One of the most outstanding differences in these two categories of students is evident when each of the group is asked questions regarding certain visual learning aid. One of the groups remains unresponsive and passive. It is only one learner out of the entire group that raised his hand not to answer the question but rather to seek clarification from the teacher on what the latter had requested them to do.
When activity cards were used and followed by questions, the very students remained unresponsive and full of anxiety. They remained tense and rigid throughout the lesson. The learning process usually aims at acquisition of right knowledge that can enable students to excel in their exams.
When students in the first group were taken through creative activities as part of using illustrations and develo0ping an interactive lesson, they lacked confidence in their final work because of the fear of being judged. For instance, when presenting their creative work, they were filled with fear of ending up in mistakes and they were intensely worried about their academic performance rather than their prowess in other skills.
On the other hand, students in group two demonstrated overwhelming willingness to interact with their teacher compared to those in the first group explored above. In addition, there was limited or invisible element of fear in the learning process. They identified easily with the visual aids presented to them.
Moreover, in terms of new ideas that were being presented to them, they were apparently not afraid. Furthermore, this group of students was allowed to exploit their talents and this made learning experience interesting for them. They seemed to participate actively without anxiety, rigidity and fear of presenting their ideas and they were not afraid to make mistakes.
They were also actively involved in problem solving activities and were in a position to socialize freely with other students. Consequently, after school, they were allowed to move into streets with minimal restraint. As a result, they did not concentrate or put much effort in improving their grades.
They were given time to play and when they went back to class; they seemed to participate actively in the learning process. Moreover, these students acquired problem skills and critical thinking and they were ready to face the challenge of life outside the school.
The existing difference between the two groups of students can be largely attributed to the environment of learning and the manner in which learning process is initiated. While it may be prudent to appreciated individual differences among students, it is also worthy to note that a well coordinated learning environment is a crucial factor in determination of both skill/knowledge acquisition as well as academic performance.
Furthermore, the differences can be attributed to the element of motivation. Students in the first group apparently lacked motivation and this made them not to be actively involved in the learning process. Their perception of learning process was completely different from that of the second group since they viewed it as a mere strategy of passing exams.
Nonetheless, the more likely explanation is the element of motivation bearing in mind that motivational strategies assist in capturing the interest of students in addition to fully engaging them in the learning process. Moreover, visual aids do not only keep students active but also encourage them to participate actively in class since they are not afraid of making mistakes.
Contrastingly, the most unlikely explanation is the learning experience or environment. This may be attributed to the fact that even though students were presented with visual aids, both groups were not equally motivated (Simon Fraser University par. 3).
The school provided me with learning experiences that were appropriate. This enabled me to develop as well as grow as a thoughtful adult. For instance, through the available education programs, every student was given the chance to develop and nurture both attitude and knowledge in addition to skills.
It is imperative to note that the latter ideals will definitely enable everyone to become a thoughtful adult (Boyer 58). Through this, every student is in a position to become not only a consumer but also a family member, a responsible citizen, a producer and thoughtful individual. Indeed, I am not an exception in these gainful returns of acquiring the right knowledge and skills.
In addition, due to the fact that the schools do teach both morality and virtue, I became so thoughtful in principles such as justice, truth and reality and thus becoming a responsible citizen who loves and cares for humanity in addition to being industrious in character.
Furthermore, being thoughtful requires one to gain necessary skills that will enable him or her to work towards positive transformation of society. It is against this backdrop that elementary education enabled me to be thoughtful in doing the same with affection (Postman & Weingartne 59).
In the half unit titled essentials and benefits of the free enterprise system , I learnt to value the importance of cooperating with other people. This assisted me towards attaining better understanding of my worth and also be able to apply the same not only within the school environment but also to society as a whole.
Moreover, elementary learning experience taken me through a learning process out of which I acquired the right skills and knowledge that enabled me be resilient in life and become an independent adult after school. I learnt the basics of life skills that were bound with both ethical and cultural body. The knowledge I acquired was delivered in a coherent manner that enhanced and greatly improved my critical thinking skills.
In my opinion, I suppose schools should assist students in developing potential ability to think critically in addition to communicating in an effective manner. As a matter of fact, the ability to communicate coherently is an important return that should be accrued by each learner in the process of acquiring knowledge.
Emphatically, high school education should assist students in gaining knowledge not only about their human heritage but also be able to survive independently in the world. The schools have successfully delivered the same by developing a core curriculum that is based on real life experience (Boyer 67).
Moreover, schools should aim at preparing students for both further education and work. However, schools have managed to attain this by developing elective programs that develop students interests and aptitudes within and outside school community (Boyer 67).
Finally, schools should aim at assisting students in not only fulfilling their social duties but also civic ones. So far, schools have achieved this through community and school services programs. Hence, schools act as important threshold towards positive development of both society and immediate community.
Works Cited
Boyer, Ernest. Four essential goals in High school: A report on secondary education in America. New York: Harper & Row, 1983.
Postman, Neil & Weingartner, Charles. Whats worth knowing? In Teaching as a subversive activity. New York: Dell. 1969.
Simon Fraser University. The Gifted Cant Weigh That Giraffe. 2011. Web.
School vouchers are basically certificates issued by the federal government, which parents and guardians can apply toward tuition of their children at a private or religious school rather than at the public school to which their children are assigned. The continuing debate about the education system in the U.S. presumes, albeit incorrectly, that there is no basis for the school voucher system.
However, there is compelling evidence that school vouchers do work, at least if the successes of publicly funded vouchers in the states of Milwaukee, Cleveland and Florida are anything to go by (Cal-Tax Digest, 2000). Extant research in educational systems in the U.S. demonstrates that the state of California is faced with similar educational challenges that used to face Cleveland prior to the latters adoption of the school voucher system.
As such, it is generally felt that California can also benefit from school vouchers, particularly in improving maths test scores. Some important reasons why the state of California should implement the school voucher system have to do with improving the quality of education, giving true freedom of choice for schooling, and entrenching proactive competition within the school setup.
