My new learning journey

I kept coming back to the same question.  What is the purpose of the assessment and what value is it adding?  I particularly liked the way that the parents refused to allow the MRI as it was not going to add anything and, in fact, it may subtract for Maggie's life experiences as it may act to limit what people try in order to provide education for her and to teach her the skills (she's never going to be able to do this so why should we bother trying to teach it to her). Reflections on pages 196-227 using the prompts from the first booklet. a) What this reading highlighted for you. Consider for example, the language that is used to describe Maggie-Rose, the extent to which the family were consulted about their perspective, the types of assessments that were conducted, the questions that were asked of the family, and the focus and purpose behind the assessment. This reading highlighted the stark difference between a medical and social model.  The family's thoughts and

From: Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional learning and its contribution to inclusive education.  Teaching in inclusive school communities , 295-311. Interprofessional Practice (IPP) involves professionals learning with, from and about each other in order to generate a shared understanding that allows for collaboration. Fits in with NZ Disability Strategy  NZ Disability where it  discusses making sure there is the right evidence at the right time to inform decisions.  In fact, it says this is critical.  Discussing, planning, problem-solving, debating, sharing and inquiring are the same skills that are needed when practicing together. Definitions: IPL - Interprofessional Learning - overarching term' includes IPE (Interprofessional Education) and IPP (Interprofessional Practice). IPE - Professionals from two or more areas work together.  Learn with (same learning environment, curriculum and content), from (interacting with each other to co-co

I have had a look through this and it seems to be fitting in with a social model quite nicely. "There is also a growing recognition that disabled people are experts in their own lives, and ensuring their right to be involved in the decisions that impact on them will lead to better outcomes" (MOE, 2016, p .9). "When disabled people are not able to participate in society, the entire country misses out on their contribution" (MOE, 2016, p .9). "Disability is something that happens when people with impairments face barriers in society; it is society that disables us, not our impairments, this is the thing all disabled people have in common" (MOE, 2016, p .12). One of the principles is "Ensuring disabled people are involved in decision-making that impacts them" (MOE, 2016, p .16). This approach is designed to ensure "we receive the right supports and services throughout our lives. Early and proactive support, particularly after an impairm

bicultural approach to working with students who present with challenging behaviour, incorporates Māori and Western concepts and values, core concept is is aroha in all its aspects (compassion, empathy, responsiveness and concern), This is a table I made of the 7 domains (sorry it is hard to read!). I am going to use this as a basis for a checklist type resource to use with a teacher for a case I am working. References: Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally-safe schools for Māori students. The Australian Journal of Indigenous Education , 36 (1), 65-76.