FNP questions Essay Example | Topics and Well Written Essays - 1250 words

FNP questions - Essay Example Some showing healing facilities offer 3-year confirmation programs in nursing; nonetheless, these projects are uncommon. Most Rns gain cohort degrees or four-year certifications in nursing. My expert foundation begins with a copartner degree in nursing from my group professional montage. I have been in preparing on the group clinic while as of now completing my course. The things that I managed are Adult and family wellbeing, Psychiatric nursing, Pharmacology, Human advancement, Anatomy and physiology to practice in the calling, enlisted medical attendants must be authorized. While licenses prerequisites fluctuate as indicated by state, they regularly incorporate section of a state-affirmed preparing project and the National Council Licenser Examination for Registered Nurses (NCLEX-RN). Directed by the National Council of State Boards of Nursing, the NCLEX-RN blankets subjects like psychosocial and physiological honesty, wellbeing advancement and contamination control. Contingent upon the state, Rns may be obliged to meet extra licenser necessities. With respect to me, I have fulfilled all the prerequisites and have turned into an ensured medical caretaker (Pfeiffer, W ickline, Deetz & Berry, 2012). A Nurse Practitioner (NP) is an enrolled medical caretaker who has typically finished either a graduate degree or doctoral degree and experienced preparing in the judgment and administration of basic medicinal conditions. After I completed my preparation as an Rns I kept on becoming a FNP my experience as a FNP was overpowering with a bigger number of obligations and more work than my past status. The education has definitely increased with more books and more practice in the hospitals. Working with a mixture of patients, from pediatric to geriatric, or represent considerable authority in one of various conceivable regions, for example, neo-natal serious forethought, heart mind, neurologic

The Worldliness of English in Saudi Arabia Dissertation

The Worldliness of English in Saudi Arabia - Dissertation Example Researchers who look at the spread of English as mere linguistic imperialism question the enterprise of learning and teaching of the English language. This is because, from their viewpoint, it has the cultural integrity of the non-native speaker compromised. In order for a language instructor to come into terms with the imposition of English language learning culturally is to utilize the practices of ELT that define and position English as an international language (EIL). In my point of view, the alternative perpetuates the negative impact that learning a foreign language can pose to the cultural integrity of the learner. Linguistic imperialism is a concept of linguistics involving a transfer, to other people, of a dominant language. This transfer is often associated with power demonstration. This could be military power or even economic power. Dominant cultures are often transferred together with the language. According to Brutt-Griffler (2002), the theory of linguistic imperialism has magnetized much attention among applied linguistic scholars. This has resulted in much debate especially on the shortcomings and merits of the theory. Brutt-Griffler stated linguistic imperialism denunciations to the analyses of English as the language of world domination and world capitalism. Generally, linguistic imperialism is usually viewed in the perspective of cultural imperialism.  

Should Texting Be Ban During Driving Essay Example | Topics and Well Written Essays - 1000 words