The first reason why California should implement the school voucher system has to do with improving the quality of education. Equipped with this voucher, parents and guardians will have the capacity to send their children to a high-end private or religious school, where they will be admitted into a system that will inarguably put the interests and pursuits of the children at the core of their education (Cal-Tax Digest, 2000).
Such a move, according to educationists, would assist children in non-performing or low-performing public schools improve their grades for the betterment of their own future and that of society.
The second reason why California should implement the school voucher system is related to giving true freedom of choice for schooling. Seminal studies in states that have already implemented the system demonstrate that school vouchers not only provide parents with real educational choice, but also improve public schools without a corresponding increase in tax (Cal-Tax Digest, 2000).
This is welcome news for parents as well as their children, particularly after the realization that freedom of choice for schooling will, in the long run, instill creativity and innovativeness into the minds of the young children. Todays workforce trends emphasis the importance of these two attributes as benchmarks for a competent employee.
Finally, the third and most noteworthy reason why California should implement the school voucher system is related to entrenching proactive competition within the school setup. Comprehensive studies conducted by the Manhattan Institute and Harvard University demonstrates that the school voucher system force American public educational institutions to improve, at least academically, since they are in a position of competing for students (Cal-Tax Digest, 2000).
It should be noted that prior to the introduction of school vouchers in states such as Cleveland and Florida, public schools in these states were constantly accused of using huge sums of taxpayers dollars only for them to produce failures. The situation has radically changed in these states, in large part due to school vouchers, which force public schools to restructure and become competitive or risk closure for lack of students. The same can be done in California.
Of course some critics of the system posits that the school voucher system lacks accountability benchmarks, and that teachers would not be necessarily required to have the mandatory teaching credentials in the event that the system is adopted (Cal-Tax Digest, 2000). The truth of the matter, however, is that no hard evidence exists to support such claims. No accountability claims have been reported in the states that have so far implemented the system.
There are many reasons why California should take a bold step and implement the school voucher system. The truth is that the educational and personal benefits accruing from the system far outweigh the related risks. The school voucher system, in my view, is the next frontier in attempting to improve the already badly performing public schools in California.
Reference List
Cal-Tax Digest. (2000). School vouchers: Pro and con views. Web.
The content and methods of curriculum delivery has been a contentious issue within the education sector for decades. According to Bosner and Grundy (86), curriculum development may be generically conceived as an amalgamation of various processes employed in the pursuit of certain set goals in a school system that covers the entire spectrum of curriculum construction. The curriculum development problem becomes poignant when its design and implementation fails to satisfy the social demands of different parties.
The most important issue in the case of Setsco Lake School is the competing interests on set curriculum from the education ministry and the curriculum demands of native communities. This is an issue concerning the content and delivery methods of social studies. The native community proposes that social curriculum content should focus on the native culture, be delivered in native language and take cognizance of the cultural aspects of the Caucasian population.
Ranked in the order of their importance, the most important issue is the culture, followed closely by political and socio-economic issues. The rumbling by the Caucasian parents revolve around the issue that curriculum contents places too much emphasis on the white settles and white cultures with very little emphasis on the native culture.
The nature of the problem at Setsco Lake School revolves around the inability to appreciate change factors in education and methods of content delivery. Research indicates that there is a continuous evolution in the process of teaching, from past practices to future concerns, and this evolutional process will continue to change and mutate.
These change factors push educators of social sciences to seek ways of gaining insight on how to change their patterns of instruction in both content and delivery. Increasing levels of cultural diversity, as well as the ever-changing styles in students learning and competition within future job markets has brought to the forefront the need to develop fully responsive curriculum content. These are issues that the Setsco Lake School have failed to appreciate.
Setsco Lake School teachers (Jeff and Kelli) have a legitimate right to influence what is taught at the school because they do not only understand the curriculum demands, but are also in the best position to understand the demands of the students and education policy. This is because of the role of education in the life of an individual.
Whereas education should not be a tool in erasing the cultures of communities, its role surpasses ensuring the maintenance of culture. Education has always been viewed and revered as the cornerstone on the basis of which civilization, economic advancement and society well being can be anchored upon.
Through education, an individual acquires the requisite knowledge that shapes his believes and thinking and which prepares him for the challenges in future. The problems of Setsco Lake School may become worse when the right to influence what is taught at the school is left in the hands of native communities and policy makers who have no experience and out of touch with demands on the ground.
The best response Jeff and Kelli could have made to John Buckley was to focus more on the role of education in the lives of the learners through a development of a culture sensitive model. This strategy would take care of the demands of both native communities and stay in tandem with the increasingly dynamic role of education. The curriculum should not only take cognizance of culture, but should exemplify knowledge, skills, and values and develop an individual to handle the competitive and complex job market.
Despite the understanding that hiring an indigenous teacher would be a viable option for Kellie; such an option would only take care of the dissenting voices within the indigenous community.
The problem at Setsco demands a broad approach that integrates the social demands of Caucasian indigenous population, the education policy and takes cognizance of the role of education. Hiring an indigenous teacher would not have made a big difference and Kellies choice to steer away from such a cosmetic approach in dealing with the Setsco problems is aimed at having a broad look at all challenges.
Work Cited
Bonser, Stewart, and Grundy, Shirley. Reflective deliberations in the formulation of a school curriculum policy. Journal of curriculum Studies. Vol. 31(1), pp 83-97. 1998.
Education is one of the most critical aspects that determine the future of a nation. It sets the pace and competitive spirit in the contemporary world. The ability to provide and guarantee high quality education to students during their schooling years is fundamental in ensuring their competitiveness in society.
Education plays an important role in the development of an individual. Therefore, an educational institution should be competitive and well endowed with adequate resources and facilities. It is against this backdrop that this paper provides a comparative competitive analysis of St.Louis Gateway Science Academy and Confluence Charter Schools. The analysis is based on the nature of education standards that they offer.
St. Louis Gateway Science Academy
St. Louis Gateway Science Academy is one of the public charter schools in the United States. It specializes in mathematics, science and technology. It also provides its students with problem solving skills. The latter is critical for post secondary education. The institution was incepted in 2003 as a non-profit organization under the management of Concept Schools. It has a board of directors charged with the role of overseeing all the operations.
