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When attending appointments it caused stress and anxiety given the many barriers to overcome.Child A had the difficulties of dealing with not only the new surrounding but also the different faces and assessments needs.
While children with disabilities have been integrated into mainstream school or given the opportunity within a special need schools, parents still face barriers of the integration of multi-agencies and getting the right help and advice.
Over the past few years change has come about from children with special needs been hidden away to now being integrated into mainstream education or special need schools.
I was inspired by the research of Brodhurst (2003) which shows that parents of disabled children have a social barrier in engaging in services.
Chin and Philip (2004) support this when talking about Cultural capital, on how parents from different social strata define how their child is raised.
It can be critically argued that our system tends to fit the child into the services rather than the service into the child.
Can appointments not be carried out in the home or school environment?
It can be seen how parentÃ¢â¬â¢s aspirations can influence barriers as they can higher expectations for their child than they are capable of.
This is when the role of the practitioner plays an important role to overcoming these barriers.
As service providers it can critically be said that we have a tendency to l ook at what we think is best for the child rather than listening to child themselves.
As a foster parent I too faced these barriers as the child I cared for found difficult is coping with change.