Should Texting Be Ban During Driving - Essay Example 2008) According to a CBS News correspondent Kelly (2009), the issue of mobile phone usage while driving has been a heated one over the time. In the United States, a split over the cell phone policy became evident when the Republican Senator Wagner, D-Chopee and the chair of the committee, Steven Baddour proposed to have a bill (H 3354), aimed at regulating cell phone usage within a car, with lawmakers and advocates terming the practice as the "new drunk driving." He also stated that all states needed to emulate the six States that have banned cell phone usage while driving, i.e. New Jersey, New York, California, Connecticut, Washington and Utah. This is not to mention the thirteen States that have completely banned text messaging for all drivers, i.e. Arkansas, Alaska, Colorado, California, Louisiana, Connecticut, Maryland, New Jersey, Minnesota, Utah, Tennessee, Washington and Virginia. (Kelly Cobiella, June 11, 2009) Jackson (2008) commented, "The American Insurance Association's members are responsible for handling 20% of the bay State auto insurance market". The association has declared that it supports the bills seeking to ban text messaging while driving, using an earpiece or speakerphone on a mobile phone, as well as banning of any use of any mobile phone for drivers under the age of 18 years. The Statehouse News Service also reported on the 11th of June that twenty five people had been killed in a train collision the previous fall, which included the train driver who had been spotted sending text messages moments before the fatal crash. The person who had spotted him was a student, who said, "Even if you take your eyes off the road for two seconds, you could drive off the road or hit another car". (Jackson, Maggie 2008, pg 111-115) Scope of Use of Cell Phone Texting In the today's world, text messaging is the most widely used data service, with over 35% of all mobile phone users in America, or over 4.5 million out of over 8 million phone subscribers at the end of 2007 being active users of the short message services. In the same time, other countries like Finland, Norway and Sweden have over 72% of the population using the short message services (SMS). In Europe, an average of 85% by the end of 2007 and North America rapidly catching up at over 56% of active SMS users, clearly shows the scope of use of the service. This coupled with the 2001, Global Messaging Survey by Nokia indicate how addictive text messaging can be. (Gogging and Peterson 2008) Other studies have been carried out by the Catholic University of Leuven in Belgium in 2004, and others by the University of Queensland in Australia, which concluded that text messaging is the most addictive digital service on mobile or internet, even to the levels of addictiveness experienced by cigarette smokers, where the user gets into a habit of text reception and a need to remain connected known as "reachability" .This habit has resulted in SMS becoming widely used in delivering digital content such as news

Write's choice Assignment Example | Topics and Well Written Essays - 250 words

Write's choice - Assignment Example The other second question is; what were Matt’s stepping stones to become CEO. He started as accountant then editor and he played a very important role in building business at Holiday World when he was the project manager. This helped him to gain recognition for the hard work and enabled him to climb the ladder to a higher position. I believe that for someone to climb the ladder to the position of CEO, that parson should have proved that he is experienced and capable of steering the company to greater heights through his performance in other aspects of the organization. Who is the biggest competitor based on consumer perceptions? Dollywood and Silver Dollar City are seen as the best competitors in this business but what has to be taken into account is the fact that they do not provide direct competition. By virtue of the fact that they are located in distant areas, it can be noted that they do not give direct competition. In my own opinion, I believe that the aspect of proximity or closeness to each other plays a pivotal role in determining the nature of competition. Competition is intense when the companies are located closer to each other. In this case it is weak since the competitors are located in distant areas. What are the marketing strategies that you use in your operations? He stated that advertising tools such as billboards, radio, website as well as TV and radio were mostly used since these are popular and can be easily accessed by the targeted audiences. I concur with him as a result of the fact that television for instance is the most popular medium to families and it can be effectively used to market the services offered by Holiday

Complete In The Lab 1 Creating Objects for the ECO Clothesline Essay

Complete In The Lab 1 Creating Objects for the ECO Clothesline Database on page AC 66 AC 67 at the end of Access Chapter 1. Perform all steps. Submit the entire database file for grading - Essay Example A string supports a number of characters, mostly letters and symbols (Raghu & Gehrke, 2003). The following field is the first name of the sales rep, which is also a string. After the first name, the next field represents the street where the rep resides. This field is also a string and it supports the entry of numbers and characters. The other field after the street is the city field. This is followed by the state field which is a string, as well. The states’ representation is in the short form. After the states entry the field that follows is the postal code. This code is in an integer field. The other records are the base pay and commission fields. The representation is in decimals. The entries of the values of the commission are dependent on a calculation that is a percentage of all the sales made by that

