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Sad story about how this child died at the hands of his mothers boyfriend. This could have been prevented if social services communicated correctly and efficiently with each other.

Aidan Lucas

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https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273183/5730.pdf
This case is full of system failures, from schools to social workers.
Not one professional acted upon what they were seeing or had been told, let alone told one another.

Leah Lowman

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This is the link to the case study I have chosen. It is a young girl who had a very troubled and disturbing upbringing, who had suffered from bereavement and detachment, resulting in Child J taking her life at 14 years old. The child suffered from many different psychological and health problems that it is too long to list on here. However, I felt  the most despairing and key factor to her death, was that she had no hope and saw no future for herself. And that is the most disturbing point of this case, that at 14 years old she felt her life was not worth living.

This came through her case being passed on continuously and that her cries for help were eventually deemed as her normal behaviour. Their clearly was not enough effort being made by the agencies in place to give her the maximum support.

http://library.nspcc.org.uk/HeritageScripts/Hapi.dll/search2?searchTerm0=C5913

Mushed Miah

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Daniel Pelka

The case study I have chosen is on Daniel Pelka.
A child that comes from a violent, abusive, alcohol and substance use background.
This case study showcases how multi agencies lack communication for this individual’s needs. None of the agencies communicated or had a paper trail on this ‘invisible child’ that was cruelly being abused.
The police did not even following up their paper trail after being called out over 27 times. Their attitude was if the children did not see it, then no damage has be done. Social services and many agencies such as GP, School, health visitors alongside many more, should have been more aware of Daniel and his wellbeing.  Daniel was lost in the system and no one would hear his voice until it was too late.
If a paper trail and communication was more affective Daniel could still be alive today.

Easternhome.M, (2013),Starved boy Daniel Pelka 'invisible' to professionals, available at http://www.bbc.co.uk/news/uk-england-coventry-warwickshire-24106823, accessed on 10/10/16

Sarah Warrilow

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Hamzah Khan

I've attached the Serious Case Review into the death of Hamzah Khan.

Over 50 recommendations were made within the review. The fundamental points were linked to a lack of early health care and education; multi agency communication; early signs and complaints not being followed up; and the voice of the children being lost within a home of domestic and substance abuse.

What I have found most concerning is that children may still be able to appear invisible to authorities and agencies. I would like to research this further and see what may have been put in place in recent years.

Bradford BSCB (2013) A Serious Case Review. Hamzah Khan. The Overview Report. Bradford: Bradford Safeguarding Children Board.

Iona Wallace

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This a link to the case I will be discussing next week.
It concerns a girl from a troubled background, who had been adopted aged ten, and eventually took her own life.
The point that stood out to me most was that she repeatedly told others that she was not happy where she was, but nobody seemed to listen to her. The review case pointed out that there was little on record from Child W herself.
If her wishes had been listened to perhaps she would have found a secure base, in which case her life could have turned out very differently.

Reconstruct (2015) Serious case review: Child W, Hull: Hull Safeguarding Children Board.

Rachel Mercer

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If I am being honest I could not understand much of what the lady was saying so I could only find two key points.

The first point was that the school is a symbol and was built to rebuild the social structure.

The second point I found was this quote, "to look at the children not only as somebody to educate but somebody that can offer a new vision to the community that will be meaningful to the community"

Aidan

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After watching this video, I feel an important factor is the decision that was made by the citizen's after the war, to rebuilt their city and invest money into "the most important" thing being a school and children. They clearly recognised the importance of education, and these children being their future.

She then went on to explain how this approach was based around the attitude of listening and developing. She goes on to mention how educating the young can mean they provide new views and perspectives to enhance and benefit the whole community. I personally like this because it shows they aren't stuck in their own views, but are willing to do what's "better and more meaningful for everybody"

I also think that the saying "democracy cannot be taught it must be taught" is important within this approach and their strong beliefs around communities.

Leah Lowman

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Dysgraphia is a specific learning disability that affects written expression.

Dysgraphia is a neurological disorder that generally appears when children are first learning to write.

Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dysgraphia can be a language based, and/or non-language based disorder.

https://dsf.net.au/what-is-dysgraphia/ accessed 09/10/2016

Leah Lowman

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The muscular dystrophies (MD) are a group of inherited genetic conditions that gradually cause the muscles to weaken, leading to an increasing level of disability.
MD is a progressive condition, which means it gets worse over time. It often begins by affecting a particular group of muscles, before affecting the muscles more widely.
Some types of MD eventually affect the heart or the muscles used for breathing, at which point the condition becomes life-threatening.
There's no cure for MD, but treatment can help to manage many of the symptoms.

