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[Revision] Equality & Diversity

 

 

Rationale on staff development tool (SDT) for improving the learning outcome of ADHD learners

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Rationale on staff development tool (SDT) for improving the learning outcome of ADHD learners

Access to Education and its outcomes are primarily influenced by family status, such as income. The state of Poverty has a significant effect on how a child fairs on, in the education sectors, particularly learners with Attention Deficit Hyperactivity Disorder (ADHD). Poverty is a shortage or lack of essential needs. Such elements may include material possessions or money needed to improve people’s lives (Russell et al., 2016 ). Poverty affects children with Attention Deficit Hyperactivity Disorder (ADHD) on how their performance adversely at school. UNHCR requires that all the children should access free Education at least to get basic Education regardless of the status of the child. However, in some parts of the world, children cannot afford to attend schools due to Attention Deficit Hyperactivity Disorder (ADHD) and lack of basic needs such as food. The families may lack the capability of providing all that is needed for the children to settle and feel more comfortable in learning facilities. For instance, the children may not have enough to eat, access to the desired shelter, or have enough clothing in comparison to other children he might be seen out of place. Additionally, the parents will not manage to buy all that is necessary for them to go to school and concentrate on their studies (Brotman et al., 2018). Paying the tuition fees and unable to pay for other activities is some of the reason for the student to feel not fit in school. The children who live with Attention Deficit Hyperactivity Disorder (ADHD) are more likely to experience high dropout rates and lower academic achievement (Makarewicz, 2018). The government and the teachers have many roles to play to enhance equity and diversity in learning institutes and thus promote the education process. In this regard, we find it necessary to develop SDT to enrich staff members’ understanding and knowledge of the role they play within the education setting during the poverty crisis and how to bring the factor of equality in children with Attention Deficit Hyperactivity Disorder (ADHD).

This rationale is a framework that fortifies the primary reason for the establishment of the practitioner’s Staff Development Tool (SDT). As mentioned above, the SDT is established to educate staff and understand their role in promoting equality and diversity in the school settings. According to Great Britain. Department for Children, Schools, and Families (2009), the number of individuals that suffer and live in the poverty state is gradually growing, affecting more than 30% of students in the UK. The purpose of the SDT is to assist staff, mainly teachers and educators, working in my school setting and around the neighbouring school as well as the whole town. The school specifies a special program for students in the key grades 2 and 3, with the Health and Care Plan (EHCP) or Special Education Needs (SEN). This Framework and the SDT defended the institution’s identity by calling it “School X” as purpose to be adopted by multi-party. Also, it adheres to the (Data protection, 2018), which identifies and protects the rights to fair and legitimate information that can be disclosed individually or in groups. Nfonoyim, Griffis, and Guevara (2020) Aver that Poverty and its consequences have a significant impact on local school areas; for instance, escalation of crime rates involving youth, especially violence, and children with ADHD tend to be more affected in such statuses. The aim is to show the link existing between discrimination practices in relation to ADHD with poor attainment in Education. The SDT will provide empowerment to working staffs with equitable and effective self-promotion for providing students with equality. The interactive effects of the tool will enhance the problem-solving skills of the working staff. Lifelong learning is an integral part of a teaching career (Deal and Peterson, 2016). According to Jones (2018), the role of Education is to enable adults and children to be active participants in the reconstruction of their societies. Unlike other qualifications, for example, the family, academic achievement might be adopted by the individual and is subjective to the local policies as well as the national policies.

Education policy and government acts seek to eliminate forms of inequality that affect students’ Education in the learning process; for instance, the case of children having disorders such as ADHD and the poverty challenges. (e Silva, 2017). This puts a responsibility on the local system of authority and their partners to work together to eradicate the level of Poverty and improve the livelihood hood of the student with ADHD in school settings within their regional districts. The word “partners” here refers to schools that must abide by the provisions of such legislation to help solve major social problems. From a national point of view, the role of schools may include the provision of free school meals, free tutorials to teachers on how to coup with the challenges faced by learners with ADHD. However, further roles should be better in the hands of local authorities (Great Britain. Public Health England 2015). This means that schools and other educational organizations need to be working directly with their governing bodies. Successful implementation of this requires knowledge of the wider community by teachers and teachers’ associations. Without paying close attention to the social situation outside of schools, societies will continue facing difficulties related to Poverty in particular to students living with disabilities. This condition has other negative consequences on the lives of people, including health, behavior, and self-esteem. If all this remains unsolved, it can lead to further extrication and failure (Great Britain. Department for Education, 2015a). School teachers can increase their level of engagement and participation through self-education about class, Poverty, and student living in the condition of ADHD, making school attendance accessible to families, and counteracting stereotypes all contribute to equality of knowledge and opportunity (Abbott, Middlewood, & Robinson, 2015)