Quality Assurance Essay Example for Free

Quality Assurance Essay It is the policy of Mayo, Sligo and Leitrim E. T.B.- Mayo Area to develop and implement an effective Quality Assurance system that demonstrates consistent repetition of good performance using a system of documented procedures, which are known, understood and operated by all personnel. Mayo, Sligo and Leitrim E.T.B.- Mayo Area’s QA system demonstrates our capacity to monitor, evaluate and improve the quality of programmes and services to teachers and tutors as well as learners. All Mayo, Sligo and Leitrim E.T.B.- Mayo Area providers Quality Assurance systems are approved by FETAC (Further Education and Training Awards Council). What you need to know On Induction you will be provided with information about your programme and the assessment process from your tutors, However it is your responsibility to ensure that you are familiar with all assessment information and ask for clarification on anything that you feel you do not fully understand. This handbook includes all assessment policies and procedures. All learners must sign for receipt of the handbook. September 2013 Version 3 Quality Assurance Policies Assessment Fair and Consistent Assessment of Learners Policies and Guidelines. Mayo, Sligo and Leitrim E.T.B.- Mayo Area Mission Statement In line with its mission statement, it is the policy of Mayo, Sligo and Leitrim E.T.B.Mayo Area to provide a supportive and positive mechanism to ensure that all learners are assessed in an equitable manner and that transparent procedures are evident to guarantee satisfactory outcomes for all stakeholders. Mayo, Sligo and Leitrim E.T.B.- Mayo Area is committed to ensuring that all methods of assessment are effective in measuring learner attainment in line with documented learning outcomes and that assessment policy and practices are effective in monitoring the validity, equity and reliability of assessment consistent with national best practice. The planning and recording of assessments is to be carried out in accordance with the awarding body’s (FETAC) requirements and centre procedure. In order to achieve this Mayo, Sligo and Leitrim E.T.B.- Mayo Area has implemented the following documented policies, guidelines and procedures: Admissions Policy Mayo, Sligo and Leitrim E.T.B.- Mayo Area VEC Code of Behaviour for Students and Procedures Assessment Deadline Policy Feedback Policy Grievance Regarding A Grade Policy Appeals Policy Exceptional Circumstances Policy Plagiarism Policy and Procedure for corrective action. Assessment Malpractice Policy. Application for Specific provision. Mayo, Sligo and Leitrim E.T.B.- Mayo Area Anti Bullying and Harassment Policy Mayo, Sligo and Leitrim E.T.B.- Mayo Area Computer Network and Internet Usage Policy. September 2013 Version 3 Assessment Information Learner Guidance and Information It is the learners’ responsibility to follow all guidelines on assessment. Learners will receive the following information either written or verbally from the teacher delivering each module:The purpose, methods and schedule of FETAC assessment tasks. Relevant module descriptors, assessment criteria and deadlines for submission of evidence. A copy and explanation of section 9 (Assessment Regulations for Candidates) from NCVA/FETAC â€Å"Regulations for Centres and Candidates.† What elements will and will not count towards interim and final assessment and with what weighting. Comprehensive assessment briefs and instructions for all levels. The marking and grading conventions used. The consequences of assessment, such as decisions about progression and rights of appeal, i.e. grievance regarding a grade form. Plagiarism; the definition and the penalties, including examples of acceptable referencing techniques and Procedures for Corrective Action. How and when assessment decisions are made. – Feedback Policy, Appeals Policy. Policy on late submission of work. – Assessment Deadline Policy, Extenuating Circumstances Policy. Standards expected regarding the hand in of work. Channels of communication i.e. feedback, query regarding a grade etc. – Grievance Regarding a Grade Form. Learner roles and responsibilities Learners are responsible for seeking and ensuring that they are familiar with information on assessment, including deadlines etc. Learners will follow the required procedures for assessment Learners must observe deadlines as notified by the centre for the submission of all assessment work. Candidates must sign a statement on all work to be assessed stating that all projects, assignments, learner records and collections of work/portfolio work presented for assessment are their own original work – See Plagiarism Policy. Where group projects/assignments have been undertaken, all candidates must indicate which part of the work is their own. The portfolio of each group member should record or contain supporting evidence of the individual’s contribution to the group task. September 2013 Version 3 Learners must not interfere with or damage in any way the work of other candidates. Learners must follow the rules and regulations of the VEC and FETAC regarding assessment. Learners should ensure that they keep a copy of their own work. Once handed in assessment work will not be returned to learners, this is for security of assessment purposes. Art and craft work, will be returned to learners, this may be collected at a specified date and time after the appeals deadline has expired – centres will notify learners of these times. If a learner does not collect the work or contact the centre by the specified date, the art and craft work will be destroyed, this is for security of assessment purposes. Admissions Policy This policy is set within the context of The Department of Education and Science, criteria and procedures, The National Qualifications (Education and Training) Act 1999 (NQAI) and The Further Education and Training Awards Council (FETAC), published policies. This admissions policy is issued Mayo, Sligo and Leitrim E.T.B.- Mayo Area to facilitate lifelong learning and promote opportunities for: Access Transfer Progression All Mayo, Sligo and Leitrim E.T.B.- Mayo Area centres aim to: Provide a fair and transparent system of admissions for all prospective learners. Make reasonable provision and accommodation for learners, including those with a disability in accordance with relevant legislation, with due regard to the efficient use of available resources. See application for specific provision. All centres must inform learners of the knowledge skill and competence required for successful application in every programme offered. Any specific entry requirements for a programme will be stated including appropriate alternative experience or qualifications. These will follow FETAC’s guidelines ‘Information for Learners Guidelines for Providers.’ All applications for programmes received in any of Mayo, Sligo and Leitrim E.T.B.Mayo Area Centres for that programme will be examined by centre staff. All September 2013