Nhs.uk. (2016). Muscular dystrophy - NHS Choices. [online] Available at: http://www.nhs.uk/conditions/Muscular-dystrophy/Pages/Introduction.aspx [Accessed 7 Oct. 2016].

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Social Pedagogy homework 03.10.16

One of important factors towards the emergence of Reggio Emilia was the context and time period that it was founded. The city was 'destroyed' and therefore the social structure and education had to be re-built.

Prof Rinaldi makes a very important statement which sums up the idea and drive behind Reggio, that the school is a symbol, not just to educate the children but for the children to educate themselves. Another key point is that this education was not just limited to the children, but it is far beyond that, to build a better and more educated future for the community.

The last point I found interesting is that Reggio Emilia can be adapted, that it is not the same strategy and method that will work for everyone. You have to build a relationships, using common and mutual interests, to use the local culture and beliefs to build the new strategy. Which also links in with the Diamond Model.

Throughout the video Prof Rinaldi mentions 'community' frequently, pointing towards Gemeinschaft. However it seems Reggio Emilia is looking to spread to society and make a difference on a wider scale.

Mushed Miah

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When listening to the interview with Professor Carla Rinaldi (Carlina Rinaldi), it reiterated many of the points we had read about in the class text by Peter Moss. It was also interesting to reread the quotes and references within the text which Rinaldi herself had written.

One of the first points that she made regarding the symbolisation of the school, has carried a poignant meaning throughout decades. After WW2 this was an innovative perspective to evoke and inspire a community to focus on the “larger meaning of (a child) being a citizen of the present and a citizen of the future” (Rinaldi 2012). This is still true of today and as we are all currently experiencing, it is an approach which we are striving to achieve across the UK within education and care.

Rinaldi went on to explain that during the 1970s there was a time of focus and change in regard to people’s rights. In particular women’s rights, which generated the rights of children. These rights put children at the forefront of the community.

A final point I found interesting was Rinaldi’s explanation that Reggio provides a definition of the ‘attitude of being part of a human community’.  She went on to discuss that Reggio will not be exactly the same in different places around the world, as each culture has varying beliefs and values which will impact their interpretation of Reggio. I found this interesting as she has mirrored some of the points that the British Values promotes.

Iona Wallace.

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Fragile X Syndrome is a genetic condition caused by an extension of the X chromosome. Therefore, women can pass the syndrome to both their sons and daughters, whereas men can only pass it on to their daughters. Occurrence is estimated to be about 1 in 4000 boys, 1 in 8000 girls.

In 1943 James Martin and Julia Bell described the pattern of inheritance and linked it to mental disability but had not yet discovered why it occurred. The genetic cause was identified by Herbert Lubs in 1969.

Fragile X syndrome leads to learning disabilities, delayed development of speech and language and cognitive deficits as neurone connections in the brain do not allow normal processing. It is a comorbidity syndrome, often linked to ASD (33%); ADD; ADHD; seizures and others.

Physical symptoms vary but often includes: large ears; long face; prominent jaw and forehead; high arched palate; poor muscle tone; flat feet; large post pubescent testicles in males; double jointed thumbs and fingers. Social effects can include anxiety; gaze aversion; social withdrawal under stress; impulsive actions; fidgeting; lack of facial recognition owing to facial encoding inability.

There is no cure. Medication can be used to address specific symptoms, but must be tailored to each individual. EHCs will be required as individuals vary greatly. Speech therapy, behavioural therapy and other enrichment techniques may help but must be chosen on an individual basis.

I cant seem to attach this video but here is the web address for a handy You Tube clip explaining more about Fragile X Syndrome:
https://www.youtube.com/watch?v=sIAWbUJUQuU

References:

Bagni, C., Tassone, F., Neri, G., Hagerman, R. (2012) Fragile X syndrome: causes, diagnosis, mechanisms, and therapeutics, Journal of Clinical Investigation, 122 (12), pp.4314-4322. Available online at https://www.jci.org/articles/view/63141/pdf  (Accessed on: 6/10/2016)

Lubs, H.A. (1969) A marker X chromosome, American Journal of Human Genetics, 21(3), pp. 231-244.
Available online at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1706424/

(Accessed on: 7/10/2016)

Iona Wallace

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Movement difficulties that can occur later in life as a result of damage to the brain. For example, stroke or a head injury.

http://www.nhs.uk/Conditions/Dyspraxia-(childhood)/Pages/Introduction.aspx
Date Accessed: 08/10/16

Catherine Tonner

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One of the points I found valuable from the interview was that the Reggio Emilia was introduced after the second world war when people were in poverty. The approach was introduced in a rural area meaning building a better society for everyone within the community (Human Betterment - Gemeinschaft).