The SDT will examine how school policies and procedures seek to endow student’s rights and equality. For example, the educational policy of a given school allows all children, regardless of their health status as well as their financial situation, to assess free lunch daily and have a safe learning environment that has adequate educational resources. Also, quality Education involves relevant content that impacts learners with required skills, and the learning process that includes trained teachers as the facilitators of knowledge to students. This enables all students to feel free and have a sense of belonging, especially those who are ashamed of their condition or embarrassed to accept something for free. Exley (2016) Indicates that “the level of Education cannot be influenced by disability, gender, social class, race, or other factors not related to ability. According to Save the Children UK (2018), “Every child is worthy of acquiring a good education, and also every child must meet high standards. In school settings, Special education needs (SEN is the most steadfast indicator of student achievement that is besides prior attainment and Poverty. Attention Deficit Hyperactivity Disorder (ADHD)  can determine the learning outcomes of students. This is very detrimental not only for the victims but also for the entire society.

Programs and interventions, which include premium student grants (PPGs), pursue to address the lack of achievement by providing additional funding to learning institutions. Schools need to conduct PPG effectively; The Education Foundation (EEF) shares essential parameters to measure the impact on student achievement. If schools do not fulfill their obligations to their students effectively, Ofsted may commission the PPG to examine the effectiveness of fulfilling this obligation (Gov UK, 2018). This information should enable schools to meet the needs of different learners by seeking and supporting their creative groups and resources. However, the Child Poverty Action Group (2018) believed that PPG is not as effective as it does not respond to access level closures of the attainment gap. On the other hand, the leading leaders of schools are at doing this. Effective leaders in school settings are the ones that set high expectations for learners and have moral convictions. The study compiled from Child Poverty Action Group indicated that when participating researchers sought to explore how PPG was utilized efficiently in “outstanding” schools, they clinched that management and leadership were the keys to its success. The SDT will revise the policy of School X, identifying school visions from its leadership group. The Effective leadership teams in schools make sure that employees communicate successfully with students and demonstrate their progress. This has been identified to have a direct impact on the role of teachers and teacher assistants. Introducing new learning experiences for children with disabilities can be a source of inclusion. This also includes outside classroom learning, for example, in the community. Schools should make sure that these opportunities are available to students that come from families with low-income.

McLaren (2015) argues that schools affect people’s ability to live because they produce people who fit into certain categories in society. According to him, the institution of Education has a greater impact on society than on the individual level. The school staff should look forward to the success of all children, regardless of their abilities, race background, or social class. Therefore learning institutes should guarantee that they attain and mitigate the problems of students’ learning capabilities. According to the teacher’s standards, schools “should set goals for students of all levels, abilities, and circumstances” (Great Britain. Department for Education 2015b). Students who are under stress in most occasions show behavioral issues. Therefore, SDT concentrations on supporting student participation by improving the teaching pedagogy and curriculum opportunities. Educational pedagogy and staff attitudes and beliefs play an essential role in Education set up. (White, 2010). Employees must ensure that they do not express their personal opinions, including stereotypes judgments. Working staffs must fulfil their ethical responsibilities following their teachers’ standards (Great Britain. Department for Education 2011), and they must respect and promote British values (Great Britain. Department for Education 2014)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

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Brotman, L.M., Barajas-Gonzalez, R.G., Dawson-McClure, S. and Calzada, E.J., 2018. Schooling and Academic Attainment. In Handbook of Parenting and Child Development Across the Lifespan (pp. 263-287). Springer, Cham.

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Deal, TE and Peterson, K.D., 2016. Shaping school culture. John Wiley & Sons.

e Silva, MMDS, 2017. Poverty reduction, Education, and the global diffusion of conditional cash transfers. Springer International Publishing.

Exley, S., 2016. Inside and outside the school gates: impacts of Poverty on children’s Education. Improving Children’s Life Chances, pp.38-48.

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GOV.UK. 2018. Data Protection. [online] Available at: <https://www.gov.uk/data-protection> [Accessed 20 May 2020].

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Great Britain. Public Health England (2015) Promoting children and young people’s emotional health and wellbeing: A whole school and college approach.  Available at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing [Accessed 20 May 2020].

Jones, P.W., 2018. International policies for Third World education: UNESCO, literacy and development. Routledge.

Makarewicz, C., 2018. Supporting Parent Engagement in Children’s Learning through Neighborhood Development and Improvements to Accessibility. Journal of Planning Education and Research, p.0739456X18804036.

McLaren, P., 2015. Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge.

Nfonoyim, B., Griffis, H. and Guevara, J., 2020. Disparities in Childhood ADHD Symptom Severity by Neighborhood Poverty. Academic Pediatrics.

Russell, A.E., Ford, T., Williams, R. and Russell, G., 2016. The association between socioeconomic disadvantage and attention-deficit/hyperactivity disorder (ADHD): a systematic review. Child Psychiatry & Human Development47(3), pp.440-458.

Save the Children UK (2018) Child Poverty: Bringing hope to those left behind. Available at: https://www.savethechildren.org.uk/what-we-do/child-poverty [Accessed 20 May 2020].

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