Education Essays Pupils Special Disabilities

Education Essays Pupils Special Disabilities Pupils Special Disabilities This essay critically evaluates the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997. The essay reflects critically on recent legislation in the field and the implications of this for development, showing an understanding of how to resolve conflicting viewpoints. The essay first outlines the legislation, and policy documents, that have been enacted or published since 1997 and then critically analyses these policies in terms of answering the question of how successful these policies have been in terms of meeting special educational needs and disabilities through a review of the impact of these policies on the teaching of special needs children in mainstream schools, and the impact of this on the pupils with special needs, on the ‘normal’ children being taught alongside special needs pupils and on the teaching staff involved in teaching in classrooms containing mainstreamed special needs pupils. Special education is defined, generally, as education that is modified for students with special needs, whether these be special physical needs due to a disability or special mental needs, such as mental health problems or giftedness. The Education Act 1996 defines special educational needs thus, children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them, and children can be identified as having a learning difficulty if they have a significantly different ability to learn than the majority of children the same age as them and if they have a disability which prevents them from making use of facilities that would normally be used within that setting by children of a similar age. Students with special educational needs and disabilities have been catered for through a number of legislations since the late 1990s. The Education Act 1996 outlines the various roles and responsibilities of all those involved in the process of educating children within the UK: teachers and parents, for example. The Education Act 1996 contains statutes that are directly relevant to the education of children with special educational needs and disabilities, building, as it does, on the Disability Discrimination Act 1995. One of the requirements of the Act is that local authorities publish ‘disability statements’ at regular intervals, detailing the facilities provided by the local authority with regards to accommodating children with special educational needs and disabilities because one of the main requirements of the Act was to identify, assess and meet children’s special educational, or physical, needs in terms of meeting these needs within a mainstream school. Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Government launched their publication entitled Excellence for all children: Meeting Special Educational Needs in 1997, which set out a coherent strategy for dealing with students with special educational needs and disabilities. This was enhanced through the 1998 publication of the document Meeting Special Educational Needs – A Programme of Action which, when implemented in conjunction with the 1999 Disability Task Force report entitled From Exclusion to Inclusion, reinforced the necessity of considering the rights of students with special educational needs and disabilities. Essentially, the New Labour Government wanted to extend the educational provisions for students with special educational needs and disability by placing educational provision in the broader agenda of social inclusion, within the framework of rights for individuals with special educational needs and disabled individuals (MacBeath et al., 2006)n. Following these publications, and as has been seen, Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Special Educational Needs and Disability Act 2001 is divided in to three parts, two of which are of particular relevance for those with special educational needs and disability: Part One which made changes to the existing Special Educational Needs section in the Education Act 1996; and Part Two which deals with disability discrimination in education, amending Parts Three and Four of the Disability Discrimination Act 1995. Part One of the Special Educational Needs and Disability Act 2001 strengthens the rights of special educational needs children, in particular the right of these individuals to be schooled in mainstream schools. Part Two of the Special Educational Needs and Disability Act 2001 makes it illegal for schools and Local Authorities to discriminate against disabled people for any reason that is related to their disability: schools and local authorities have a â€Å"reasonable adjustment† duty to provide for the special needs of any individuals under their care. Since the enactment of this Act, a revised Special Educational Needs Code of Practice was developed (in 2002), which provides practical help and advice to all those involved in providing education to students with special educational needs and disabilities. Then, in 2003, a Green Paper was published, entitled Every Child