Another point discussed was the Reggio Emilia school is a symbol not to educate children but for children to educate themselves. I liked this point because I feel that educational environments here present are not allowing children enough time to learn for themselves. They are following a specific curriculum in a short amount of time.

The last point that stood out to me was when the Professor discussing democracy was the learning, loving and participation all have the same roots. Wings and Roots came to mind which was discussed in class.

Catherine Tonner

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Down syndrome is a genetic condition that causes delays in physical and intellectual development. It occurs in 1 in every 792 live births. Individuals with Down syndrome have 47 chromosomes instead of the usual 46. It is the most frequently occurring chromosomal disorder. Down syndrome is not related to race, nationality, religion or socioeconomic status.It is important to remember that while children and adults with Down syndrome experience developmental delays, they also have many talents and gifts and should be given the opportunity and encouragement to develop them.

Most children with Down syndrome have mild to moderate impairments but it is important to note that they are more like other children than they are different. Early Intervention services should be provided shortly after birth. These services should include physical, speech and developmental therapies. Most children attend their neighbourhood schools, some in regular classes and others in special education classes. Some children have more significant needs and require a more specialized program.

NADS,(2015), What is Down Syndrome, available at http://www.nads.org/resources/facts-about-down-syndrome/, accessed on 07/10/16

I found this video that I found helpful and gives you an insight on the diagnosis of Down Syndrome.
https://youtu.be/XGZnO5Im5bM
Accessed 06/10/16
No date

Sarah Warrilow

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Homework 03/10/16

On watching Professor Carla Rinaldi's interview the key points that I highlighted were:
1) The fact that the community discussed how to spend the money they had after World War 2. As a community they decided to use the money not only to educate the children, but for themselves to be educated. This was to build a better society for everyone .
I found this very positive, as a community they wanted to move on to build a happier society for the future of themselves and their children.
2)The professor express how they are dedicated to educating children and through them they educate their self.
This is a key factor as new view, possibilities and vision. These can be implemented in the future to build a better path in education.
3)' Values have to be taught but they also have to be lived.' A very powerful statement made by the Professor.
This is essential as if you don't live the experience you will not appreciate it as much. You can embed values but living them makes things more realistic and makes people appreciate them more.

Sarah Warrilow.

I have also found a lovely video that is American but sums up everyone who works with children and the impact they have on the children's everyday life.
.https://m.facebook.com/gibsonpillay/posts/10155257865565550

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The first point that I found valuable from the interview with Professor Carla Rinaldi was the fact that the school was built as a symbol. It was created not only to educate the children but also educate the teachers and parents to be better citizens and give a future to the community. I think that the mass destruction caused by the war gave them a fresh perspective on life and the school became a symbol of new hope.

The second point I took from the interview was that they see children not only as people to educate, but also people that can offer new values, visions and possibilities that will help the community to become better - more mindful. This is something echoed in the Hundred Languages of  Children poem.

The final point that I found valuable was that they believe that democracy cannot be taught but must be lived; that respect must be reciprocal. Positive relationships built from mutual respect are key to the social pedagogic approach.

Rachel Mercer

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Dyslexia is marked by significant difficulties in acquisition of basic skills in reading or written language. These difficulties occur despite adequate instruction and normal intelligence. It is often said that dyslexia causes 'unexpected' difficulties in acquiring and using literacy skills. The child, adolescent or adult with dyslexia may seem to have every characteristic or circumstance of a potentially successful learner but despite this has significant difficulties with reading and written language.