St. Louis Gateway Science Academys success is anchored in the ability of the management to harmonize curriculum and select qualified teaching staff who are in a position to meet the needs of students. The core practices, goals and objectives are based on the contingency model of organizational management.
This type of model demands instantaneous consideration of the underlying competitive factors. The schools ability to assimilate the need for continuous improvement and evaluation has been made possible owing to its ability to embrace and adopt better means of addressing the dynamic needs of education.
Confluence Charter School
Confluence Charter School was formed in 2003. It is a non-profit educational system that boasts of over 3400 students in its five networks of learning institutions. The schools location is at 3017 North 13th Street Old North St. Louis. The Missouri University of Science and Technology is the main sponsor of the institution.
Similar to St. Louis Gateway Science Academy, it is governed by a board of directors. Besides, the school is managed by the American Quality Schools and Edison Learning. In terns of specialty, it focuses on mathematics and science modules and teaches students from Grades K to 12.
The competitiveness of Charter schools
The ability to counter competition effectively among schools depends on a schools internal organization. The latter dictates the quality of education and guidance offered to students. Both Confluence and St. Louis Gateway Science Academy emphasize the need for quality of education offered and address the challenges that face students during learning. However, lack of adequate resources and financial problems are major setbacks in attaining the set objectives. Implementing the goals set for the school requires adequate resources.
Perhaps, the notion of competitiveness as employed in the United States education system is best outlined in the mode of operations depicted by the Charter Schools. The United States education system recognizes the crucial role that competition plays in education system. For instance, effective competition improves key operations and creates a more harmonic mechanism for impressive results.
Therefore, the US system of education seeks to create a democratic space so that learning institutions can operate without hindrances. Charter schools operate as immediate alternative to public learning institutions bearing in mind that they receive funding from the central government. However, they are supposed to be accountable and transparent in the management of finances.
Competitive analysis of a school assists in establishing whether a given learning institution is viable in terms of learning standards. The acceptable status of an educational system does not merely depend on the areas of specialization. Schools that seek to outdo their competitors in the market usually employ a competitive analysis program in order to determine major areas of strengths and weaknesses.
Besides, such an analysis is crucial in identifying the available opportunities that can be exploited so that an institution can remain highly competitive and relevant in the education sector. Better still, a thorough competitive analysis offers an examination of a school to determine its threats. After the analysis, the best mechanisms to address possible threats can be established.
Strengths and weakness
While public schools appear to stagnate, charter schools might indeed be the most immediate and viable alternatives for a nation. By considering the principles of accountability and responsibility to students results with a free operating platform, it is possible to create the largest possible room for innovation towards meeting the set targets.
However, one can begin to question the competitive standard of charter schools due to the fact that they are tied to particularistic results and therefore provide a system which is only inclined towards results.
Holistic development of learners is non-existent in most charter schools. This stands out as a major weakness of this category of schools. Owing to this apparent weakness, modern scholars do not fully support the charter system of learning. They emphasize that there is need to increase the scope and outlook of education curriculum for the sake of benefiting entire society.
Although charter schools appear to be perfect in improvement the academic results of poor students, they hardly address the needs of the gifted and high performing students in extra curricular activities. These schools mainly concentrate on specialization. This is indeed a delicate balance taking into consideration that majority of students are teenagers.
Failure to infer the necessary recognition may also lead to wastage of talent and unique competences among learners who are not specialized in the subjects being taught. This weakness can indeed derail the benefits of education in society owing to loss of important skills and talents among students.
Specialization and standard testing systems are equally harmful because they tend to restrict teachers from widening the scope of learning. The latter is a major weakness witnessed in St. Louis Gateway Science Academy. Skills that can lead to higher scores can hardly be realized.
For instance, if a teacher understands that all the mathematics questions will come from addition equations, there might be a tendency to avoid other types of calculations in the course of teaching. The application of standardized tests may lead to major biases that go against education policies. In this case, it may lead to lack of holistic learning among students enrolled in such schooling systems.
On the other hand, has necessitated further research on educational curriculum. The focus of the aforementioned schools is mainly directed towards subjects like mathematics, science and technology. These are crucial disciplines required in modern economies to propel rapid growth. For a society that needs to grow its economy, research and development are necessary.
It is crucial to mention that a schooling system lime the one portrayed by St. Louis Gateway Science Academy offers the best opportunity for learners to specialize in one or a few areas of learning ability. Eventually, such learners emerge as competent professionals in different marketable fields.
The administrative supervisor at Abu Dhabi special needs school is experiencing a management dilemma. In this study, the author undertook to unearth the problems facing this institution.
There are a total of 13 members of staff in this healthcare department who work directly under the administrative supervisor. The school provides therapeutic services to special needs individuals. Some of the services include physiotherapy, occupational, and hydrotherapy. The patients catered for range from those with autism to those with cerebral palsy.
The study involved a total of 150 participants, who were used as the source of primary data. The participants were mostly parents, medical staff, and consultants. The entire study was carried out within a span of 2 weeks in Dubai. The data analysis relied on the exploratory research design proposed. To this end, the raw data, as outlined in the results and analysis section.
Thereafter, a comparative approach was employed. Information obtained from the existing literature was compared against each of the research objectives. The findings of the study were reviewed after a comprehensive comparison between existing literature and raw data from the questionnaire.
The responses revealed that, indeed, the institution was facing financial challenges. The challenges would be avoided had the management been more proactive and innovative. In addition, the institution was facing communication lapses and a bad environment. The study recommended the replacement of the entire management team and the creation of a new communication plan.
Background and Problem Identification
Abu Dhabi Special Needs School is a healthcare facility based in Abu Dhabi (Bell 1). The administrative supervisor is in charge of the everyday operations at the Special Needs School. There are a total of 13 members of staff in this healthcare department. The employees work directly under the administrative supervisor.
Abu Dhabi Special Needs School provides therapeutic services to special needs individuals. Some of the services include physiotherapy, occupational, and hydrotherapy. The center is facing a myriad of challenges, which is common among special needs organizations. The current paper models a study to establish the actual problems at the facility. Possible solutions to the challenges are also provided.
