Kinds of connections

Two Reading Logs – 2 pages each
These logs will give you the opportunity to reflect on readings, practice theorizing, and give me a sense of
where we’re all at with the material. Reading logs should not be summaries. Rather, you should directly engage
with the material by providing your own analytical take. Synthesizing concepts and frameworks across readings
may be a particularly fruitful approach that can help you also brainstorm for your midterm and final papers.
Some prompts to help you get started. Please don’t try to answer all of them at once! You don’t have to use
these questions necessarily – they’re just some ideas that can get your brain noodling!
What kinds of connections can you make between the reading and other material we’ve covered?
How can you apply a concept from the reading to a current event?
Are there moments in your own life that mirror the concepts we’ve explored through the readings? How did it
manifest? How did it make you feel? And how does it make you feel and think now having read the article/book
that mirrors your experience?
How might concepts and readings discussed in this class connect to others you have encountered in your
educational career?
What kinds of questions came up for you as you read the article/book? What do you think potential answers
could be? Why do you think these questions came up for you?
How can you challenge the arguments being made in the readings?
Using these questions, please write 2 reading logs(Response paper #1 and #2, 2 pages each). I attach some
of the reading material. Thank you so much 🙂

Sample Solution

UNESCO (1994 p7) stated ‘that those schools that had adopted inclusive policies are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover, they provide an effective education for the majority of children (without special needs) and improving the efficiency and ultimately the cost effectiveness of the entire education system’.

In implementing the EA, Educating Scotland (2012) also supports the philosophy of inclusive education. They stipulate that inclusion rather than integration demonstrates a move away from seeing disabilities as a ‘deficit model’. The emphasis through the EA is more about recognising the whole person rather than focusing on the learner as being deficient in some way due to their disability. Individual students under the EA should not be catagorised but adjustments introduced which will allow the same opportunities as non-disabled students.

In support of UNESCO, Pupil Support and Access (2001 p2) demonstrate the importance of inclusion. ‘Schools supported by local education authorities and others should actively seek to remove the barriers to learning and participation that can hinder or exclude pupils with SEN. Schools and local education authorities that are successful at including pupils with special educational needs meet those needs in a positive and proactive way. They also approach inclusion as part of their overall improve

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