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Risk Management in Children’s Play

Balanced Approach to Risk Management
A risk is part of everyday life and it almost affects everyone in some form or the other. A risk is taken every day in order to sustain a better, healthy future. Therefore risk cannot be completely eliminated in any aspect of our society and so accepting that the possibility of even serious or life threatening injuries cannot be eliminated, however, it should be legally and lawfully managed. Risk should be acknowledged and controlled at a manageable level to benefit the potential opportunities we get in return. A balanced approach to managing risk is essential to structure our society. The concept of ‘risk/benefit’ assessment should be a guide to achieve satisfaction.
Playtime is essential and vital part of a child’s life. Playtime directly affects a child’s well-being and development. The Health

Inclusivity in Schools Study

This study focuses on my placement school to find out how inclusive it is regarding the special educational needs (SEN) students. The study puts in scope how lessons are delivered in the school and how the school meets the needs of the special educational needs students. To find answers to the enquiries, a specific case study research design was selected to provide an understanding of the numerous perspectives of the topic, involving multiple interviews with the staff of the selected school. Four members of school staff were selected for interview including – The Special Needs and Disabilities Coordinator (SENDCO), one teacher and two teaching assistants. The interview questions have been based on the framework of the ten areas of inclusive education as presented at the report of National Council for Special Education (NCSE, 2010). Two students were selected in the study with similar special educational needs. One child had difficulties with spoken language and retaining information and the second one presented symptoms associated with dyslexia. The profile of these 2 students was mainly synthesized using information from the Child Provision Map found in the resources of the school and from my personal observations and experiences as their teacher.
Diagnosis of Dyslexia Dyslexia is considered as one of the most common Special Learning Difficulties (SpLD) affecting roughly the 10% of the population, with 4% to be considered as severely disabled. Dyslexia is mainly transferred through hereditary mechanisms. A child that is considered dyslexic, might write letters in words or words in sentences, in wrong order. Also, they might be confused when they are forming sentences as they might find difficulties in spelling the words correctly. The reversal of the letters in words is considered as one of the key indications of a child with dyslexia. Although, literacy issues would be considered as one of the most common and visible indications of dyslexia, there are multiple other issues that cannot be detected easily. Some of the issues include, how mind is processing the receiving information, how they are stored, organised and recalled when necessary. In addition, dyslexic children have difficulties with time perception, processing information quickly and navigation, as they get confused with physical (left, right) and compass directions (north, south, west, east) (British Dyslexia Association, 2016).
NHS provides a similar definition for Dyslexia stating that it is a very frequent type of learning difficulty affecting skills linked to reading, writing and spelling of words (NHS, 2015). The symptoms of dyslexia vary widely amongst every case. More specifically, a person with Dyslexia might have issues with his phonological awareness, ability to memorise and process words quickly. (NHS, 2015).
Thus, on the one hand, we have the medical definition provided by the NHS and on the other hand, we have a more broaden approach provided by the British Dyslexia Association (BDA), adding interesting parameters to the symptoms of Dyslexia. As it is clearly understood, one of the main issues of dyslexic people is the fact that they tend to have difficulties with processing texts whether its referring to reading or writing. However, as mentioned by BDA, the spectrum of symptoms is not limited here. It can be wider and more complicated. However, relevant literature states that it is very complicated to distinguish the symptoms of Dyslexia between poor readers and readers diagnosed as Dyslexic. The fact that both are facing the same literacy issues, leads to the conclusion that the literacy support is going to have a positive impact not only for the one group but also for the other group (Elliott