Vulnerable Adults Essay Example for Free

Vulnerable Adults Essay Introduction Health service is defined as a top most service that is related to the diagnosis and treatment of disease, or the promotion, maintenance and restoration of health (Capezuti, Siegler and Mezey, 2007). There are personal and non personal health services. In UK, National Health Service (NHS) launched in the year 1948. Now it is the world’s largest publically funded health service. The health service in NHS is adorned with efficiency and comprehensive to provide maximum help and support for the needed people. Social care is defined as a profession where people work in partnership with those who experience marginalisation or disadvantage or who needs special care and support, vulnerable people leaving in the community and in the residential care ( Miller, Vandome and McBrewster, 2009). The policies and the legislations for support the caring and supporting the elder people are very important and it should be cared by each health professionals and by the society (http://www.dh.gov.uk/en/socialcare/index.htm). Care quality commission provides the assurance for the quality of care and support for the residence in the care homes residential homes with the support of policies and legislations in the England. The aim of this essay is to identify the law that is related to vulnerable adults is the lack of resources. Literature review In definition, a vulnerable adult is a person aged over the sixteen and not able to protect or take care of himself. There are number of reasons behind it; they are illness, physical disability, mental illness, drug or alcohol dependency and old age. The children act 1989 offer social workers and local authorities a clear legal framework to go along with their duties and obligations. This act is to provide maximum help and support for the children with its significant resources. This act got passed on the basis of simplifying the child care legislation that is exciting (Gupta, Playfer and Bhowmick, 2008). However, it is clear that for vulnerable adults it is difficult to find out a unifying statue, but instead there is some fragmented legislation that is difficult to locate and implement in an effective way. As the reason for a social worker and other care provider it is difficult to carry their skill, knowledge, experience and sensitivity for the support of the vulnerable adults. In this particular area, mental health legislation and community care lead the provision of services offering some regulations and guidance. But there are some confusion can be found out these regulations and guidance for the health providers. As the result it is a confused area to provide the needed duties and obligations from the part of the care providers. It is clear that there are some specific written policies to support the vulnerable adults, however with the involvement of different agencies in the protection of vulnerable adults it is still in confusion thinking that who is the right responsible to provide help and support. To rectify all these problems, NHS trust, social service department and all other related health services organisation should work together for a better result. But unfortunately th is is not the case. Care in the community According to the Health and Social Care Bill 2011, it gives an importance to the care , general health and other social issues. The social issues and care is very important and it should be cared by the medical professionals and other publics. The care and support for the adults in the society is very important and it should be valued for each and every persons especially by the health professionals. The Health and Social Care Bill was introduced in 19 January in 2011 in the parliament and the major part of this include with the modernisation in the medical facilities and world class health care delivering by the health professionals. The caring of the adults is very important and it also very important to give the modern and effective facilities to the adults and the other public (http://www.info4local.gov.uk/documents/related-links/1820651). The community care is aimed to offer help and support for both the vulnerable adult and their carer. The first step is to provide help for vulnerable adults is the recognition of him. Since the lacking of collaboration with multi agency and resources in majority of the local authorities and primary care trusts it would be unrecognised with the arrangements or referrals for the assessments related to needs (Baggett, 1989). This problem takes place with the lack of information and knowledge of the care providers since they are lacking of knowledge with the present legislation. It leads to more spending and needless action to provide maximum help and support for the vulnerable adults in the needed time. Most of the vulnerable adults are unaware of the help that is to be provided; there should be an immediate action to prevent this situation from worsening. Most of the adults are too proud seeking their help and needs from the care providers (Backhaus, 2011). For example, the visitors of the adults in hospital give the more support to offer help and support from the care providers. But there are some adults those who are avoided especially in majority of situation and their condition is getting worsening. Section 46 of the National Health Service and community care act 1990 defines the care plans and services to be provided for the needed people. It includes with laundry services, meals on wheels, residential care and social work. This section is a leading one to uplift the quality of care provider to maintain his service and help for the needed people. According to the local authorities the meaning of need because of financial constraints it guides to procedural bias and restriction