Let Me Fly

Autor/in	Keown, Robin
Titel	Let Me Fly
Quelle	In: Kairaranga, 8 (2007) 1, S.34-35 (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Special Schools; Teacher Aides; Student Attitudes; Psychologists; Family Involvement; Down Syndrome; Educational Opportunities; Social Work; Interpersonal Relationship; Individualized Instruction; Self Esteem; Student Behavior; Residential Schools; Females + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Handreichung; Lehrerhilfe; Schülerverhalten; Psychologist; Psychologe; Psychologin; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Bildungsangebot; Bildungschance; Soziale Arbeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individualisierender Unterricht; Self-esteem; Selbstaufmerksamkeit; Student behaviour; Heimschule; Weibliches Geschlecht
Abstract	In this article the author narrates how family involvement and residential special school caused significant positive behaviour in Anna, a girl with Down Syndrome. The author is a constant visitor at Salisbury School, a residential special school for girls where Anna has been enrolled. The author witnessed the changes in Anna's behaviour due to a combination of factors; small class numbers and a high adult-to-student ratio, consistency of management between school and "cottage," shared care and team work amongst staff, and regular on-site counselling input. In addition, Salisbury offered a safe learning environment for students where safety may have been compromised at home. At Salisbury School Anna had been nurtured by caring, respectful teachers and teacher aides, dedicated social workers, counsellors and psychologists, and her self-confidence had blossomed. Her family was deeply grateful for the unique educational opportunity that combined caring and commitment of professionals dedicated to delivering quality service. The author has learned that special education provision is not black or white, but may include colours of the spectrum. Factors such as flexibility, quality relationships, individualised learning programmes, managed transitions, and communities of support, could be crucial. (Contains 1 footnote.) (ERIC).
Anmerkungen	New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10