oster children and special education

| September 25, 2015

I am writing a term paper on foster children and special education. The goal is to learn about the unique problems of foster care children who have special education needs, such as, do they tend to receive less services overall, what percentage of special education litigation involves foster children (like slim to none), etc. I have noticed that because foster children are generally assigned special education surrogate parents who are either unpaid or the number of hours for which they are paid is capped quite low, there is nobody available to appeal special education decisions or litigate special education decisions for foster children, thereby placing foster children at a significant disadvantage (i.e., schools know that nobody will appeal or litigate a decision for a foster child, so they are less likely to approve of and provide expensive services). I am particularly interested in the state of Massachusetts, but if there is a lack of information on this state in particular, it can be more generalized to the entire U.S. The citation style should be APA unless the article refers to a specific legal case, in which case it would be blue book.

Attachments:Language Development Face-to-Face

 

 

 

 

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Observations Made

The exercise was focused on four year old boy, who seemed to be truly amazed by basketballs and different kinds of bikes. It was held on a daycare playground between 10.01 and 10.29 a.m., where the boy was playing with six of his classmates. The boy’s love for basketballs was demonstrated in the way he was able to play a few tricks, and I was interested to know how he was able to learn them. He seemed quite interesting even to the other children. I did not want to interrupt the activity, so I observed as the boy interacted with his classmates as they played together, when he seemed to be a little in control of some of the children, and he could even teach them how to take control of the ball. It was, therefore, possible to observe that he could try to communicate with his classmates in trying to help them learn how to control the ball, even though it was difficult.

For instance, he would bounce the ball three or twice against the wall and ask a classmate to look and do the same, at times directing the other child on exactly the point at which to look, such as to look at the target and not the ball. In this way, I was able to observe that the boy was developing communicative competence on the measure of adjusting his messages to make it possible for other children to understand and pay attention, thereby meeting their needs. A few times I would also observe the boy yell at his classmates to listen as he sought to capture their attention, especially when one would take too long with the ball or the bike. At times, the children would even argue but the message would move across, making it possible for the child to convey his intentions. An impressive instance was when the child seemed impressed at a peer’s throw, at which he screamed “show me how to do that!” Even though he did not mean it to be a compliment, it was clear that he appreciated his friend’s performance, which demonstrates a developmental aspect of making a positive comment.

Fostering Increased Communicative Competence

There are various approaches that can be employed in an effort to support the development of increased communicative competence in an environment such as the one described above. To some extent, it is evident that the six classmates engaged in some form of competition, riding the bikes and learning basketball tricks. It would be important, in an effort to foster development in the children for the adjustment of messages to meet the needs of the listener, to engage the children in an actual competition. Every child will have a task to accomplish, and they will all make a team, which means that they will have to communicate aggressively with each other, which raises the need to be understood. It is agreeable that the children will find all the means possible to have their partner understand what they want on the playground, using different kinds of messages and changing them when they do not work. In the process of changing them, different adjustments will be made, and it will become easier and easier to understand each other, which is an important learning process. One would note that the objective of the child will be to kick the ball, but the process of reaching the ball is the most important because it is the one in which communicative competence is acquired.

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