The center has several departments meant to meet the respective therapeutic demands. For instance, there are a number of classes providing education support to special needs individuals. The classes help in the rehabilitation and care of patients with unique needs. However, the challenges make it hard to meet the therapeutic demands of the increasing number of patients. The primary challenges include lack of schedules and intradepartmental miscommunication.
However, there are a number of management weaknesses that require to be addressed. The environment within this health institution is wanting. To this end, parents who bring their children to the center are not satisfied due to the scarcity of sitting space. For example, a lack of such facilities as proper waiting rooms leads to a decline in the number of patients who access this facility. For example, the few resting rooms lead to the absence of patients.
Based on the challenges mentioned, it is clear that a management dilemma is presented with respect to client satisfaction when addressing the problems. The proposed research intends to come up with a number of solutions to address the challenges while maintaining the ethics of a special needs institution. The following excerpt outlines the major problems faced by the institution:
The center relies heavily on generous donations. But money is still tight. Parents pay a fee, but this only covers about half the cost of teaching each child, said the centers director, Dr. Mowfaq Mustafa. New equipment is always needed to cater for the very different needs of each pupil, while weekly trips to take them horse riding or for shopping outings that help integrate them into society are a drain on resources (Bell 2).
The excerpt outlines the major financial constraints hindering the achievement of the institutions demands. To this end, the number of patients visiting this institution has been on a decline since 2011 (Bell 3). The decline can be attributed to the organizations inability to meet the ever-rising demands of a special needs institution.
The management cannot be spared blame given their role in steering the company to greater heights. The study will outline some of the weaknesses and provide solutions where necessary. The major objective of this study is to outline how a special needs institution can restructure itself to provide the services to a wide demographic. Abu Dhabi Special Needs School will act as a case study in this regard.
Target Market
The study involves qualitative and quantitative information obtained from a designated sample group. Questionnaires will be administered to the population to obtain the primary data needed for the study. Creswell recommends the use of dynamic demographics to ensure that the data collected reflects the objectives outlined (67). In this regard, the population consists of parents of patients, special needs practitioners, and educational consultants.
The study was carried out over a short period of time. To this end, the target market was relatively small. A total of 150 participants were involved in the survey. There were 60 parents, 55 special needs workers, and 35 consultants. The participants were between the ages of 30 and 45. Creswell asserts that gender diversity is important in such kind of a study (103). In light of this, 80 of the participants were female, while 70 were male.
The target market was also selected based on their knowledge and experience with matters relating to special needs institutions (Creswell 66). The parents were selected owing to their interaction with the actual problems that affect the patients. For instance, environmental matters and weakness in management would easily be identified by the clients of Abu Dhabi Special Needs School.
On the other hand, the special needs workers were incorporated in the study to get an expert opinion on how a special needs institution operates. The consultants were included to help in identifying and providing solutions to the challenges facing the institution.
Research Objectives
In section 1 of this paper, it was revealed that the challenges presented a managerial dilemma. The research will provide solutions to the challenges courtesy of the analysis of various aspects of literature and the target group.
However, the solutions recommended in this study will help address the managerial dilemma and realize patient growth. The main objective of this study is the increase in patient numbers at the institution. The study is a build upon similar research carried out by Khan (98). Increased patient traffic to the office translates to addressing societal matters touching on mental illness.
The study has a total of four specific objectives that will help in the realization of the objective of increasing the number of patients to the hospital. According to Khan, a special needs institution requires an environment that is conducive for tapping into the creativity of the patients (101). The study will develop an ideal environment. Secondly, the study will help in the formulation of an effective communication strategy. Improved communication helps in proper service delivery, thereby attracting more clients.
Managerial weaknesses are common in many organizations. The major administration limitations touch on the financial prudence of the organization (Miesenberger 34). The health center requires external financial assistance, which mostly comes from donors. However, the management constantly fails to provide concrete accounts of the expenditure.
Towards this end, the research will help remedy the financial impropriety at the health facility. Finally, the study will make the necessary recommendations with respect to the overall challenges and provide a roadmap to recovery.
The research objectives will only be addressed once there are clearly outlined questions. To this end, the study will address the following questions:
What is the ideal environment for a special needs institution?
What are the effective communication strategies essential in a special needs institution?
What are some of the ways to boost patient numbers in a special needs institution?
What are the major management weaknesses at Abu Dhabi Special Needs School?
How can Abu Dhabi Special needs School realize customer satisfaction?
The research questions will be outlined in the questionnaire. The study will provide a number of options (based on a literature review) from which the participants can select an ideal response. The options are derived from other studies which have helped in the advancement of special needs education. Appendix 1 illustrates the questionnaire and the responses provided.
Research Methodology
Research undertakings require a target market in the provision of a sample that will give an adequate response to the objectives sought. In this regard, Creswell points out that a target population is an ideal source of information intended to be used for the research (95). However, the current study will also employ an explorative research design where secondary sources will be used to support the primary data collected. In this regard, two sampling procedures will be undertaken.
The project involves the analysis of data from both primary and secondary sources. To this end, the project will involve resources of strategic management from peer-reviewed journals and books. However, Creswell points out that such a project would gain credibility with the reliance on primary sources of data (76). The methods for collecting the primary data include the administration and evaluation of questionnaires, making observations, and conducting surveys.
Simple random sampling will be employed with respect to the target population. A sampling of this nature ensures that every individual in the target population gets a chance of being included in the sample. Consequently, a list of the entire population will be necessary for a random selection.
There is also a stratified sampling that will be carried out to supplement the simple random method. A stratified random sampling requires the population group to be divided into groups with relevant features of the study (Creswell 96). In this study, the target population will be divided based on gender, age, and knowledge of special needs care.
The data collection process will involve a three-step approach. The first step will involve problem identification. In this regard, an internal assessment is necessary to compare with other similar health departments (Creswell 34).
Secondly, the data collection will select priority issues and set the necessary goals. In this regard, the data collection will work alongside certain hypotheses to seek necessary responses from the participants. The third step will be a comparison of the data collected with existing literature on the subject. The entire data collection process is estimated to take two weeks.
