Keeping a Client Coursework Example | Topics and Well Written Essays - 250 words

Keeping a Client - Coursework Example Black and that her particular situations will be negotiated in the upcoming months and tailored to her needs (Carrell & Heavrin, 2008). b) I would react to Ms. White’s demand for limiting my time at the site, by presenting to her the amount of work to be covered through the process of negotiation to closing. By letting her know the contents, maybe contained in agreement template in favor of Mr. Black and the time it took through that negotiation, she should appreciate the time needed. c) Ms. White apparent problem here is the fact that she could be facing opposition from establishing a retailer shop. First step is to identify her problem, verify it alongside defining this problem and analyze. After proper analysis has been conducted, then the last process before implementing is to identify an alternative which can have a better outcome than what we have already identified. If the alternative is better, then it means we have to shift to the alternative, but if it is of less value then we have to implement the first option (Carrell & Heavrin, 2008). d) Ms. White has already had a pre-conception about what we are supposed to negotiate hence it might be had to get her out of the situation. But to avoid this situation, I will have to frame her issues differently to her specific needs that are different from that of Mr. Black. I should be able to frame in terms of gains she should be benefitting from particular and unique to her preferred site (Education, 2014). e) As mentioned in (d) above, the benefit is our goal, in comparison to the barriers along the way. The best technique, therefore, in closing this deal with Ms. White is by using problem-solving mediation approach. A conflict is already in existence between us, a problem too exists, due to incompatibility of our interests. So we will assess the conflict and define the differences. In our case, the problem is opposition to her location whiles our conflict, too, is her apparent position of

Developments in SEN )Special Educational Needs Essay

Developments in SEN )Special Educational Needs - Essay Example This approach concentrated on difference rather than normality, on sickness rather than well being, and specifically on the problem affecting the child. In doing so, children acquired medically diagnosed groups, which emphasized on deficit rather than potential (Jones 2003, p.9). Therefore, in the early 20th century education for children with special needs used the strategy of separate, special schools for children thought to need such schools. In addition, psychometric analysis by early psychologists supported the use of special schools. In 1944, a number of reforms were done on the education system. The majority of the reforms were towards the mainstream education and the availability of free education for all. In addition, the 1944 education reforms also addressed particular aspects of education for education for children with special needs. However, the approach, and definition of children with special requirements was not as sufficient as its requirements for education in gener al (Hodkinson & Vickerman 2009, p.23). The 1944 Act still relied on the medical model of disability. Under this Act, eleven categories of handicap were identified, and children belonging to those categories were identified based on their desired treatment. The use of unique schools to educate children with special needs remained the most desired approach, although less recognition was paid to the provision of education in mainstream schools. The 1944 Act continued to refer to children with a disability of mind or body, and focused on special schools to cater for handicapped children (Jones 2003, pg 13). Through the 1960s and 1970s, education for children with special needs shifted towards an approach favored by behaviorist psychologist. An example of psychologist who played a crucial role in shaping education for children with special needs was Lois Malaguzzi who spent much his time understanding how children learn. This approach focused on the need to apply operant conditioning tec hniques. Experts refused the medical model and campaigned for an approach that applied only what that could be observed. The approach was criticized by some behaviorist terming it a significant weakness. However, the reforms were very vital because they emphasized on the possibility to modify the problems of children with special needs. In addition, the reforms placed the responsibility to the teacher as one way of ensuring that the reforms became effective (DfES, 2004). The behaviorist techniques appeared very effective in dealing with particular difficulties such as self help skills. On the other hand, they were seen as less effective in assisting children with duties that required more understanding. It is evident that the 1960s and 70s created a way for new approaches to special needs. During this period, attitudes towards special education started to change, and in some sections the behaviorist initiatives caused the teaching of children with learning problems appear more acces sible to teachers in mainstream schools. In connection to this, Vygotsky who was a renowned education theorist, once pointed out that most essential learning by a child happens through social interaction with the help of a skillful tutor. Similar sentiments were put forward by John Dewey who argued that learning and education are interactive and social processes, and the school remains to be a social institution whereby social