Early Years Education and Children With Disabilities

Early Years Education and Children With Disabilities Partnership and Participation e.g. Sure Start or Direct payment Introduction The Local Government Act of 2000 requires all local authorities to consult with all other appropriate bodies when they are considering strategies for education and care in the community. This attitude to service provision is termed partnership. The Local Authority may call on representatives from service providers, businesses, the voluntary sector, and community groups, as they see fit in order to provide a joined-up approach to care in the community. This approach applies to health services, community and social care services, job centres and education. Such local strategic partnership should also involve, and take on board the views of, people in the community. Partnerships that are formed in areas where social deprivation, social exclusion and health inequalities exist will need to find ways of addressing such problems within that community.[1] Participation refers to the part played by individuals in a community in decision making within local partnerships. Numbers of Government departments, voluntary sector organisations, and community groups are in agreement that children and young people should have more involvement in decision making, in this way they participate in the plans for their future. It is envisaged that such participation will lead to change that benefits young people and the wider community.[2] The Children and Young People’s Participation Project (CHYPP) believes that involving young people in the decision process will only be achieved through effective partnership working.[3] Partnership, as already outlined, and incorporated in the Sure Start initiative means that the information on a child and its family will be shared with other professionals. The Children’s Trust Phase 1 report found that some professionals were concerned about information sharing because of data security. Parents, howev er, were in favour of greater co-operation between agencies and of information sharing providing the security of data was protected. This paper will assess Government discourses of partnership and participation by looking at the inclusion of children with disabilities in the early years sector and whether this is best achieved through initiatives such as Surestart or through Direct Payments. The early years of a child’s life are the most important in terms of their general well being, their emotional and social development, and their physical, intellectual and emotional growth. A very high proportion of what children learn takes place in the first five to seven years of life. Children, whether or not they have disabilities, develop at different rates. What happens in the home is extremely important to development in early childhood. There is also a growing perception that this is a time when children are most open to high quality care and learning experiences. In light of this Government have developed policy for the early years that aims to provide a full and comprehensive range of services for the very young. In line with its initiatives on social inclusion the Government also encourages a more integrated approach to services for children with disabilities or other special needs. In 1999 Early Years Development and Childcare Partnerships were set up in each local authority to promote the expansion of early years education. Delivery of services was to be co-ordinated through Sure Start, local authorities and voluntary organisations. The Government introduced Sure Start Children’s centres in the most deprived areas. These were designed to combine nursery provision, employment information and family support on one site. The Sure Start Children’s Centre programme is based on the concept that providing integrated education, care, family support and health services are key factors in determining good outcomes for children and their parents. The concept itself is not a new one. Sure Start Children’s Centres are about building on existing good practice, rather than starting afresh.[4] At Sure Start Centres under the new regulations parents will be able to access all the information they need and will be able to participate in the decisions that affect them and their children. However, the plan to introduce multi-agency working throughout childhood and to document young people’s progress from early years on into the workforce suggests increasing government control of people’s lives. The document Every Child Matters pledges an overhaul of the early years sector and more and better provision.[5] These policies were introduced in an attempt to encourage greater participation and combat social exclusion, however it is Billington’s (2000) contention that current practice tends to pathologise rather than celebrate and incorporate difference. Power relations that are reproduced in the everyday processes of social interaction which are generated by governments and institutions need to be resisted as they tend to support the pathologising of difference. In November 2005 the first piece of legislation relating to early years provision the Childcare Bill was introduced in Parliament. Under this Bill parent’s expectation of high quality childcare and children’s services for the under fives will become enshrined in law. The Bill aims to achieve greater user participation and give the parents of children with disabilities more say in the provision of care. Nutbrown (2004) suggests that the multitude of early years policy developments in the UK in recent years have had an impact on the effective inclusion of children with disabilities or other special educational needs into pre-school settings. Under the 1970 Chronically Sick and Disabled Persons Act social services have a duty to find out who are the people with disabilities, how many there are in their area and what help it can give people. It also has a duty to publish details of its services and to inform clients of their rights in relation to such services.