Matters, which outlines the Government’s commitment to partnership with all those involved in educating students with special educational needs and disabilities, under the framework of the Children’s Services proposals. In 2004 a strategy document was published by the Government, entitled Removing Barriers to Achievement – The Government’s Strategy for SEN, which focuses on providing guidelines for early intervention, and for the provision of special educational needs. In terms of the Government’s approach to the education of students with special educational needs and disabilities, as outlined in their 2004 document Removing Barriers to Achievement – The Government’s Strategy for SEN, the Government sees it as important to remove barriers to learning and to raise both expectations and achievements, all within a framework of ensuring the application of the terms of the Disability Discrimination Act 2005. In terms of the impact of all of this legislation on the education of students with special educational needs and disability, the proportion of such students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by the legislation as many parents are still choosing to send their children to special schools, although the legislation has increased the awareness and appreciation of mainstreaming (OFSTED, 2004). From 1999 to 2003, for example, the portion of students with special educational needs and disability that were schooled in a mainstream setting remained steady, although reports from the Audit Commission have reported an increase in students with behavioural disorders being mainstreamed; conversely, since 2001, in fact, there has been a 10% increase in the number of students sent to special schools (OFSTED, 2004). Whilst the Government seems to think that mainstreaming is the best possible solution for special needs children, a recent report has suggested that school inclusion can actually be a form of abuse and that the recent policies that have been enacted to cover the education of special needs children are badly failing these children (MacBeath et al. 2006). As reported by the BBC, MacBeath has been quoted as stating, â€Å"Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs†. As reported in MacBeath et al. (2006), there is massive variability across the country as to how inclusion, and mainstreaming, is accommodated, with many schools having unresolved problems regarding inclusion of students with special educational needs and disabilities. A recent (2004) OFSTED report, which looked at the issues of special educational needs and disability and inclusion in mainstream schools found that the Government’s revised inclusion framework has promoted increased awareness of the benefits of inclusion and has led to some level of improvements in practice, but that the framework of inclusion has had little effect, as yet, on the number of pupils within mainstream schools or on the range of needs for which mainstream schools can cater, even though most mainstream schools are committed to mainstreaming special educational needs and disabled students. However, the report found that only a minority of mainstream schools meet special needs well, with expectations of achievement not well enough defined with progress in learning slower, for a vast majority of pupils, than it should be (OFSTED, 2004). Few schools were found to objectively evaluate their provisions for students with special educational needs and disability with not enough use being made of the potential for adapting the curriculum so that such students have suitable opportunities for improving their education (OFSTED, 2004). In general, classroom teaching of students with special educational needs and disability was of highly variable quality, with many lessons having many shortcomings with teaching assistants, especially, contributing to a lack of organization with regards to students with special educational needs and disability (OFSTED, 2004). Shockingly, over half the schools that were visited during the course of this report had no disability access plans and few schools liaised with special schools in order to develop better educational content for the subsequently mainstreamed pupils (OFSTED, 2004). In sum, the OFSTED (2004) report recommended that the Government and local education authorities start to work together in order to ensure that the ability of mainstream schools to teach pupils with special educational needs and disability in a better way, in terms of working closely together with special schools to forge productive links for mainstreamed special educational needs and disabled pupils, such that pupils with special educational needs and disability are enabled to play a full and active part in school life, receiving a curriculum that is relevant to their needs. Whilst noble in its aim, therefore, in terms of the actual numbers of students with special educational needs and disability being mainstreamed, and the education these children are receiving when mainstreamed, inclusion remains a significant challenge for many