Learning Environments

Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning, and inspire confident social collaboration, active commitment in learning, and self- motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry.

Allocate at least 3 hours in the field to support this field experience.

Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.

Your discussion should address the following prompts (please answer each):

How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?
What is the most challenging part about working with SPED students?
What inclusion initiatives are taken on campus to include SPED students?

Sample Solution

The term “learning environment” describes the various physical locations, situations, and cultures in which students learn. Because children can learn in a number of settings, including outside-of-school venues and outdoor situations, the phrase is frequently used as a more realistic or preferred alternative to classroom, which connotes a room with rows of desks and a chalkboard. The phrase also refers to a school’s or class’s culture—its dominant ethos and features, such as how people interact and treat one another—as well as the manner in which teachers may design an educational setting to aid learning.

ause a conflict (Frowe (2011), Page 50). Right off the bat, Vittola talks about one of the admirable motivation of war, above all, is when damage is incurred yet he causes notice the damage doesn’t prompt conflict, it relies upon the degree or proportionality, one more condition to jus promotion bellum (Begby et al (2006b), Page 314). Frowe, notwithstanding, contends the possibility of “worthwhile motivation” in light of “Power” which alludes to the security of political and regional privileges, alongside basic freedoms. In contemporary view, this view is more confounded to reply, given the ascent of globalization. Also, it is hard to quantify proportionality, especially in war, in light of the fact that not just that there is an epistemic issue in ascertaining, however again the present world has created (Frowe (2011), Page 54-6). Moreover, Vittola contends war is essential, not just for protective purposes, ‘since it is legitimate to oppose force with force,’ yet additionally to battle against the treacherous, a hostile conflict, countries which are not rebuffed for acting unfairly towards its own kin or have unreasonably taken land from the home country (Begby et al (2006b), Page 310&313); to “show its foes a thing or two,” yet chiefly to accomplish the point of war. This approves Aristotle’s contention: ‘there should be battle for harmony (Aristotle (1996), Page 187). Notwithstanding, Frowe contends “self-preservation” has a majority of portrayals, found in Chapter 1, demonstrating the way that self-protection can’t necessarily in all cases legitimize one’s activities. Significantly more dangerous, is the situation of self-protection in war, where two clashing perspectives are laid out: The Collectivists, a totally different hypothesis and the Individualists, the continuation of the homegrown hypothesis of self-preservation (Frowe (2011), Page 9& 29-34). All the more critically, Frowe disproves Vittola’s view on retribution on the grounds that right off the bat it enables the punisher’s power, yet in addition the present world forestalls this activity between nations through legitimate bodies like the UN, since we have modernized into a somewhat quiet society (Frowe (2011), Page 80-1). In particular, Frowe further disproves Vittola through his case that ‘right aim can’t be blamed so as to take up arms in light of expected wrong,’ recommending we can’t simply hurt another in light of the fact that they have accomplished something unjustifiable. Different elements should be thought of, for instance, Proportionality. Thirdly, Vittola contends that war ought to be kept away from (Begby et al (2006b), Page 332) and that we ought to continue conditions strategically. This is upheld by the “final retreat” position in Frowe, where war ought not be allowed except if all actions to look for discretion comes up short (Frowe (2011), Page 62). This implies war ought not be announced until one party must choose the option to pronounce battle, to safeguard its domain and freedoms, the point of war. In any case, we can likewise contend that the conflict can never be the final hotel, considering there is generally a method for attempting to keep away from it, similar to approvals or submission, showing Vittola’s hypothesis is imperfect. Fourthly, Vittola inquiries upon whose authority can request a statement of war, where he suggests any province can do battle, however more critically, “the sovereign” where he has “the normal request” as indicated by Augustine, and all authority is given to him. This is additionally upheld by Aristotle’s Politics ((1996), Page 28): ‘a ruler is the regular predominant of his subjects.’ However, he really does later underline to place all confidence in the sovereign is off-base and has outcomes; an intensive assessment of the reason for war is expected alongside the readiness to arrange rival party (Begby et al (2006b), Page 312& 318). This is upheld by the activities of Hitler are dee

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