of services. It clearly defines that the lack of resources with the law related to vulnerable adults and this area needed a special care. Old age According to the ‘Promoting Health and Well Being’ that is a standard which used by the national service frame work in Wales, they care about the older people and they gives some guidelines and the standard line for the old age lives. The major points which include with this are strategy for the nutrition and the well being of the older people, active and healthy life style of the people who lived in Wales, frame works for actions and National service frame work for diabetes, mental health and coronary heart diseases (http://cymru.gov.uk/topics/olderpeople/health/?skip=1lang=en). In old age a person comes in to the position of vulnerability with the reasons of not been provided adequate services and help or being a victim of some kind of abuse or neglect. As far as the duty of a social worker is concerned with old people, there should be some kind of a special treating on the basis of respect to provide maximum help and support for the old age people. Their voice should be valuable and heard with its prior important. On the basis of human rights 1998, a social worker should respect the human rights of adults, right to privacy, right to liberty and right to fair trial. A social worker should be friendly and can work in partnership with service user to make eligible the service users to be feeling as comfortable and supported (Duquenoy, George and Kimppa, 2008). Their needs skills and professional judgement from the part of the social worker to provide the needs of the adults and also to protect them. Since there are no laws to old people but for children, child act 1989, a social worker should be capable of with the legislation from different areas to offer the better results for the service users. In clear words, if a social worker is trained with specialist knowledge he becomes more positive to offer his better result. It is unmistakably true that the availability of the resources in the local authority plays and important impact to provide support and care for the old people and it is different in regions (Kamp and Hvid, 2012). It shows that it takes place with the lacking of proper application of the law. For example, the health services and public health act 1968, (HSPHA)’s state that the local authority may take arrangements to offer some services that is based on the well fare of older people. This wording act can’t take a major part to provide the obligations on the local authorities related to their better services, but only grants them power to do so. It is evident that if there is some problem with funding or services there may be a lot of old people can’t access the needed help and support from it. The National Health Service and community service at 1990 (NHS, CCA) S46 needs that every local authority must have a plan for their community care and they should be regular to make sure for the well fare of older people. It is the legislation that is important in some manner but it is failure in opening an account about the solid duty that is related to the local authorities to offer the help and support for the older people. The National Health Service Act, 1977 (NHSA) schedule 8, is aimed for providing services for the elder people who live in the local authority. This help is include with shopping, cooking, cleaning etc. it appears that a fame obligation on the local authority to offer the help and support. When an old person is recognised as to be given help and support from the part of the local authority, it is questionable that local authority is capable of helping and supporting of needed person. But from the part of the serviced user, in most of the cases the ultimate help from the local authority is not in a full result. And as the reason, the service from the local authority is not as much as improved than they started from. Residential accommodation The national assistance act 1948 (NAA) S.21 defines about the duties and obligations of the local authority to offer the accommodation for residence. As far as most of the laws connected to the adults is concerned, all those ones is included the right duties and obligations to provide help for the older people from the part of the local authorities. For example, the NAA 1948 (Choice of accommodation) directions 1992 were introduced to make the adults with accommodation and other needs. However the needed people are paid a specified amount. As the reason, the freedom of choice is cancelled since there are financial implications. Residential care is provided as an easily accessible one to 24 hour care home like it is the carefulness of local authority. Since there is choice, majority of the people would like to stay in the home, it is hard for a social worker to balance the value of his social work based on oppressive practice empowerment with financial implications and partnership and to be a well service provider with maximum help and support for the service user (Williams, 1992). The liberty of an adult is given with much priority. However in some cases, it is unavoidable for their own health safety and safety of others compulsory removals have been done. It means that it is the duty of a social worker to offer maximum support and help in the home environment itself (Norman and Redfern, 1997). It is significant to clarify that in residential homes there should be a high quality of caring and supporting. In some cases people in residential care has been exploited with neglect and employee abuse. The care standard act 2000 got introduced in order to make sure a regulatory system that is able to capable of delivering a high quality service with all its concerns (Burchell, 2000). In April 2002 with upgrading the services for