mainstream schools, and the education received by students with special educational needs and disability within a mainstream school setting is perhaps not as optimum as it could be in many cases, with provisions for their special educational needs and disabilities also not being as adequate as they could, or should, be (Henry, 2004). MacBeath et al. (2006) identified shortcomings in the issue of inclusion, with schools admitting they often had problems with mainstreaming of special educational needs and disabled pupils, due to issues related to resourcing and financing, admissions and capacity, balance of needs, recruitment and retention and expertise and professional development. This does not mean that inclusion policies do not work, as MacBeath et al. (2006) found that inclusion policies are often seen to work when a number of essential conditions are met, namely that staff are enthusiastic and committed, with strong teamwork across staff at the school. In addition to looking at how mainstreaming affects pupils, MacBeath et al. (2006) also looked at how teaching staff are affected by the mainstreaming of students with special educational needs and disabilities. It was found that teachers, in principle, welcome mainstreaming, but that the realities of mainstreaming in practice are very different, due to the fact that the needs of pupils with special educational needs and disabilities are very different from those of ‘normal’ children, and that this can cause problems when deciding how to allocate one’s time as a teacher; that often special needs and disabled pupils are allocated to teachers who lack the necessary skills to be able to handle these pupils; that the nature and quality of support for teachers with special needs and disabled pupils is often not present, all of which impact negatively on the ability of the teacher to teach all of their pupils, i.e., those with special needs or disabilities and the ‘normal’ children (MacBeath et al., 2006). Thus not only do policies to promote the inclusion of pupils with special educational needs and disabilities affect those children with special educational needs and disabilities, when such children are mainstreamed, these policies also affect the ways in teachers are able to carry out their job, in terms of being able to teach all children in their care equally and with equal attention. This has been noted to be of special concern when the pupils with special educational needs are children with behavioural problems (whom, as we have seen, have been steadily increasing in numbers in mainstream school settings), as these children are very demanding of teachers time, which, if the teacher pays a great deal of attention to managing these pupils behaviour can lead to the teacher having less time to dedicate to the ‘normal’ children in their class. This leads to the argument that special educational needs and disabled children should not be educated in mainstream classrooms. Seldom is the level of training sufficient for mainstream teachers to teach these children adequately, and to care for these children well enough, so that the basic care needed for these children is often not present. Conversely, if the teachers are well versed in teaching and managing pupils with special educational needs, and concentrate too much on these pupils within their classroom, this leads to the ‘normal’ children in the class missing out on the teacher’s time and attention. There is, thus, a delicate balance to be struck when a teacher’s classroom includes children with special educational needs or disabilities, between caring for that individual child and accommodating their needs, and also having adequate time for the other pupils in the class. For this reason, many educators, and many parents, argue against the idea of inclusion and mainstreaming, arguing that these policies serve no practical purpose, other than fulfilling the Government’s idea of how inclusion should ideally work. The MacBeath et al. (2006) report addresses this issue, when they ask ‘is inclusion working?’. Whilst inclusion provides social benefits for special educational needs and disabled children, in terms of them feeling more accepted by their peers, the viability of the whole concept of inclusion is brought in to question when one studies what has been happening in classrooms over the period when mainstreaming has become more commonplace. For teachers who have taught special educational needs and disabled pupils in a mainstream setting, it has been found that children with special needs often feel they have a lack of entitlement to learn and develop emotionally; that there are restrictions on learning for ‘normal’ children being educated alongside special needs children because a disproportionate amount of a teacher’s time is given to special needs children; that mainstreaming special needs children can generate feelings of inadequacy in teachers without specialized expertise in dealing with such children; that there is a great increase in the workload of teachers dealing with special needs children