The duration of the study was short. To this end, the questionnaires were distributed in two groups. The first involved a group session where 123 participants were gathered and the questionnaire administered. According to Creswell, an approach of that nature helps to save on time (101). The second group of participants had the questionnaire administered through a telephone interview. Fortunately, all 150 participants completed the questionnaire. In the subsequent section, an analysis of the data is outlined.
Data Analysis
Qualitative research requires a comprehensive data analysis procedure. To this end, the proposed study will require an appropriate data analysis technique to help in evaluating the findings. According to Creswell, data analysis allows for further research on a subject (102). There are various data analysis procedures. They help in the realization of study objectives through the testing of hypotheses.
The raw data is converted into knowledge. For instance, the management weaknesses can be identified from the responses obtained. Once the weaknesses are identified, they are compared against existing literature, and a middle ground is reached. According to Creswell, data analysis of this nature requires an exploration of the variables (103).
The data analysis will rely on the exploratory research design proposed. Tabulation will be used to present the findings of the study. Thereafter, a comparative approach will be employed (Creswell, 103). Information obtained from the literature review will be compared against each of the research objectives. The findings of the study will emerge after a comprehensive comparison between existing literature and raw data from the participants (Creswell 109).
With respect to the current study, data analysis will involve an evaluation of the opinions relating to management weaknesses. For instance, the financial impropriety is evaluated from existing literature and compared with the raw data from the target market.
According to Miesenberger, institutions that provide services to special needs individuals require to provide an environment that is conducive for their operation (87). In this regard, the raw data will be evaluated on the basis of whether the information conforms to the industry standards or not.
The data analysis will involve some form of descriptive statistics. Descriptive statistics should not be confused as a conclusion (Creswell 44). Rather, they are meant to give an overview of the parameters under investigation. For instance, descriptive statistics can outline the tendency of miscommunication within the health center. In this regard, some charts and graphs will be included in the data analysis (Creswell 45).
Abu Dhabi Special Needs School has experienced a number of challenges. Consequently, student numbers have continued to decline. The weaknesses in the management have largely resulted in the companys appeal for funds, as illustrated by Bell (3). In this regard, the information gathered from the study will help provide a solution to the challenges faced by this great institution.
What is the Ideal Environment for Special Needs Education?
Participants were asked to suggest a suitable environment. The questionnaire had the following options to select from:
Spacious, clean and well-staffed.
Well funded, adequately staffed and organized.
Spacious and well funded.
Out of the 150 participants, 109 argued that an ideal environment is one that is spacious, clean, and well-staffed. Thirty-three of the participants held the view that a well funded and properly staffed institution constitutes an ideal environment. Eight of the participants went for a spacious and well-funded institution. The results illustrate that space, staffing, and monetary support aid in the development of a suitable environment for a special needs institution.
According to Hollar, special needs institutions require a spacious environment to allow for the various programs (34). However, in most cases, the lack of funding inhibits the allocation of such spaces. The Abu Dhabi Special Needs School has little space owing to the scarcity of funds. According to Bell, the institution requires more funding since it is a non-profit organization that solely relies on donor support (4). The funding will enable the creation of bigger rooms and better facilities.
What are the Effective Communication Strategies in a Special Needs School?
Special needs schools are staffed by different professionals. In this regard, communication becomes a huge impediment. According to Hollar, institutions with poor communication strategies fail to meet their core objectives (33). In this regard, the participants were asked to select, from a raft of options, some of the strategies that can be applied to a special needs set up. The following are the responses provided:
Regular departmental meetings.
Regular meetings with stakeholders.
The development of an annual strategic plan.
Sixty-seven of the participants supported the idea of having a regular departmental meetingThirty-one participants supported having regular meetings with stakeholders, while 52 of those polled suggested that the development of an annual strategic plan would be an effective communication technique. Evidently, all three responses scored relatively high among the participants. However, Khan argues that an effective communication plan is one where the staff and stakeholders are in sync with each other (105).
What are some of the Ways of Boosting Patient Numbers in a Special Needs Institution?
Abu Dhabi Special Needs School has recorded dwindling numbers over the past few years. However, the institution is not alone. There are a number of similar institutions faced with an exact predicament. In this regard, the participants were asked to suggest possible ways to boost the numbers. The questionnaires had the following options for the participants to choose from:
Creating a spacious and conducive environment.
The employment of more and highly qualified staff.
The acquisition of high technology equipment.
A total of 54 participants went with the idea that creating a spacious and conducive environment would boost patient numbers. Forty-three were in favor of the employment of more and highly qualified personnel. On the other hand, 53 held the view that patent numbers would greatly be boosted if high-tech equipment was acquired. According to Khan, special needs institutions provide a different kind of care in terms of education and treatment (99). To this end, there is a need for space, qualified staff, and advanced equipment.
Abu Dhabi, Special needs institution, caters to individuals with palsy, autism, and other special needs cases. To this end, a bigger space would allow for more patients and students to benefit from the services. Miesenberger suggests that special needs education and care require professionals trained in the field (77).
Consequently, there is a need to engage more qualified personnel to ensure that there is comprehensive care given to the patients. With respect to cases like cerebral palsy, advanced equipment is needed to ensure the patients get the best possible care.
Management Weaknesses
As already mentioned, the institution is faced with a number of management weaknesses. The main weakness touches on financial impropriety. To this end, the participants were asked to outline some of the major weaknesses on the part of the management. The idea of weakness in management is supported by the fact that the institution is unable to meet some of its core objectives. The following is a list of the options provided to the participants in the questionnaire;
Inability to develop an effective communication plan.
Inability to manage the finances properly.
Lack of innovative measures to source for funds.
In this section, all the participants responded to the question. Eighty-one of the participants argued that the major weakness was the lack of innovativeness in sourcing for funds. Seventeen of the participants felt that the management was not handling the finances properly. On the other hand, 52 of those polled suggested that the inability to develop an effective communications plan was the major weakness faced by the organization.
However, Hollar points out that most special needs institutions succeed based on the managements ability to spur growth through innovation (136). In this regard, the Abu Dhabi Special Needs School would argue that the dwindling numbers are due to ineffective management.
