EDU WEEK 8 BLOG POST

Mohandes Ghandi, political and spiritual leader in India

"If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children."

THANK YOU CLASS MATES

Week 6 Blog Post

WEEK 6 BLOG POST

Considering a commitment to viewing young children holistically (i.e., a commitment to “the whole child”), what, if anything, do you believe should be measured or assessed?

I do not feel that children should be put down or made to feel less than. It is vital that we keep their emotional feelings at the front. Assessment should be measured in a way that protects there self worth. I think school age assessments through observation, parent discussion, before the child is is school through medical and psychological are all forms of assessment.

In what ways are school-age children assessed in other parts of the world?

Japanese students like other industrialized countries have students who are disabled. The marker can be detected at birth to early elementary school age. A web site called Disabilities in Japan Shared the Following.

A  Basic Plan for Persons with Disabilities covering the years 2003 through 2012 was passed as a Cabinet order in December of 2002, with a new Action Plan for Priority Areas that provides a strategy for the realization of the goals of the Basic Plan during the first ten year term being adopted.

Japan's Basic Plan related to people with disabilities keeps the concepts of rehabilitation and normalization from the New Long-Term Program while declaring the goal of creating a society in which people with disabilities have the same rights and treatment as no disabled persons, as well as the same opportunities and self-determination to both participate and share in the nation’s responsibilities. The philosophy underlying Japan’s objectives is an inclusive society where everyone respects the individual differences people have while supporting one-another.

Is "disability" still a dirty word in Japan?

What does an outside view bring to light in relation to Japanese society and people with disabilities? One view, on the part of Ellen Rubin, reflects on education and people with disabilities in Japan. In an article by Ellen titled, ‘Impressions of Japan from a Disability Perspective,’ she states, “Separate, but equal. Although students with disabilities are provided an excellent education in Japan, many are educated in separate schools providing services to meet the needs of students with various types of disabilities. There is no question that these students are taught a curriculum as rigorous as in regular neighborhood schools. What is missing is social interaction, the awareness of non-disabled children that their disabled peers have a great deal to contribute to their communities."

The impression one might gain from reading this statement is that Japan views people with disabilities as people who are equal, yet somehow unfit or unworthy to participate with non disabled counterparts in society. There is clearly a lack of social acceptance indicated in what Ellen Rubin says on the part of Japanese society where people with disabilities are concerned. Bias and prejudice, it would seem, are alive and well in Japan. Ellen also states:

"If more teachers embraced the importance of including children with disabilities in general education programs, students with disabilities would enjoy greater success in integrated classrooms. This holds true in the US as well as in Japan. As more and more students become integrated into the education system, communities will begin to realize that disabled students have much to offer, including problem-solving skills and life experiences."

America is no stranger to segregation by any means. Japan, as well as other nations around planet Earth, continue to struggle with non disabled perceptions of disability in relation to every aspect of society and social interaction. Every one of the areas approached by the Fundamental Law for Disabled Persons, or the Americans with Disabilities Act for that matter, continue to be ones that society struggles with. Until acceptance on the part of non disabled persons becomes widespread, Fundamental Laws and Disability Acts will remain partially effective at best.

www.disabilityjapain,com

What additional ideas, comments, suggestions, examples, and/or concerns related to assessing young children would you like to share with your colleagues?

It is important to do the following

Hold Open forums on diversity and development

Have Educators and Parents Discuss emerging trends for children

Be able to help recognize how disabilities impact children

Week 4

Traditionally, stress has been defined in terms of its source (e.g., internal and external) (Marion, 2003). Internal sources of stress include hunger; pain; sensitivity to noise, temperature change, and crowding (social density); fatigue; and over- or under-stimulation from one's immediate physical environment. External stressors include separation from family, change in family composition, exposure to arguing and interpersonal conflict, exposure to violence, experiencing the aggression of others (bullying), loss of important personal property or a pet, exposure to excessive expectations for accomplishment, "hurrying," and disorganization in one's daily life events (Bullock, 2002). Although the research literature tends to focus on the impact of single-variable stressors on children's development, in real-life situations, children experience stress from multiple sources. Researchers note that multiple stressors interact with one another and can have cumulative effects (Stansbury & Harris, 2000). This digest discusses how children experience and adapt to stress, and offers suggestions to teachers and parents on preventing and reducing children's stress.


This is an excellent scholarly definition on the components of stress. As a child I was involved in auto accidents.
Those car accidents created a great deal of stress for me as a child riding in the car. When I was 10 we were hit head on by a drunk driver. I think as a americans are on the road and stressed an drive dangerous. If children are impacted by dangerous driving drinking and driving they are at risk. It is not a direct risk rather environment risk and stress for a child safety and well being. Organizartions such as MADD share the impact of driving recklessly and impact on Children.


Mexico is a country where many children live below the poverty line. The level of stress is significant in impacting young people. If a family struggles to survive- the young go to work to help there families. Mexico has many underaged children under 13 working in sweat shops trying to help their families financially survive.