vulnerable adults and children national care standard commission regulated the services. It includes four main components. They are monitoring, providing national bench marks, representing the consumer and encouraging the development of better services. It guarantees a new protection for vulnerable adults and it make sure to avoid the unsuitable people is not allowed to work with vulnerable adults (Williams, 1992). It established a general social care council for England and care council for Wales. It came to action with its first step as an effective act but the lacking of funding and human resources stopped its implementation with full perfection. In the care standard acts 2000, it mentions that there should be high quality social care worker provided with high standards of training. But it became questionable with the lack of funding, qualified trainers. In the article done by David Brindle, mentions that in UK the number of abuse against elderly people is alarming and it is growing as a top most problem to be rectified. Research shows that when the staffs are well trained and educated the abuse against elderly people is restricted or no longer a problem in the social care field. It means there are some staffs that are stress, over worked and feels undervalued can be the reason for abuse on adults. Studies prove that in some working area the care workers are not valued well, in some working environment they are stressed highly with their over working and hard working (Lechner and Neal, 1999). These are the problems that lead them to unleash their anger on elderly people and it comes to a result like abuse. It is estimated that there are 800,000 untrained staffs are involved in working with older people. If there is an action on elder abuse it may cost 600 pound each to make sure that they had recognised qualifications according to the charity. There are some potential employees have become part in abuse. In that case it is difficult to identify them and it should be the duty of a social care worker to guide and control himself at first. He should do his best with the support of good practice and vigilance. There should be consistency from the part of the employers, rigour, thoroughness in the implementation of needed checks and procedures that are apt in each and every time. Lacking of time, money or resources may be the problem with the employees. In other case, lacking of qualified and skilled employees with their leaving jobs is another problem. All together it is difficult to maintain an employee in an organisation providing his basic things. First of all there should be advanced type of training from the part of the organisation for the employees. It should help the employees to get matured and to know the rights and responsibilities in their duties to be done. Secondly providing value of an employee offering good salary and to give him comfortable shifting time to work is essential. It will enable him to feel comfortable in his working environment and to follow the duties and responsibility of his work. Thirdly, to stop the quitting jobs of employees an organisation should find out some strategies and techniques to retain their employees in their organisation (Roit, 2010). As far as abuse on elders is concerned from the part of the social care workers, the above said things are significant to rectify the problem to a great extent. Mental Health There are a lot of policies and legislations which related to it in the case of older people are established by the governments in the European countries especially in England. The elder people should be cared and support by the other people and society in their final stage of life and the value of humanity is considered by the each legislation and policies that established by the government. The law on mental health is very much as same as the law that is related to the groups of vulnerable adults. It is needed updating and consolidation. The department of health defines that there are some changes in mental health services with new drug treatments, different patterns of care, which is commonly seen in people treated in the community than in institutions and also wider role for other therapeutic approaches, these things have made a different landscape. As the reason modern mental health legislation is needed to reflect that landscape. Since the law has got updated approved social wo rker should be able to aware of his power and duties under the mental health act 1983. It is clear that the numbers of mentally ill patients are alarming and the treatment they get within the community is not fulfilled with its perfection. It needs support networks, more approved social workers and also better home services. But it is sad that the mentioned things are working efficiently very scarcely and the government should be able to provide extra funding to support their care in the community (Fulmer, Foreman and Walker, 2001). The national assembly for Wales started the adult mental health services strategy with four main key points. They are (1) Equity- it means, mental health service should be provided for the needed people with its perfection. (2) Empowerment- it means service users and carers should work together to find out a better strategy to help and support the mental health patients. (3) Effectiveness – there should be some effective intervention provided by mental health services that is needed for improving the quality of life. (4) Efficiency- the services of mental health should be capable of using the resources perfectly and they should care the public money is spent with accountability. In England it is questionable that mentally ill patients are treated well or not. In the past years there were good help and support for mentally ill patients from the part of the hospitals providing 63,000 