[6] The 1995 DDA covers everyone with a mental or physical disability. The needs of disabled children are also covered by legislation relating to special educational needs (sen) as identified in the 1996 Education Act. All LEAs and educational settings have duties under this act. SEN duties are integrated with the duties defined in the DDA which focuses on the removal of barriers, increased access and prevention of discrimination. The 1996 Education Act specifies that all those professionals involved with the needs of a child are required to provide advice to LEAs so that they can make decisions about a child’s educational needs and placement. The Act states that Disabled children should not be treated less favourably than other children. Adjustments should be made to accommodate disabled children in the setting Increase access to the physical environment The curriculum must be accessible to disabled children Integrated partnership working to ensure continuity for disabled children Regular review of policies and practice to anticipate and address barriers for disabled children. Despite such legislation not all childcare centres are equipped to deal with the needs of children with disabilities and numbers of them do not have sufficient funding for a designated SENCO to address the needs of such children. Government claim that the new Childcare Bill means that parents will be able to choose the services that best suit their needs. They will be able to access services provided through Surestart Centres even though they may not live an area covered by Surestart. Under the terms of the Bill all Local Authorities must: improve the well-being of young children and reduce inequalities in relation to Being healthy physical and mental health and emotional well-being Staying safe protection from harm and neglect Enjoying and achieving education, training and recreation Making a positive contribution to society support for the vulnerable and positive outlooks Social and economic well-being parents in employment Integrated early childhood services must include Early years provision (integrated childcare and early education) Social services Relevant health services e.g. health visitors, ante-natal, post-natal care Services provided by Jobcentre Plus to assist parents to obtain work Information services (under the revised duty in clause 12) (Every Child Matters: Childcare Bill 2005:2). The Bill promises to put early childhood education at the centre of Local Authority Activity. Targeted Surestart funding will be used so that child centres can be sustained for the long term. Thus giving more resources to local communities to tailor these services to meet the needs of local people. The Bill states that Local Authorities will need to have specific regard for the childcare element of Working Tax Credit and for childcare that is suitable for disabled children (Childcare Bill, 2005:4). The Authority will need to review the childcare needs of everyone in their area while paying particular attention to the needs of those families who may have a child with disabilities. The Government is determined, through its introduction of Childcare Trusts, to encourage greater participation of families and young people in the decision making process. Under the Health and Social Care Act 2001, following assessment parents of children with disabilities are entitled to direct payments in lieu of social services in an attempt to give them greater choice and flexibility in the care of their children. In 2003 parents of children with special needs were issued with a guidance booklet on how to get the best value in care and services and how to interview and employ carers themselves. Families with disabled children would also be entitled to a key worker so that they have one point of contact for information regarding their entitlement and choice of care. Government guidelines recommend that the best way of using Direct Payments should be decided by Local Authority Partnership schemes and participating users who would then draw up a plan that best suited their local needs. The Guidelines also recommend that Authorities produce promotional material with respect to the benefits of using Direct Payments. Parents who have children with disabi lities and who use direct payments to access services are still entitled to regular assessments of their situation by the Local Authority. Conclusion Recent policy making encourages partnership between organisations and greater participation of service users in decision making. At the same time such policies might be viewed by some social workers as just another form of social control where Government and other agencies seek control over people’s lives from the cradle to the grave. Although Government are providing more childcare and more inclusive measures for those families who may have children with disabilities, and this is to be applauded, other aspects of this policy making may result in the exclusion of those who most need help. While the Government maintains (Direct Payments Guidelines 2003) that people will have a choice whether to receive Direct payments or to access care through social services, at the same time it is incumbent on Local Authorities to increase the number of people in receipt of Direct Payment and this will be monitored by the Government. It is arguably the case that Direct Payments are just another move in the process of dismantling welfare provision in this country. Monitory Local Authorities in this way is usually a result of budgetary concerns and so it seems fair to