The management of an organization is essential in addressing its core objectives. In the case of the Abu Dhabi Special Needs School, the management is clearly unable to meet its goals due to the lack of innovativeness and poor communication plans.
Khan suggests that communication within such an institution is key to triggering innovation (99). The institution can, therefore, resolve the management weaknesses by developing a working communication strategy. The strategy should include all stakeholders to ensure that there is a large pool of people where innovativeness can be tapped.
How can Abu Dhabi Special Needs School Realise Customer Satisfaction?
The most affected party, in a special needs set up, is the patient. However, the parents who have to take their children to such institutions also face the pain of an institution that is not up to standard. In this regard, there is a need to ensure customer satisfaction. According to Hollar, an institution with good customer satisfaction attracts more clients (98). Consequently, the participants in this study were polled on how this particular institution can improve customer satisfaction. The following were options which they were to choose from:
Developing a friendly environment.
The setting up of an interactive customer care section.
Assuring the clients of the best care.
One hundred three of the respondents argued that a friendly environment would greatly boost customer satisfaction. 25 of the participants held the view that setting up of an interactive customer care section would greatly impact on customer satisfaction. On the other hand, only 23 of the participants supported the idea of assuring clients of the best care.
Customer satisfaction is dependent on how best the client is treated prior to the utilization of services. An interactive customer care section would work perfectly to ensure that the clients are attended to properly (Hollar 66). However, Abu Dhabi Special Needs School has a very small waiting area. Towards this end, the environment at the institution becomes wanting.
Parents will not be assured that their patients will receive the best care if issues like reception are not addressed. Consequently, there is a need to evaluate the parameters touching the institutions environment to ensure that parents are assured of the well being of their children.
Study Limitations
During data collection in Abu Dhabi was delayed since the participants arrived late. The participants claimed to have encountered a large wind storm, which created a traffic pile up. Consequently, the target market was more pressed for time and less willing to participate. However, the participants agreed to continue with the study.
Although Abu Dhabi Special Needs Schools identity was disguised, it was impossible to disguise that the clients were the many children who needed special care. The research was not sponsored by any party. This assumption may have biased the respondents responses owing to the empathy created (Creswell 30).
The respondents participated with an empathetic approach, rather than a professional one. In some instances, the participants were clouded by emotions. Nevertheless, there we professionals who helped steer the interview along the required path. The duration of the study was quite short. Consequently, the number of participants had to be regulated. Fortunately, all the participants gave responses.
Conclusion
Abu Dhabi Special Needs School is clearly meant to provide therapeutic services to many children who require specialized care. However, the institution is unable to meet its core objectives owing to the financial shortcomings illustrated in this report.
The discussions have revealed that the management is partly to blame for allowing the institution to stagnate. According to Khan, special needs institutions require proactive management to ensure that financial demands are met (100). The financial demands will enable the institution to acquire equipment and employ qualified personnel.
The institution is also faced with a poor public relations mechanism. The lack of an internal scheduling system and a poor communication network aggravate matters at the facility. Special needs institutions are meant to have a welcoming environment beyond the buildings (Hollar 66). In this regard, a strategic communication plan would be effective in creating a more welcoming environment.
However, additional research is needed to establish effective ways through which customer satisfaction can be realized in special needs institutions. Such institutions can increase the number of students accessing them.
Recommendations
The study has concluded that the major reason why the population is decreasing at Abu Dhabi Special Needs School is due to the management weaknesses. The following recommendations are made to ensure the institution meets its core objectives while addressing the problem of decreasing population:
The replacement of the management with one that is proactive and innovative.
Developing a communication strategy that will ensure all stakeholders are aware of what is happening in the institution.
Hollar, David. Handbook of Children with Special Health Care Needs, New York, NY: Springer, 2012. Print.
Khan, Faryal. Case Study on Special Needs Education in Pakistan: The Process of Inclusion. European Journal of Special Needs Education 13.1 (1998): 98-111. Print.
Miesenberger, Klaus. Computers Helping People with Special Needs. 13th International Conference, ICCHP 2012, Linz, Austria, July 11-13, 2012. Berlin: Springer, 2012. Print.
The death and life of the great American school system by Diane Ravitch reveals her critique ideologies of the American school structure. In the article, availed on 28-2- 2010 by peter schrag, the critiques are intended for forces of examination, answerability, and educational markets. She claims charter schools are distorting both unrestricted and unsophisticated schools (Schrag). It is noteworthy that they remove the student and most devoted parents from such institutions.
Forces of examination, answerability and educational markets
Ravitchs critiques are aimed at the forces of testing, answerability, and educational markets. In Ravitchs opinion, Obamas management has just affirmed and propagated Bushs ideologies and thoughts. It is noteworthy that her book is to echo Jane Jacobs 1961 book: Demolition of grandiose urban planning schemes (Schrag). Schrag believes Ravitchs book illuminates similar warnings and ambitions (Schrag). Education in other countries does not conform to uniformed principles on students. Tests bring about a comparison of students level of performance with allotments of performance (Brown).
Charter school movements
Schrag acknowledges Ravitch as an author of many critiques pertaining to liberal schooling. She was a subordinate Secretary Of Education in Bushs first administration and a committed advocate of high academic standards (Ravitch). In this book, Ravitch claims that examination, answerability, and educational markets have been diverted by charter schools. These schools have plundered committed parents and gifted students from unsophisticated and open schools (Ravitch).
Conclusion
The death and life of the great American school system by Diane ravitch illuminate caveat and ambitions (Schrag). It criticizes the forces, answerability, and educational markets. As a technocrat in bushs management, she was propagating and strategizing for improvements. Ravitch is concerned that inadequate accountability has negated apt education (Schrag).
Reaction
The information available in the New York Times on 28-2-2010 by peter Schrag bears immense connotation to the American edification structure. It is noteworthy that this structure is compromised by the charter institutions. Public and unsophisticated schools constitute a large segment of students and parents in the country (Schrag). It is noteworthy that when the preeminent students and devoted parents or guardians are dismissed by charter schools, edification in communal and parochial schools diminishes due to low standards. The current management should embrace community and unsophisticated schools. This should absorb structuring them to ensure distinction education.