beds in the year 1988. But in the year 2000, it was halved with 34, 3000 beds. Considering this number of beds and above said reasons there should be well planned strategies to provide maximum help and support for the mentally ill patient and also they should be in secure accommodation. Conclusion In conclusion, legislations, policies and guidelines for the caring and supporting for the older people are very important and effective in providing good and standard service. The government in the England and other European countries are providing a lot of rules, legislations, and policies to provide the support and good caring and support for the elder people in the society. Most of the legislations and the principles are followed by the each and every health professionals and it support to provide a standard and supporting care for the elder people. It is difficult for a social worker to provide maximum help and support for the vulnerable adults, to check it the care workers should ask questions by themselves and value the judgements by them related to the services that they provided. They should be capable of understanding where a person is in capable of taking decisions especially like a mentally ill patient. It means, the care worker should be the ultimate health provider apart from policies and procedures from the government. It means the more a social care worker is capable of handling his duty with its full perfection, the more he becomes available to the needs of service users. In the case of skilled employees in a health care organisation, there are some problems like burnout; quitting their jobs etc. these problems should be settled in with the perfect strategies from the government and health organisations as well. As far as the vulnerability of the adults is concerned there are some lack of clear legislation that hinters the correct implementation of the law and also the ambiguity of the law and all these things contribute to the lack of resources. References Backhaus, P. (2011) Communication in Elderly Care: Cross-Cultural Perspectives. Continuum International Publishing, Baggett, S. (1989) Residential Care for the Elderly: Critical Issues in Public Policy. Greenwood Publishing Group Capezuti, L., Siegler, and Mezey, M. D. (2007) Encyclopedia of Elder Care: The Comprehensive Resource on Geriatric and Social Care , Springer Publishing Company Duquenoy, P., George, C. and Kimppa, K. (2008) Ethical, Legal, And Social Issues In Medical Informatics . Idea Group Inc Fulmer, T. T., Foreman, M. D. and Walker, M. K. (2001) Critical Care Nursing of the Elderly. Springer Publishing Company Gupta, A., Playfer, J. and Bhowmick, B. (2008) Measurement Scales Used in Elderly Care. Radcliffe Publishing Kamp, A. and Hvid, H. (2012) Elderly Care in Transition: Management, Meaning and Identity at Work. A Scandinavian Perspective. Copenhagen Business School Press Lechner, V. M. and Neal, M. B. (1999) Work and Caring for the Elderly: International Perspective s. Routledge Miller, F. P., Vandome, A. F. and McBrewster , J. (2009) Elderly Care. Alphascript Publishing Norman, I. J. and Redfern, S. J. (1997) Mental Health Care for Elderly People. Elsevier Health Sciences, Roit, B. D. (2010). Strategies of Care: Changing Elderly Care in Italy and the Netherlands. Amsterdam University Press Williams, D. K. (1992) Residential Care Services for the Elderly: Business Guide for Home-Based Eldercare. Routledge

Apple iPod :: Music MP3 Player

The iPod Technology has been on a vast increase since the beginning of time it seems, and it hasn?t been showing signs of slowing. One item that has been a huge symbol for technology has been the Apple iPod. Who knew anyone would be able to download, store and listen to thousands of songs on a thin, pocket-sized player. However, just like other technology the iPod has transformed in many ways and become better and more advanced in its functionality and numerous features. In January of 2001 Apple introduced iTunes for the Mac. ITunes is a program that allows someone to buy songs, convert audio CDs into compressed digital audio files, organizes music collections and plays the radio on the internet. It can play, burn and rip music from a CD. It can also transfer photos, videos, games and calendars to iPod models that support those features. In October of 2001, Apple launches the first iPod. Unlike many other digital audio players of that time, the iPod relied on using a hard disk for storage instead of flash memory. Its small size, power, and easy to use structure make it relatable to buyers and users. The first iPod had 5 GB storage capacity which holds 1,000 or more songs and worked only on Macs, using iTunes as a music addition tool. In November of 2001 developers began to work on different software that would allow the iPod to work with PCs. As of January of 2008 there have been over 141 million iPods sold worldwide, making it the best-selling di gital audio player series in history. The following graph shows the rapid increase of the number of iPods sold in millions from the time they were released to May of 2004. http://www.ilounge.com/index.php/articles/comments/instant-expert-a-brief-history-of-ipod/ The iPod is widely known for all of its features and capabilities. Some of the iPod?s more prominent features include audio (obviously) with a search function that allows you to type in keywords in order to locate a song. You can also listen to audio at various speeds and connect your iPod to your home stereo through a small jack. The iPod is also known for its video ability. You can play music videos, feature films, TV shows, and your own DVDs. The player can also hold photos. You can download your pictures from your Mac or Windows and connect the iPod to a home theater TV to watch slideshows or video on a larger screen.