postulate the Government are cutting costs under the banner of providing greater choice. References http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en http://www.after16.org.uk/pages/law5.html http://www.odpm.gov.uk/index.asp?id=1133744 http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx Billington, T. 2000 Separating, Losing and Excluding Children: Narratives of Difference New York, Routledge. Nutbrown, C. 2004 ed. Research Studies in Early Childhood Education London, Trentham Books 1 [1] http://www.odpm.gov.uk/index.asp?id=1133744 [2] http://www.participationworks.org.uk/Categories/Findoutabouttheimpactofparticipation/tabid/76/Default.aspx [3] http://www.participationworks.org.uk/AboutParticipationWorks/tabid/58/Default.aspx [4] http://www.surestart.gov.uk/surestartservices/settings/surestartchildrenscentres/ [5] http://66.102.9.104/search?q=cache:PV4FziMsekYJ:www.rcu.gov.uk/articles/news/everychildmatters.pdf+every+child+mattershl=en [6] http://www.after16.org.uk/pages/law5.html

Determining the Concentration of Calcium Carbonate in an Unknown Substance through the Methods of Titration Aim Essay

Determine the concentration of the unknown ethanoic acid solution by titrating with a known concentration of sodium hydroxide Equipment and Materials * Unknown ethanoic acid * 50cm3 burette * 250cm3 Erlenmeyer flask * 100cm3 beaker (for CH3COOH) * 200cm3 beaker (for NaOH) * 100cm3 beaker (for waste) * Standardized sodium hydroxide solution * Burette clamp * Retort stand * Phenolphthalein indicator * 50cm3 graduated cylinder * Distilled water (to rinse the flask) Procedure: To begin with, obtain approximately 200 cm3 of sodium hydroxide solution. Then, set up the retort stand and burette clamp as indicated in the diagram below. Using two 10 cm3 aliquots of the NaOH solution, rinse the burette twice. Next, fill to above the 0.00cm3 mark and drain down to below the 0.00cm3 mark in order to remove any air bubbles. After that, transfer 50 cm3 of the unknown acid into the 250cm3 flask. Into the same flask, place 2 drops of the phenolphthalein indicator. Finally, add sodium hydroxide from the burette until you reach the endpoint. Procedural Notes To accommodate for the sodium hydroxide that splashes to the sides of the flask, distilled water was used. Using the distilled water on the sides of the flask was rinsed down to bring the sodium hydroxide to the rest of the solution in the flask. Also, when dropping a half-drop into the flask, the following procedure was used: First, a half-drop was made at the tip of the burette. Then, using the flask, the half-drop was collected to the flask’s side. Finally, using the distilled water, the half-drop was rinsed down to the rest of the solution. To make it easier to recognize the endpoint of the reaction, a white paper was put under the flask. This way, it was easier to see when the solution changed color. Observation (Data Collection): Quantitative Data Measurements Recorded During the Experiment Trial 1 2 3* 4* Initial Burette Reading (ml?0.02ml) 0.20 0.42 0.10 0.23 Final Burette Reading (ml?0.02ml) 45.70 45.93 45.39 45.30 Volume of Ethanoic Acid Used (ml?0.04ml) 50.00 50.00 50.00 50.00 *To increase the results, trial 3 and 4 was taken from another group to get more data, thereby increasing the accuracy of the data. Qualitative Data Descriptions of the Substances Used and Produced Sodium Hydroxide Clear solution, low viscosity, slippery Ethanoic acid Clear solution, acidic, Phenolphthalein indicator Clear solution, comes in bottle, add as drops Solution Produced (NaCH3COO(aq) + H2O) Clear/pink throughout, trail 4 was the most successful as it was closest to clear than all other trails. Volume of trial 1 was greatest as a lot of water was used in order to wash down the sodium hydroxide stuck to the side of the flask. Data Analysis The neutralization reaction between sodium hydroxide and ethanoic acid is Sodium Hydroxide + Ethanoic acid –> Sodium Ehthanoate + Water Therefore, the molar ratio is 1 mole of sodium hydroxide to 1 mole of ethanoic acid. Sodium hydroxide is known to have a concentration of 1.003 mol dm-3à ¯Ã‚ ¿Ã‚ ½0.004 mol dm-3. Consequently, the following represents the calculations to determine the concentration of ethanoic acid in trial 1: Using similar calculations, the concentration of ethanoic acid for trials 2,3, and 4 were calculated as well. The following table represents the results. Results for the calculations of the concentration of ethanoic acid used in each trial Trial Concentration of CH3COOH / mol dm-3 CH3COOH Uncertainties / % 1 0.913 1.3 2 0.913 1.3 3 0.909 1.3 4 0.904 1.3 Average 0.910 1.3 Conclusion: In conclusion, the result of this lab indicates that the concentration of CH3COOH is 0.910 mol dm-3. Using this value, and the actual value of ethnoic acid, 0.9190 mol dm-3 à ¯Ã‚ ¿Ã‚ ½0.0004 mol dm-3, percent error was calculated as follows: With this, we see that the percent of uncertainties is greater than the percent error. The percent of uncertainties represents the random errors, in which the measured value can either be bigger or smaller than the accepted value, due to an imprecise measurement. To improve these random errors, it is necessary to use more precise equipment and/or repeat measurements. One example of this would be to use a pipette instead of a graduated cylinder, especially because ?0.4 cm3 is a relatively large uncertainty. Consequently, the use of such equipment led to the percent of uncertainties being greater than the percent error. This means that the random errors cover for the errors in this lab. However, there are a couple potential systematic errors that should be appointed in this lab. The biggest one would be that it is hard to get to the endpoint, where the solution is barely pink. In all trials, the solution became clear pink. However, it