Hannell, G.(2014)Identifying Special Needs - Checklists for Profiling Individual Differences. 2nd edition. Routledge

More reading on Dyslexia

Dyslexia and Inclusion: classroom approaches for assessment, teaching and learning

Teaching Children with Dyslexia

I also found this

Aidan

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What is dyslexia? - Kelli Sandman-Hurley

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A disease characterised by a range of neurological symptoms and signs such as muscle pain with intense physical and/or mental exhaustion. Other symptoms are difficulty sleeping, joint pain, headaches, sore throat, cognitive disfunction, dizziness and flu-like symptoms. It is sometimes referred to as Chronic Fatigue Syndrome (CFS).

National Institute for Health and Care Excellence (2007)
Chronicfatiguesyndrome/myalgic encephalomyelitis (or encephalopathy): diagnosis and management. Available at: https://www.nice.org.uk/Guidance/cg53 (Accessed: 4 October 2016).

I chose the Hummingbird Foundation for ME as a resource as it has many papers on the subject for people suffering with the disease and people who may have been misdiagnosed. It also reacts to many of the myths surrounding ME.
http://www.hfme.org/

Finally, I found a series of youtube videos by Jessica, a girl that has suffered from ME for over seven years. She has set up a charity called 'Share a Star' which aims to help severely unwell children and teenagers under the age of twenty-one. http://shareastar.org/
The videos give an insight into her life life and make fascinating, yet slightly upsetting, watching. I would find it hard to believe that someone could still insist that ME is an 'imaginary' disease after watching.

Rachel Mercer

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A personal story of a young girl growing to a young woman suffering with the severest form of this debilitating neurological illness. A message of hope and a belief in recovery with a plea for us not to forget ME - it's time the world woke up!

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Global Developmental Delay (GDD) is the general term used to describe a condition that occurs during the developmental period of a child between birth and 18 years. It is usually defined by the child being diagnosed with having a lower intellectual functioning than what is perceived as ‘normal’. It is usually accompanied by having significant limitations in communication. It is said to affect about 1-3% of the population.

http://www.specialeducationalneeds.co.uk/global-developmental-delay.html(no date)
(Accessesd: 01/10/2016)

Aidan

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Selective mutism is a uniquely challenging childhood communication disorder that demands a coordinated treatment approach. Speech-language pathologists are in an excellent position to coordinate intervention among family, classroom teachers, and other clinicians.
Selective mutism is typically a symptom of an anxiety disorder, requiring treatment in conjunction with mental health professionals. The full impact of the disorder is not usually manifested until the child starts school.

Schum, R. (2006). Clinical perspectives on the treatment of selective mutism. The Journal of Speech and Language Pathology – Applied Behavior Analysis, 1(2), pp.149-163.

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Angelman Syndrome, previously known as 'Happy Puppet Syndrome', was first defined by Harry Angelman in 1965. It is a neurodevelopmental disorder due to a missing or inactive chromosome 15 from the mother. Prader-Willi Syndrome occurs if chromosome 15 is missing from the father so it is considered a 'sister' syndrome. 

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Angelman Syndrome, previously known as 'Happy Puppet Syndrome', was first defined by Harry Angelman in 1965. It is a neurodevelopmental disorder due to a missing or inactive chromosome 15 from the mother. Prader-Willi Syndrome occurs if chromosome 15 is missing from the father so it is considered a 'sister' syndrome. 

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Physical attributes can consist of a youthful, happy appearance; movement and balance difficulties; poor verbal communication and seizures.

Angelman, H (1965) 'Puppet' Children. A Report on Three Cases. Developmental Medicine & Child Neurology, 7 (6) pp.681-688

The Angelman Syndrome Support, Education and Research Trust (ASSERT), provides information and resources to support families and educational settings. They also have further links for support in the UK, such as www.angelmanuk.org.

I have attached a video from ASSERT which explains and introduces Angelman Syndrome. It may be long but is also interesting!

Thank you for the videos that others have put up, they've been very interesting to watch.

And don't forget......International Angelman Syndrome Day is on February 15th!

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Introduction to Angelman Syndrome | Assert

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Uploaded by Angelman Video on 2015-09-12.

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Attention deficit hyperactivity disorder (ADHD) is
characterized by symptoms that include the inability to keep one’s attention
focused on a task, trouble organizing tasks, avoiding things that take effort,
and follow-through. ADHD may also include problems with hyperactivity
(fidgeting, excessive talking, and restlessness) and impulsivity (difficulty
waiting one’s turn or with patience, interrupting others). It is typically
treated with stimulant medications, such as Ritalin, and psychotherapy.

ADHD is diagnosed three times more often in boys than
in girls.