within their classroom and that there are massive pressures on teachers in terms of inadequate funding and resourcing by local authorities (MacBeath et al., 2006). The MacBeath et al. (2006) also addressed the impact on pupils of inclusive policies, finding that mainstreamed special needs children can benefit from interactions with their peers, but that, in the majority of cases, lack of training of teachers, and lack of resources mean that special needs pupils are not adequately dealt with and end up struggling in mainstream schools because there is a general and significant lack of expertise on the part of teachers as to how to properly and adequately deal with special needs children in a mainstream school setting. Following these conclusions, the MacBeath et al. (2006) report recommended that the implementation of policies of inclusion should not rely on individual schools to handle all the responsibility of teaching these children, rather that this should be based on a collaborative effort between special schools, mainstream schools and local authorities, and that this enhanced collaboration should ensure the best service for all children, i.e., those with special needs who are being mainstreamed and ‘normal’ children in classrooms containing pupil(s) with special needs who are being mainstreamed. It is clear that policies of inclusion, and mainstreaming, will only work, and will only continue to be suggested and developed, if this collaborative effort is strengthened and if teachers involved in teaching mainstreamed special needs children receive adequate training, allowing them to handle their special needs pupils in a way that is advantageous to those individuals, and also to simultaneously manage their ‘normal’ pupils, so that accommodating pupils with special needs does not come at the detriment of ‘normal’ pupils. For fear of a lack of adequate training and understanding, perhaps, many parents of special needs children still choose to send their children to special schools: as we have seen, the proportion of special needs students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by recent legislation, as the vast majority of parents of special needs children are still choosing to send their children to special schools and not to send them to mainstream schools (OFSTED, 2004). In terms of the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997, then, as has been seen, these policies were introduced as a way in which to further the New Labour Government’s ideas about social inclusion, but have, in practice, been ill thought out, in terms of the actual provision of support and training for teachers and teaching assistants who are actually involved, on a day-to-day basis, with teaching mainstreamed special needs pupils. Thus, whilst there is a case to be made for inclusion with regards to special educational needs and disabled pupils, particularly in terms of the social benefits of this practice for the special needs children, there have been insufficient resources devoted to making these policies work in practice, in terms of generating a collaborative atmosphere which would foster sharing of resources and expertise, between mainstream and special schools, for example. Both MacBeath et al. (2006) and OFSTED (2004) found that when mainstreaming does works, it works only because of the extreme dedication of the individual teachers involved, not because there is a framework in place to ensure that inclusion works in practice. Such was the gravity of the situation as recorded by MacBeath et al. (2006) that their report concluded with an urgent need for inclusive practice, including a â€Å"radical re-appraisal of†¦the contradictions inherent in the interface of standards and inclusion agendas†. References BBC (2006). School inclusion ‘can be abuse’. Tuesday 16th May 2006. DfES (1997). Excellence for All Children – Meeting Special Educational Needs. DfES (1998). Meeting Special Educational Needs – A Programme of Action. DfES (2001). Inclusive Schooling. DfES (2002). Special Educational Needs Code of Practice. DfES (2003a). Every Child Matters. DfES (2003b). Together from the start: practical guidance for professionals working with disabled children and their families (birth to 3 years). DfES (2004). Removing Barriers to Achievement – The Government’s Strategy for SEN. Disability Rights Task Force (1999). From Exclusion to Inclusion. Dyson, A. (2003). Special needs, disability and social inclusion – the end of a beautiful friendship? In Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. Henry, J. (2004). Inclusion policy fails children with special needs. The Telegraph 25th September 2004. HMSO (1995). Disability Discrimination Act HMSO (1996). Education Act HMSO (2001). Special Educational Needs and Disability Act HMSO (2005). Disability Discrimination Act MacBeath, J. et al. (2006). The Costs of Inclusion. University of Cambridge Faculty of Education. Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. OFSTED (2004). Special educational needs and disability: towards inclusive schools.