Reflections Assignment Example | Topics and Well Written Essays - 750 words - 1

Reflections - Assignment Example Personally, I agree with Lewis’s saying that the ultimate price that we pay for losing those we love is pain and grief (Tesiik, 2001). I saw my mother, G.M struggling with the pain of losing my stepfather. Thus, she was paying a price for the commitment and love that she accorded my stepfather. Connection to saying. The saying relates well to the scenario of my mother, G.M. As pointed by Lewis, one can go through a series of pain if she loses the object of her love. G.M was indeed in deep love with my stepfather. She went through series of pain and episodes of depression attributable to cognitive response. As a result, she is suffering from Alzheimer and Parkinson’s diseases. Description of manifestations of grief. Grief manifests itself in four different ways including feelings, physical sensations, cognitions, and behaviors. Feelings are often diverse and take different turns. Sadness is a feeling that many individuals experience after losing the persons that they love or have a close attachment (Loos, Willetts, & Kempe, 2014). My mother, G.M experienced this when she lost my stepfather. Individuals often demonstrate sadness by crying. Crying is a gesture that arouses a protective or sympathetic reaction from other individuals. Complicated grief may result if individuals fail to express sadness with or without the accompaniment of tears. I felt sad when I watched G.M writhing in pain. Anxiety is a common feeling that relates to the loss and it often originates from the fear that the bereaved may not be in a position to take care of themselves. There are different ranges of anxiety and can extend from mild to extreme forms of panic attacks. Grief also manifests itself through cognition. In most cases, a cognitive response often occurs after an individual develops varied feelings. As I have outlined above, my mother G.M experienced different feelings of sadness, and anxiety after the loss of my stepfather. It is through this happening that I realized

Effective schools are inclusive schools Essay Example | Topics and Well Written Essays - 2500 words

Effective schools are inclusive schools - Essay Example Normally, a disabled child is sent into a school specifically designed for them or their parents may opt to hire a private tutor that will facilitate the child's education. This is not the case for inclusion. In theory, inclusion states that all student are part of a so-called school society and that students regardless of their physical or mental limitations are entitled to the same level of education that a normal child experiences and that disabled children must develop a sense of belonging with other children, his or her teachers and other school personnel regardless of his or her condition. The concept of inclusion was much well accepted that it gave rise to IDEA in 1997. IDEA is actually an acronym that stands for Individuals with Disabilities Education Act, and it states that schools should provide the necessary tools and techniques necessary to facilitate the learning process of children with disabilities given a normal classroom environment ("Inclusion, 2006; Department of S pecial Education, 2006). Thus far, inclusion has been well received and is also said to be quite effective even for those suffering from autism. However, inclusion has been proven to have high maintenance costs, though these costs can be justified by its effectivity as some experts claim. But in any case, inclusion provides what every child (whether normal or disabled) needs in a proper learning environment: a sense of belongingness as well as a group of friends that are willing to accept him or her despite his or her disabilities. Furthermore, inclusion provides disabled children a number of benefits that were previously unavailable to them such as housing and healthcare (Harchick, 2005). The Definition of Inclusion Inclusion is a teaching method in which children with physical or mental disabilities are integrated in a normal classroom occupied by normal students. It is intentionally constructed to fill in the needs of disabled students ("Inclusion", 2006). Foreign languages for example, are taught using a variety of activities facilitated by educators and specialists which guide both normal and disabled students through the whole learning process. A typical class in an inclusive school appears to be a normal classroom except that there are times that the class may be a little noisier than usual but this is all part of promoting creativity, resourcefulness and productivity among students (Department of Special Education, 2006). Some experts divide into two more categories: partial and full inclusion. Technically, partial inclusion states that a disabled child needs only to be in the classroom for about two-thirds of the total number of school days. In full inclusion, the disabled child is required to attend all of his or her schooldays in the classroom ("Inclusion", 2006) An inclusive school also discourages competition among its students and it is though of to be student centred. Students are also encouraged to set up their own rules and policies and in turn everyone is expected to abide by it, in effect an inclusive school teaches a student how to become a functional and beneficial part of society (Department of Special Education, 2006). Recent Studies about Inclusion The core concept behind inclusion that students who have been