Girls are usually diagnosed with attention deficit
disorder (ADD), a non-hyperactive version.
                         
 


Grohol.M, (2014), An
Overview of ADHD in Adults, available at http://psychcentral.com/disorders/adhd/,
accessed on 29/09/16.

                                   

The other resources available are:

Collingwood.J,(2014), ADHD and Gender, available at http://psychcentral.com/lib/adhd-and-gender/,
accessed on 29/09/16.

                  

Martin. B, (2014), Treatment
for Attention Deficit Disorder (ADHD), available at 

http://psychcentral.com/lib/treatment-for-attention-deficit-disorder-adhd/,
accessed on 29/09/16.

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Attention deficit hyperactivity disorder (ADHD) is
characterized by symptoms that include the inability to keep one’s attention
focused on a task, trouble organizing tasks, avoiding things that take effort,
and follow-through. ADHD may also include problems with hyperactivity
(fidgeting, excessive talking, and restlessness) and impulsivity (difficulty
waiting one’s turn or with patience, interrupting others). It is typically
treated with stimulant medications, such as Ritalin, and psychotherapy.

ADHD is diagnosed three times more often in boys than
in girls.

Girls are usually diagnosed with attention deficit
disorder (ADD), a non-hyperactive version.
                         
 


Grohol.M, (2014), An
Overview of ADHD in Adults, available at http://psychcentral.com/disorders/adhd/,
accessed on 29/09/16.

                                   

The other resources available are:

Collingwood.J,(2014), ADHD and Gender, available at http://psychcentral.com/lib/adhd-and-gender/,
accessed on 29/09/16.

                  

Martin. B, (2014), Treatment
for Attention Deficit Disorder (ADHD), available at 

http://psychcentral.com/lib/treatment-for-attention-deficit-disorder-adhd/,
accessed on 29/09/16.

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Sarah Warrilow

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So, I've just seen a video on YouTube and had to get out of bed to share it with you all in case you hadn't all
seen it. Its worth a watch and really got to me; so enjoy :)

Leah :)

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Autism is a lifelong developmental condition that affects how a person communicates with, and relates to, other people. It also affects how they make sense of the world around them.

Austica (2014) Autism. Available at:https://www.autistica.org.uk/autism/gclid=CJnFnNuFsM8CFY0W0wodsTsJDA (Accessed: 27 September 2016).

The resource I would like to recommend is https://www.autistica.org.uk/wp-content/uploads/2014/11/Autistica-Research-Strategy-2015-2020.pdf

This pdf not only explains what autism is and the research areas they are working on but it also contains facts and statistics about autism, backed up with academic references...perfect for an essay!

Also found the following interactive story at geekbookclubs.com which would be great for an autistic child.

Rachel Mercer.

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Terrible Taunting | Anti-Bullying | Autism & Asperger's

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The Mighty League, Vol. 1: The Terrible Taunting is a story about a boy who is different. The reader sees inside his imagination where he is the superhero leader of the Mighty League of crime fighters. Contrast it with the real view of his school day where he encounters a bully on the school playground.

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Cystic Fibrosis: It is a autosomal recessive disorder of the mucus-secreting glands of the lungs, the pancreas, the mouth, and the gastrointestinal tract, as well as sweat glands of the skin.                                                                                                             Marcovitch, H. and MacPherson, G. (2002) Black's medical dictionary (writing handbook). 41st edn. London: A & C Black Publishers.

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Cystic Fibrosis: It is a autosomal recessive disorder of the mucus-secreting glands of the lungs, the pancreas, the mouth, and the gastrointestinal tract, as well as sweat glands of the skin.                                                                                                             Marcovitch, H. and MacPherson, G. (2002) Black's medical dictionary (writing handbook). 41st edn. London: A & C Black Publishers.

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https://www.youtube.com/watch?v=FMAOEOmLoUE  Accessed: 26/09/16

Catherine Tonner

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Tourette’s syndrome is a neurological condition (affecting the brain and nervous system), characterised by a combination of involuntary noises and movements called tics.

http://www.nhs.uk/conditions/Tourette-syndrome/Pages/Introduction.aspx
accessed 26/09/2016

I came across this website and its full of support for children and families who are affected by Tourette's Syndrome. They have their own forum, and can make their own videos to share with others. I feel they've made their own little "Gemeinschaft".

Leah Lowman :)

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Watch our collection of videos made by people with Tourette Syndrome and find out what it is really like to live with the condition.