was only in trial 4 that the solution was truly ambiguous to whether it was slightly pink. The difficulty of getting to this ambiguous clear pink is definitely a systematic error as it always leads to a larger volume of sodium hydroxide used to react. One way to improve this may be to perform the lab in a longer time span. When I performed the lab, I felt pressured to get a sufficient amount of trials done within the class period. By stretching the time span of the lab, it may be possible to take more time and get better quality results. A more realistic improvement may be to record measurements more frequently when approaching the endpoint. This would give us two measurements that the endpoint lies within, helping us estimate where the endpoint actually is. However, improving this error would lead to a smaller volume of sodium hydroxide, a smaller value for the concentration of ethanoic acid, which would make the observed value further from the true value. Another systematic error in this lab is the sodium hydroxide splashing to the sides of the flask. Although using water to rinse the sodium hydroxide down was aimed to cover this, another way to improve this may be to use equipment with a wider mouth, such as a beaker, instead of a flask. Once again, improving this error would lead to a greater percent error for the same reasons as the difficulty of getting an ambiguous pink color. Next, although it most likely did not affect the results in this lab, there is a question to whether rinsing the burette two times is sufficient. To improve this, it may be suggested that rinsing the burette 4 times is more sensible, even though it is time consuming. A final systematic error comes when transferring the ethanoic acid from the graduated cylinder. When this happens, some of the ethanoic acid may be retained in the graduated cylinder. This is a systematic error as this always leads to a smaller volume of ethanoic acid than measured. To improve this error, one may pour a tiny bit more than 50 ml of ethanoic acid, and measure that as 50 ml of ethanoic acid. Improving this error leads to a larger volume of ethanoic acid, a lower concentration of ethanoic acid, and once again, an increase in percent error. All in all, it is very interesting how knowing the amount of one substance can help determine the amount of another substance, although it is a topic that appears frequently in chemistry. In this case, knowing the number of moles of sodium hydroxide enabled us to know the concentration of the ethanoic acid. Furthermore, this lab helps one enhance their knowledge on the difficulty of setting up a lab. By reviewing and understanding the errors to a lab, one can relate the improvements to future labs. In a nutshell, this lab exemplified the process of titration, and how useful it can be.

Consequences of Teen Alcohol Use Essay - 1089 Words

We live in a society that drinks heavily, and this influences teens. Most Americans use alcohol to celebrate wedding anniversaries, to welcome the New Year, and to enjoy many other special events. Alcohol is a legal drug for people over the age of twenty-one. By the time most teens reach senior high school, nearly all will have faced a choice about whether or not to take a drink. Although this drug is illegal for teenage use a large percentage of teens use alcohol. Many teens die in automobile accidents, which could have prevented if they had chosen to say no. Each year it is blame in the deaths of more than four thousand teens (Claypool, p. 42). No crime kills more teenagers in America. Kids who are drinking regularly in high school seem†¦show more content†¦Drinking will only make things worse. Many teens drink because of peer pressure or just to fit in. Kids may think that if they drink then they will fit in with the crowd and become more popular. Kids spend most of their spare time partying. The kid who doesnt take something to drink has a dozen friends all over him. This may be true for the first couple of times that you drink, but it begins to become a habit and soon you are not only drinking at parties but also drinking alone and that is a sign you need help. Teens drink for the effect. To get high, to rebel, to alter their feelings of their environment, if only temporary. One of the main reasons kids drink for effect is the freedom it gives them. A problem of drinking for effect is whatever age the child is when he starts depending on the effect of alcohol, thats the age they are when they have overcome there drinking problem. In other words, when a child is fourteen and starts drinking to become more social and relaxed, when he is eighteen he will still be fourteen socially (Coffey, p.62). Many adults fail to take teenage alcohol problems seriously because they believe that their teens are too young to worry about. To them the word alcoholic m akes them think of a malnourished person who lives on the street. Many young people live in families where the use of alcohol is a part of normal life. Many parentsShow MoreRelatedTeenagers, Drugs, And The American Academy Of Child And Adolescent Psychiatry1450 Words   |  6 Pageslegal drugs that teens experiment with: alcohol, prescription medications, inhalants (fumes from glues, aerosols, and solvents) and over-the-counter cough, cold, sleep, and diet medications. The most commonly used illegal drugs according to the American Academy of Child and Adolescent Psychiatry are: marijuana (pot), stimulants (cocaine, crack, and speed), LSD, PCP, opiates, heroin, and designer drugs such as Ecstasy. These drugs are all dangerous and have serious consequences associated with themRead MoreEssay about Health Education Plan922 Words   |  4 Pagesawareness of the effects of drug and alcohol use amongst this vulnerable group. 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List of Organs Damaged by Smoking Expanded