The idea of testing, answerability, and the educational marketplace plays a foremost role in compromising the American schooling system. I would be grateful if the administration would eliminate such mechanisms, as their end product is a trained and not educated student. Instead, the government should structure a research-based education system. This structure will make the students get involved fully in their edification (Schrag). Testing, answerability, and education market brings about positive rivalry amongst the students; furthermore, they contend with other students globally especially in the job market.
The charter entities in my view do not give the students an opening to engage their scholarly abilities. It clogs the students educational vision as they view this process as a rivalry to emerge with the desired grades in their class or the entire county. The students forget they have to face other students as evident in the global arena especially whilst competing for job. It is noteworthy that the present administration should put in place measures to curb such unprincipled conducts in the education. In the end, I agree with Ravitch about the leader embracing his predecessors actions.
The development of Dunbar High School presents an effective example of cultural innovation in education. The schools history had many high and low points; nevertheless, due to the input of the principal and his strategy for innovation, the school has managed to adapt to the fast-changing external environment and promote excellent learning outcomes. Based on the example of Dunbar High, it is possible to outline several strategies that help school leaders to foster an entrepreneurial climate.
First of all, entrepreneurship in education relies largely on the external and internal climate of the school. For instance, building new community partnerships and monitoring the changes in the external environment can help in fostering a climate for entrepreneurialism and innovation. Moreover, maintaining a positive and inspirational internal climate is also important. For example, hiring motivated and creative staff can help school leaders to promote entrepreneurialism in their institutions. As seen in the case of Dunbar High, promoting innovation in teaching and learning can also lead to the development of an entrepreneurial climate. To promote the development and introduction of new educational practices, it is crucial for school leaders to study current research on educational innovation and to build conditions for implementing innovations locally. Finally, addressing both student and teacher needs is essential to fostering a climate for entrepreneurialism. As noted by the author, all innovations and developments must be beneficial for students and teachers, as this will ensure their effectiveness and help achieve a positive outcome.
Overall, the entrepreneurial climate in schools can be promoted by principals and other school leaders using appropriate strategies. Fostering a positive learning environment focus on innovation and cooperation will help the institution to adjust to external changes and facilitate entrepreneurialism.
As a result of the schools earthquake and fire crises, half of the classes were damaged necessitating temporary relocation. Also, 25 families were adversely affected and may not have a place for shelter; therefore, the school will have to take care of these families until a better solution is established. More so, the students, staff, children and existing families will be put to programs that will assist them to recover from the psychological impact of the crisis. The following actions will help to restore the school to normalcy within an estimated period of two weeks.
Recovery Phase
In order to allow for a faster recovery, full activities will be initiated by the third day after the occurrence of the crisis. During this stage, students will be provided with emotional support in order to reduce the levels of stress (Pines, n.d). This will ensure that a smooth transition into the schools routine is achieved and everything is back to normal (U.S. Office of Safe and Drug-free Schools, 2007).
The under-listed departments (Figure 1) and individuals will aid in the recovery process as described:
The Mental Health Officer (MHO)
In collaboration with the medical department, the mental health officer will help in the coordination and provision of mental health resources during recovery phase.
The MHO will start offering the services from day one and may continue offering psychological (stress management) recovery activities for several weeks.
These services are expected to help the students, staff, and families recover from the psychological impact of the crisis (Pines, n.d).
Schools Command/Management
Meanwhile, the school management will seek outside help from donors and request volunteers to come and help with the recovery progress.
The funds will be used to sustain (food and medical supplies) the remaining 25 families that have been rendered homeless by the crisis (earthquake).
Also, part of the funds will be used to renovate the damaged classes and help to secure a temporary off-school facility to urgently accommodate affected students.
Operation Section/Department
This is a large department that will offer recovery services that include: Providing medical services; securing alternative shelters; providing stress management services; and arranging for the release of families that have recovered.
Children will be monitored closely to ensure a faster recovery so that families can be released earlier and allow normal school routine to be restored.
Actualization of these activities will depend on the funds collected from donors, but more effort will be put to ensure the school has recovered by week two.
Furthermore, the funds received from donors and finance department will be used to renovate damaged classes and the laboratory.
Finance and Logistics Departments
These departments will work together to ensure funds are released urgently for purchase of food, medical supplies and equipment required during recovery.
The funds will be used to support the 25 families that will remain in the school after the crisis period.
Public Information Officer
As the public information officer, I will schedule meetings with the media in order to update them on our current state in the recovery process.
Also, I will clarify all the information about the crisis and ensure that earlier records about the crisis are valid and correct to the best of our knowledge.
This will ensure that the schools image is not tarnished and more donor funds can be received to attend to the needs of the remaining families.
Students, Teachers and other Staff
All the students, teachers and other staff are expected to adhere to the recovery plans so that the school can be back to normalcy by the predicted two weeks.
This will be done by taking part in scheduled recovery programs with mental health officers and doctors. The services will be made available from the multipurpose hall at specified times of the day. Also, guiding will be extended to classes (resuming in two weeks) and expected to run for several weeks.
Closing the Loop
After the recovery phase is complete and successful, the school will conduct a procedure to evaluate each of the incidences (U.S. Office of Safe and Drug-free Schools, 2007). The evaluation will be aimed at establishing the following:
What worked or failed during the process: Will aid in establishing better methods.
How to improve the operations employed during the recovery phase.
How to use the learnt lessons to improve future cases.
Identification of the best approaches to use in responding to different genders and age groups.
Update and strengthen the plan to ensure maximum efficiency in future crises.
Conclusions
In conclusion, the recovery phase is expected to be successful and take the shortest time possible. As such, the school is expected to come back to normalcy and assume its normal routine within the first two weeks of the recovery process. However, students will still be given psychological and other stress management services for several weeks to ensure total recovery. The remaining 25 families will also be subject to these services together with their children as relocation plans are still being figured out. In general, the well planned and executed recovery process will leave all affected parties in a stress free and sound state of mind.
List of References
Pines, M. (n.d). Practical School Mental Health Crisis Intervention Teams: A Vital Component of School Crisis Management Using the Standardized Emergency Management System. Web.