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Monday was packed full of rich information. I have a much better understanding of the year ahead and the modules we will be learning. The addition of the glossary on Moodle and the class glossary that Claire has suggested we do, has helped my organisation and understanding already. I am looking forward to the workshops we have as this will help me to improve and develop my academic style.  

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Monday was packed full of rich information. I have a much better understanding of the year ahead and the modules we will be learning. The addition of the glossary on Moodle and the class glossary that Claire has suggested we do, has helped my organisation and understanding already. I am looking forward to the workshops we have as this will help me to improve and develop my academic style.  

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The introduction of the HE area and university lanyard have been a brilliant start to the year. The study space will have a positive impact on our learning and the social area will allow us to network with other HE students. I am looking forward to begin using it. Thank you to all involved.

Iona Wallace

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I found the chat about the AEN presentation very useful on Monday as I was very confused about what I was going to do and now I have a plan. I also think that talking with the LRC staff about GeneralOne file is going to be beneficial to my studies, but they need to get it working at home.

I’m looking forward to the new HE area. Somewhere I can sit and do my work without people being too loud and distracting. The area looks well designed and I am interested in seeing it when it is finished.

Aidan ["�~x) U�

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Monday's first session was a useful introduction to level 5. It allowed me to understand the expectations of the course and what to consider in upcoming assignments. I feel more reassured that I will get the right support and stability knowing that Claire will be our tutor for the next year.

Looking forward to the new HE area! A great design and space for studying. The new university badges and the HE area is making myself feel more like a university student. Cannot wait to try it out.

Thank you Carmel.

Catherine Tonner

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Todays session was full of useful information on level 5 . It was not only about level 5 , we also re caped how to access re sources needed within the criteria we have to cover. The LRC session was a good refresher session on sources online we can use. It would be nice if we could access this from home. I have e mailed Claire regarding this issue and hope to be able to access this soon. 

# data[].attributes.subject
Todays session was full of useful information on level 5 . It was not only about level 5 , we also re caped how to access re sources needed within the criteria we have to cover. The LRC session was a good refresher session on sources online we can use. It would be nice if we could access this from home. I have e mailed Claire regarding this issue and hope to be able to access this soon. 

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HE AREA

Well what can I say, this new H E area is fantastic. A great use of space for all H E students. This will help all the group to engage more in studying by having our own allocated area, especially having our own Mac room.
A facility well needed by all H E students to feel like we are actually attending a university and not just a college.
Thanks Carmel and team for all your hard work in obtaining this area for us.

Sarah Warrilow

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Initially before yesterdays session I was worried about beginning level 5. After the introduction and the reminder of the terms used in level 4 I began to feel more comfortable. I found the resources such as general one file and E Book will give me more confidence in my future work.

I was very impressed with the HE room and facilities, and more importantly that it was just round the corner from our classroom. It looked spacious and will definitely be more quiet. Will probably be using it even on the days I am not in!

Mushed Miah

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Today was a good introduction to level 5. Although there was a lot to absorb, I felt that I gained information that will be of benefit to me in my second year. It also reassured me that I hadn't forgotten absolutely everything from my first year. Learning how to use the online resources was useful, particularly the section on accessing journals and e-books.  

# data[].attributes.subject
Today was a good introduction to level 5. Although there was a lot to absorb, I felt that I gained information that will be of benefit to me in my second year. It also reassured me that I hadn't forgotten absolutely everything from my first year. Learning how to use the online resources was useful, particularly the section on accessing journals and e-books.  

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I'm very excited about the new HE area. It will be great to have an area separate from the rest of the college that is specifically for us. I especially like the fact that it has areas for more relaxed study and discussion as well as a more traditional office area. I think it will be of enormous benefit to myself and my classmates over the coming year.

Rachel Mercer.

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Although today was packed with a lot of information, I feel the day was highly useful. I think that the information that will be most useful to me is knowing exactly where to gain resources, who to speak to when needing something and looking into our units.

Feelings Towards the new HE area.

I really loved seeing our new HE area, it looks fresh, modern and empowering. Having it will enhance my learning and provide me with the needed resources to assist me in completing this course. Having an area created for HE students also gives more of a "university" feel.

Leah Lowman. 19/09/2016

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Social Pedagogy - Theory into Practice Case Example. 