Smoking causes diseases in nearly every organ of the body, according to a comprehensive report on smoking and health from the Department of Health and Human Services (HHS). Published 40 years after the surgeon generals first report on smoking -- which concluded that smoking was a definite cause of three serious diseases -- this newest report finds that cigarette smoking is conclusively linked to diseases such as leukemia, cataracts, pneumonia, and cancers of the cervix, kidney, pancreas, and stomach. Weve known for decades that smoking is bad for your health, but this report shows that its even worse than we knew, said U.S. Surgeon General Richard H. Carmona in a press release. The toxins from cigarette smoke go everywhere the blood flows. Im hoping this new information will help motivate people to quit smoking and convince young people not to start in the first place. According to the report, smoking kills an estimated 440,000 Americans each year. On average, men who smoke cut their lives short by 13.2 years, and female smokers lose 14.5 years. The economic toll exceeds $157 billion each year in the United States -- $75 billion in direct medical costs and $82 billion in lost productivity. We need to cut smoking in this country and around the world, HHS Secretary Tommy G. Thompson said. Smoking is the leading preventable cause of death and disease, costing us too many lives, too many dollars, and too many tears. If we are going to be serious about improving health and preventing disease we must continue to drive down tobacco use. And we must prevent our youth from taking up this dangerous habit. In 1964, the Surgeon Generals report announced medical research showing that smoking was a definite cause of cancers of the lung and larynx (voice box) in men and chronic bronchitis in both men and women. Later reports concluded that smoking causes a number of other diseases such as cancers of the bladder, esophagus, mouth, and throat; cardiovascular diseases; and reproductive effects. The report, The Health Consequences of Smoking: A Report of the Surgeon General, expands the list of illness and conditions linked to smoking. The new illnesses and diseases are cataracts, pneumonia, acute myeloid leukemia, abdominal aortic aneurysm, stomach cancer, pancreatic cancer, cervical cancer, kidney cancer and periodontitis. Statistics indicate that more than 12 million Americans have died from smoking since the 1964 report of the surgeon general, and another 25 million Americans alive today will most likely die of a smoking-related illness. The reports release comes in advance of World No Tobacco Day, an annual event on May 31 that focuses global attention on the health hazards of tobacco use. The goals of World No Tobacco Day are to raise awareness about the dangers of tobacco use, encourage people not to use tobacco, motivate users to quit and encourage countries to implement comprehensive tobacco control programs. Impacts of Smoking on Overall Health The report concludes that smoking reduces the overall health of smokers, contributing to such conditions as hip fractures, complications from diabetes, increased wound infections following surgery, and a wide range of reproductive complications. For every premature death caused each year by smoking, there are at least 20 smokers living with a serious smoking-related illness. Another major conclusion, consistent with recent findings of other scientific studies, is that smoking so-called low-tar or low-nicotine cigarettes does not offer any health benefit over smoking regular or full-flavor cigarettes. There is no safe cigarette, whether it is called light, ultra-light, or any other name, Dr. Carmona said. The science is clear: the only way to avoid the health hazards of smoking is to quit completely or to never start smoking. The report concludes that quitting smoking has immediate and long-term benefits, reducing risks for diseases caused by smoking and improving health in general. Within minutes and hours after smokers inhale that last cigarette, their bodies begin a series of changes that continue for years, Dr. Carmona said. Among these health improvements are a drop in heart rate, improved circulation, and reduced risk of heart attack, lung cancer, and stroke. By quitting smoking today a smoker can assure a healthier tomorrow. Dr. Carmona said it is never too late to stop smoking. Quitting smoking at age 65 or older reduces by nearly 50 percent a persons risk of dying of a smoking-related disease. Unexpected Organs Damaged by Smoking Aside from the major organs—heart, lungs, brain, stomach, etc.—cigarette smoking and excessive exposure to secondhand smoke can cause damage to some unexpected parts of the body, according to the National Heart, Lung, and Blood Institute (NHLBI). Ears: By reducing the flow of oxygen to the cochlea, a snail-shaped organ in the inner ear, smoking can damage the cochlea, resulting in mild to moderate hearing loss.   Eyes: Besides increasing the risk of blindness from cataracts, nicotine from cigarettes reduces the body’s ability to produce the chemical necessary for being able to see at night, especially dangerous when driving after dark. Mouth: Long known for causing disfiguring and potentially fatal oral cancers, cigarette smoke is now known to cause smokers to have more mouth sores, ulcers and gum diseases than non-smokers. In addition, smokers are more likely to have tooth decay and lose their teeth at a younger age. Skin and Face: By causing the skin to become dry and lose its elasticity, smoking can lead to stretch marks and wrinkles. By their early 30s, many regular smokers have already developed deep wrinkles around their mouth and eyes. According to the NHLBI, quitting smoking can protect the skin from premature aging.