U.S. Office of Safe and Drug-free Schools, U.S. Department of Education. (2007). Practical Information on Crisis Planning: A guidebook for schools and community. Web.
High schools must provide learners with an opportunity to acquire the knowledge and skills that will allow them to make a further career- and education-related choices, yet Big Mountain will need a significant change to be able to offer its learners the identified opportunities. A closer look at its system will reveal that, while the current approach is flawed from the outset, a shift toward the opposite framework is not going to solve the problem, either. To handle the issue, one must consider promoting unity in the specified environment. By introducing a system of values that will enhance the processes of communication and negotiation between teachers and administrators, one will be able to encourage the target audience to strive toward achieving a common goal, therefore improving the outcomes significantly and designing the strategies that will allow handling students with special needs, shaping the curriculum, and consulting students about the choice of electives.
Improving the Decision-Making Process
The current environment of the Big Mountain High School can be described as toxic. Without an effective support system, teachers are trying to manage curriculum-related concerns independently, yet they lack resources. Consequently, the discord between educators must be viewed as the issue of the top priority. Indeed, the current policies for managing the organizational processes and communication between educators lack clarity. As a result, teachers are striving to address emerging problems individually. Without a uniform approach, the school is falling apart; thus, the adoption of the strategies that will stimulate cooperation and the enhancement of decision-making is crucial (Kimonen & Nevalainen, 2014).
The Curriculum Dilemma: What Is Best for Students
The promotion of organized decision-making is bound to affect the management of the current courses effectively. Particularly, the efficacy of decision-making will be enhanced among not only teachers but also learners. For this purpose, educators will have to consider inviting parents to participate in consultations provided to students. The specified step is bound to have a positive impact on the efficacy of the learners choices of electives, as well as their academic progress, in general since the support of their parents will help them meet new challenges. Encouraging cooperation between parents and teachers, in turn, will allow instructing the latter about the strategies that they can use to spur their childrens academic progress (Kimonen & Nevalainen, 2014).
Stimulating Change: Roles and Responsibilities
To make improvements to the current situation, one will need to invite all stakeholders involved to participate in the decision-making process. With the change in values toward the recognition of students needs, including learners from diverse backgrounds, one will be able to contribute to reaching a compromise concerning the design of teaching strategies. Furthermore, one must consider creating counseling options for students and encouraging their parents to take an active part in the academic life of learners, including the consistent support and the discussion of the students aspirations and needs as the means of helping them with electives. As a result, the needs of the Big Mountain High learners will be managed efficiently (Stone & Dahir, 2015).
Conclusion
To resolve some of the issues faced by teachers and students at Big Mountain High, one will have to build a system of values that will compel teachers and administrators to cooperate and negotiate efficiently; thus, the problems concerning the change in the curriculum and the opportunities for consulting students about possible electives will be built successfully. The integration of the framework based on communicational and collaboration is bound to help shift the priorities toward managing the needs of students and striving toward improving the academic environment. Consequently, the overall performance levels among students will rise.
References
Kimonen, E., & Nevalainen, R. (2014). Transforming teachers work globally: In search of a better way for schools and their communities. New York, NY: Sense Publishers.
Stone, C., & Dahir, C. A. (2015). The transformed school counselor (3rd ed.). Boston, MA: Cengage Learning.
On October 27, 2013, I have attended a school board of education meetings at ABC School. Some of the people present were the principal of the school, chairperson of the board of governors (an established legal practitioner), and two parents. There was also a representative from the District Education Office and two representatives of the local community. The two representatives from the local community were a part of public participation in the boards decisions.
Public input was rather valuable, as the individuals provided awareness through the distribution of pamphlets and organization of community meetings. They were the leaders in deciding what the school needs, in terms of facility maintenance and equipment. Also, they have used their connections to the building organizations to modify the gym and the cafeteria to fit more students and adhere to the highest safety standards.
The agenda of the meeting was as follows:
The building of a new classroom.
The building of a new theatre.
Student participation in co-curricular activities.
Disciplinary and Counseling issues.
Involving learners in community service.
Board Discussion
The chairperson began by pointing out how the school has been growing over the years. He accepted the fact that there was an urgent need to plan for the increasing number of new entrants in grade one. In the discussion that ensued, the board was of the opinion that the old store must be brought down and a new four-floor story building built at that location. The board felt that this would ease operations, as opposed to buying land in the neighborhood. The representative from the District Education Office also concurred with the arrangement.
As to the building of a new theatre, the board discussed and proposed that a modern amphitheater was the best solution. One of the parents representatives proposed for the school to build an amphitheater which would also offer conference facilities. He noted that the strategic location of the school would attract organizations, as the environment in the community is serene and quiet. The chairperson of the board left the matter awaiting other suggestions.
However, the board unanimously agreed on the issue of co-curricular activities. One of the parents representatives pointed out that the school had nurtured great talents in the past. The board agreed that apart from baseball, lawn tennis, basketball, and badminton, the school should also consider introducing other sports such as soccer, cricket, rounders, and chess, amongst a few others. The principal agreed that games complemented classroom learning. He noted that co-curricular activities help learners to release pressure from learning during the day, as well as keeps students fit and healthy.
The most important issues that the board discussed at length were disciplinary and counseling issues. The principal, speaking on behalf of his deputy, noted that there were concerns from grade 9 and grade 10 teachers. The board discussed the matter at length, noting that the problem was more of behavioral development. Participants established that strict discipline was necessary at that stage. Even so, the board recommended that the discipline part should be a joint responsibility. It was decided that the principal should convene a meeting with the staff and discuss the matter at length. The board also recognized that the school needed a new counselor. This was particularly needed, as the population was growing steadily.
Finally, the proposal to involve learners in some community service received unanimous support. All board members agreed that creating some sense of responsibility from an early age was fundamental. The board confirmed that learners from grade 8 qualified for the program. It was also decided that the games department would oversee the implementation of the community service program. This is because, by its nature, most of its operations are outdoor activities. At the end of the meeting, the two parents and community representatives were happy that the board incorporated their views into the improvement plan.