# data[].attributes.subject
Social Pedagogy - Theory into Practice Case Example. 

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I loved reading this case study. I feel its practice done right. Personally I believe this is working with a child or young person in a generally loving manner. "The Common Third" approach was a turning point for Billy's development and using such approach within educational settings, I feel, would be highly beneficial for all involved.

I have also attached a youtube video which explains how to use "The Common Third" to build relationships (in foster care but can relate anyway), in a really easy way. Thought I'd share it :)
Leah Lowman

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Using the Common Third to build relationships

# data[].attributes.headline
Socialy Pedagogy- Theory into practice case example

# data[].attributes.subject
Socialy Pedagogy- Theory into practice case example

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I wholeheartedly support the pedagogical approach that was taken in this case study. Bil
ly has had a very difficult upbringing and had not found the best way to express himself. I do not feel you intervened but more guided him towards what he found comfort in, this was undoubtedly helped with the Common Third. This strategy is vital, I myself use this approach not just within education but within life itself. It seems that the current education system is very results based more than developing the individual, or finding the best possible route. Education and proper care strategies can help these so called 'naughty' people, young or old.

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Social Pedagogy - Theory into Practice Case Example

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Social Pedagogy - Theory into Practice Case Example

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In theory, I don’t believe that social pedagogy and the current educational care system differ much at all. They both are concerned with well-being, learning and growing, they both also believe that each person is an individual with inherent potential. That, however, is where the similarities end.

In reality, as Iona and Sarah have already mentioned, the current education system is more concerned about achieving a grade over each person as an individual. Unlike the education system, social pedagogues work in line with the theory.

In this particular case, it is set within a care setting not an educational setting i.e a school. If I am honest I don’t know much about residential care and was under the impression that they provide care in this way and that this is nothing new. To truly comment on this situation I would have to do some research in residential care.

Aidan Lucas

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At present, the education system focuses on results and children are measured against each other through a set of very narrow criteria. Teachers are under so much pressure that often children like 'Billy' are simply seen as badly behaved and, as the writer said, have little chance of improvement. This approach focuses on understanding the reasons behind the behaviour and teaching the child/young adult alternative coping strategies, which in turn, will allow them to access the curriculum. I feel that this is a vital role in all schools. Sadly, due to lack of funding, many schools cannot afford to hire someone specifically for this role and the child is left to fend for themselves.

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At present, the education system focuses on results and children are measured against each other through a set of very narrow criteria. Teachers are under so much pressure that often children like 'Billy' are simply seen as badly behaved and, as the writer said, have little chance of improvement. This approach focuses on understanding the reasons behind the behaviour and teaching the child/young adult alternative coping strategies, which in turn, will allow them to access the curriculum. I feel that this is a vital role in all schools. Sadly, due to lack of funding, many schools cannot afford to hire someone specifically for this role and the child is left to fend for themselves.

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Rachel Mercer

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The approach used in the case study shows a professional who has been educated in social pedagogy approaches and benefits. I feel that these skills and models have little emphasis and there is a lack of acknowledgement within the English care system. Expanding/introducing the professional role of the social pedagogue within local boroughs could allow for these skills to be put in place, while minimising some current time constraints put on the system.  

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The approach used in the case study shows a professional who has been educated in social pedagogy approaches and benefits. I feel that these skills and models have little emphasis and there is a lack of acknowledgement within the English care system. Expanding/introducing the professional role of the social pedagogue within local boroughs could allow for these skills to be put in place, while minimising some current time constraints put on the system.  

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Iona Wallace

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After reading this case study I feel our system is supressed by product more than the  outcome on society. The system should emphasise  more on the diamond model, counting people as individuals and catering for needs to progress. It currently appears to focus more on results, forgetting about the persons wellbeing.  The educational system should focus more on social aspects of  pedagogy. Not every individual should be classed as a naughty person, their potential should always be the main focus.

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After reading this case study I feel our system is supressed by product more than the  outcome on society. The system should emphasise  more on the diamond model, counting people as individuals and catering for needs to progress. It currently appears to focus more on results, forgetting about the persons wellbeing.  The educational system should focus more on social aspects of  pedagogy. Not every individual should be classed as a naughty person, their potential should always be the main focus.

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Sarah Warrilow

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Welcome back to the new and improved FDSTL!
Each week you are required to share a resource or comment or suggestion and put forward your ideas for your Class Reps and the learner voice meetings.

Use this as a blog to support each other.
Let's get started...