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector face increasing challenges as the UK becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those challenges. You might like to use the Small steps – big difference tool to help you identify the challenges most relevant to you. In this CPD builder you will find a wide range of information and guidance on inclusion in the form of research, checklists, case studies, good practice advice, videos and activities. There are suggestions of how you can use each resource for CPD to ensure that inclusivity is embedded into all activities and goes further than a ‘tick box’ approach, alongside prompts to help you reflect on your current practice. The resources use a variety of pedagogy approaches but those most frequently referred to include using e-learning and technology, differentiation and assessment for learning. The learner voice is a crucial aspect in promoting inclusivity as it requires listening to learners’ opinions and involvi ng them in planning – you should consider how the resources can help you do this. Exploring these resources and using and adapting the ideas they suggest will help you to: ensure no learners are isolated or marginalised through language, culture or any other difference that may influence thoughts and actions or form a barrier; work towards eliminating discrimination and harassment;  recognise and accommodate learners’ individual needs;  ensure that all learners have equal access to the curriculum; explore how the 10 pedagogy approaches can promote understanding about inclusion and inclusive practices. Please note: The term ‘inclusion’ has been used in most instances, however ‘diversity’ has also been used when describing actual individual and group differences, particularly relating to cultural diversity. Objectives After using this CPD builder, you should: be able to relate the ideas to your own experiences and inclusion challenges in your organisation; be able to recognise how different pedagogy approaches can spread awareness and accommodate learners needs; and be able to evaluate the usefulness of the resources to your own practice and CPD. Skills I will need to ensure my practice is inclusive The ability to work with colleagues to review the inclusion challenges in my own organisation. The ability to plan sessions that promote active learning and provide assessment opportunities that are accessible to all learners. The ability to develop materials and resources that are accessible to all learners and accommodate their needs. The ability to identify the varying needs of learners and to provide the support or adjustments necessary. Knowledge I will need to ensure my practice is inclusive An understanding of the range of inclusion challenges for teachers, managers and learners. An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity. An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them. An understanding of how learners can take responsibility for their own learning. Activities Support for your CPD You can work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further information and guidance you can draw on to help you make the most of the experience. Explore some of the options in the list above. SLC or ALC, E-Guide or e-CPD Professional Development Adviser Your Subject Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional Development Adviser, or staff with a similar role within your organisation, can support your professional development. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If e-learning is an area where you particularly want to develop your practice, make  contact with your E-Guide or e-CPD Professional Development Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues with similar interests to your own.  Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps – big difference to review your current practice and identify areas for development. As you reflect on your professional development needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD library can help you as you try out and evaluate new ideas that you have discovered through CPD builder and record the outcomes for your CPD portfolio. You could: devise a Supported experiment using the downloadable guidance notes and form find out more about Action research and how it can contribute to your professional development investigate Peer observation or Teaching squares as ways of working with colleagues to develop your practice. Institute for Learning website For more information about your CPD and the professional registration requirements for teachers in the learning and skills sector, visit the Institute for Learning website at www.ifl.ac.uk You may also want to explore: the different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development plan  how you can use the Institute for Learning tool REfLECT to record your activities and reflections in your personal learning space. Support from LSIS’s Teaching and Learning Programme Subject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSIS’s Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. Find out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been shown to have a positive and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs at www.subjectlearningcoach.net Coaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspx Managers’ Engagement and Support Programme The support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers’ Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspx If you are a SLC or ALC with a management role, you may want to take part in the MESP and exchange ideas on what you can do to support CPD across your organisation. Effective teaching and learning Teaching effectively and facilitating effective learning requires the use of a range of different but mutually supportive pedagogy approaches. The resources in this topic will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, join the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences. Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become expert learners. This topic also provides information about using case studies effectively, which can be a useful tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) continuing professional development (CPD) requirements and can be related to the personalised elements in the professional formation framework to provide supporting evidence of self-evaluation, teaching and learning and subject currency. Developing the expert learner This flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands of: Learner voice; Learning how to learn; and Assessment for learning. The video clips included in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming ‘expert learners’ enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the ‘learner journey’ resource in the ‘Getting started’ section. Try out the two activities in small groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Using pedagogy to promote inclusive learning These three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these alone or with colleagues you can review how well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning. The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestions for using the cards individually and with colleagues. The Equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ideas for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Effective teaching and learning toolkits The Effective teaching and learning area of LSIS’s Excellence Gateway contains a number of toolkits that can support your practice. The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners’ planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the ‘Session and course planning’ topic. The Case study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. Case studies help learners engage with real issues and can promote positive attitudes and behaviours. The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners’ needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies. These three resources include videos, questions and activities and will help you to understand: why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning; what is mean by ‘case studies’, the positive impact of using them and how to design effective case studies; why, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could these approaches in lessons or assessments to promote inclusive teaching and learning. Discuss how effective planning can impact inclusivity. How can you ensure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress. An introduction to inclusive teaching and learning The challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and social diversity, gender, age and sexual orientation issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion, and putting organisation-wide policies into practice. The varied nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others’ experience. Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity for  modelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to suit your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt. Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requirement and can be related to the personalised elements in the professional framework to provide supporting evidence of self-evaluation, professional development and reflective practice. Promoting equality and diversity The Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning. Individually, use the Equality and diversity pro forma to examine your own practice and your organisation’s approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided into: what you should know about your learners; the difference between differentiation and inclusion; strategies for teachers, managers and whole organisation approaches; and terms and definitions relating to inclusion. What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Encouraging inclusive teaching This seven-page OFSTED document shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self-reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector. Discuss with colleagues what is meant by ‘Community cohesion’, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local community, creating a plan for using this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could you  promote inclusion by embedding language, literacy and numeracy? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Exploring diversity in the classroom This collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners’ needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as ‘Race, ethnicity and English as an additional language’ and ‘Gifted and talented’. There is also a ‘Respect for All’ audit tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on ‘Disclosure, Confidentiality and Passing on Information’ which supports dealing with disclosure in a sensitive and effective way. The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with special educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.

How to Use the Ball Game as an Icebreaker for Groups

An icebreaker game, activity, or exercise is a great way to kick off a class, workshop, meeting, or group gathering. Icebreakers can: Serve as introductions for strangersFacilitate conversationEncourage group interactionBuild trustEnergize group membersEncourage teamworkBuild team skills Icebreaker games are most effective in groups of three or more people. To give you an example of how an icebreaker works, were going to take a look at a classic icebreaker game that can be used for both small and large groups. This icebreaker game is traditionally known as the Ball Game.   How to Play the Classic Ball Game The classic version of the Ball Game is designed to be used as an icebreaker for a group of strangers who have never met each other. This icebreaker game is perfect for a new class, workshop, study group, or project meeting.   Ask all of the participants to stand in a circle. Make sure they are not too far apart or too close together. Give one person a small ball (tennis balls work well) and ask them to throw it to someone else in the circle. The person who catches it says their name and throws it to another person who does the same. As the ball moves around the circle, everyone in the group gets to learn one another’s name. Ball Game Adaptation for People Who Are Acquainted With Each Other The classic version of the Ball Game doesnt work very well if everyone in the group knows each others names. However, the game can be adapted for people who are acquainted with each other but still dont know each other very well. For example, members of various departments within an organization might know each others names, but since they dont work closely together on a daily basis, they might not know very much about each other. The Ball Game can help people get to know each other better. It also works well as a team-building icebreaker.   As with the original version of the game, you should ask group members to stand in a circle and take turns tossing a ball to each other. When someone catches the ball, they will state something about themselves. To make this game easier, you could establish a topic for the answers. For example, you could establish that the person catching the ball has to state their favorite color before tossing the ball to the next person, who will also call out their favorite color.   Some other sample topics for this game include: Say one thing you like about your jobDescribe yourself in one wordName your favorite bookIdentify your biggest strengthIdentify your biggest weakness Ball Game Tips Be sure that you remind participants to throw the ball gently so that nobody gets hurt.Make this icebreaker game more fun by timing the exercise and seeing how fast the participants can get the ball around the circle.Try to select a topic that fits the participants and the goal of the icebreaker.