisting those with additional needs one must have many personal attributes as well as having attained skills. One should be organizes and consistent, consistency and routine are often the most important things on a daily basis for a child with additional needs.
On a personal level it is essential to have patience along with compassion, this work can be challenging at times so it is important to ensure that the worker is compassionate about their role. One should be able to work on their own but also as part of a time as a strong level of communication is essential amongst those who are involved with the child. Knowledge of the child’s additional needs are essential in order to know how to care for the child appropriately as well as raising appropriate activities in order to ensure they are meeting their PEP.
When working as part of a multidisciplinary team it is significantly important to ensure that confidentiality is number one on the list at all times. No information relating to that child should be discussed with anyone who is not dealing with that child. The team must work together in order to ensure the best possible outcome for that child. Parents should also be involved as no one knows the child more than their parents. Everyone has a very important role when involved tit a child who has additional needs, it is important that everyone for fills their role entirely and ensures the best possible outcome for the child.
Arthur Boyd Biography
Arthur Merric Bloomfield Boyd was born on the 20th of July 1920 and grew up in the open country of Murrumbeena, Melbourne. Arthur was born to William Merric Boyd and Doris Boyd who were both painters and potters. He had two brothers, David and Guy along with a sister Mary, in which each also painted or sculpted. Having grown up in an unorthodox Christian Scientist family, where all forms of creative attempts are enthusiastically encouraged, Arthur attended few night classes at the National Gallery of Victoria Art School.
Predominantly though, he was taught by his family and especially by his grandfather Arthur Merric Boyd who lived at Rosebud, Victoria. In 1936, at the age of 16, Arthur moved to the inner city of Rosebud to live with his grandfather until 1938. In 1937 Arthur held his first solo exhibition which was influenced by his contact with European refugees and could be seen throughout his artworks, which also saw a distinct period of representation of whimsical characters in urban settings. Later he created a tempera series called the Wimmera series which portrayed large areas of sky and land.
Wimmera Landscape Wimmera Landscape and Windmill During 1939 Arthur and his brother David went on a painting trip around the north eastern open country of Victoria and painted many scenes at Launching Place on the Yarra River. However this trip was cut short as Arthur’s grandfather became ill and later died July 1940. In May 1941, shortly after he became a member of the Angry Penguins artistic and literary group he was conscripted into the army where he meet fellow Melbourne painter John Perceval, who soon after married his sister Mary.
Originally stationed at Ballarat, he went to Balcombe on the Mornington Peninsula where he spent two months training as a machine gunner and was discharged from the army in March 1944. Afterwards he created a body of paintings showing his time spend in conscription which portrayed fear and cripples from the war. The Gargoyles Cripple and Shadow Arthur married his wife Yvonne Boyd nee Lennie in March 1945, who he had lived with prior to their marriage.
Yvonne gave birth to their first daughter Polly a year after in 1946, son James in 1948 and to their second daughter Lucy Boyd in 1958. Yvonne herself along with their three children were and are all also painters. In 1951 Arthur journeyed by train creating several drawings as he traveled to Alice Springs. These drawings were the basis of his later and best know work the Half Caste Bride Series which he based on his time and experiences at Alice Springs and Lake Eyre when he had direct contact with Aborigines.
Half-caste child Persecuted Lovers Arthur Boyd with the assistance of Frank McDonald started negotiations in August 1973 to buy Riversdale, a property near Nowra on the Shoalhaven River. It was bought in 1974 and work began on a new colonial style building near the original house during September. Once construction was finished Arthur moved to Riversdale for a short time before returning to England and taking up residence in Ramsholt.
Early 1978 Arthur retuned to Australia for a whole year and painted various Shoalhaven landscapes along with the purchase of Bundanon, a property near Riversdale overlooking the river, just before leaving to Ramsholt again. Finally Arthur and his family returned to Australia to live at Bundanon. He continued to travel back and forth from England to Australia creating artworks and displaying them in exhibitions. Throughout his later life he won many awards and become one of Australia’s most highly regarded and important artists. After living a long and successful life Arthur died on the 24th of April 1999 in Melbourne at the age of 78.