Will the Current Changes in the UAE System of Education Help Children with Internalization Challenges - Literature review Example

Table of Contents 1.0.Introduction 2 2.0.Students at risk with risk indicators 2 3.0.Consequences of a learner with the risk factors 4 4.0.Responding to risks factors and ramifications 6 5.0.Ratifications of the strategies to work with students risks factors 10 6.0.Conclusion 10 7.0.References 11 Will the current changes in United Arabs Emirates system of education help children with internalization challenges? 1.0. Introduction Policies and practices that are passed by government shape how society views children and the purpose of the education system. It is for this reason that United Arabs Emirates believe the first process of producing a stable and well prepared workforce for the future is to shape education system that reaches every kind of children. That is, to tail education system that takes care of risk factors children are faced with. This study has already identified internalisation of read materials as one of at risk children in United Arabs Emirates grapple with. This is the point of departure in this task; critically devising a question that has connectedness with the risk factor identified in task one. To conceptualise the thesis statement, the second task will review theoretical models related to the at risk so as to describe learners at the risk, revisit consequences of the learners with the risk and ultimately provide solutions to the risk factors basing on academic literatures and different case studies. 2.0. Students at risk with risk indicators In order to describe a student at risk and particular risk indicators within the context of those who have challenges in internalisation of the read materials, it is worth noting that though the welfare of these children are of concern, reasons for a given concern with these ‘at risk’ students not only relates to the level of their need but the observation that their concern often manifest as some challenging behaviours at school. It is for this reason that scholars have attributed children with difficulty in internalising read materials to be manifesting characteristics such as truancy, withdrawal, disengagement, disconnection as well as resistance to learning (Cuypers, 2009; Cahill, 2000). As a matter of fact, the challenge has not always been the risk indicators but how teachers respond to the indicators. Numeracy and literacy provide important foundations for further learning and the goals children and teachers set in education process build on them. It is for this reason that Gray and Beresford (2001) argue that learners will manifest factors such as low self-esteem, low motivation, primitive cognitive constructs, faulty beliefs And low intelligence. Therefore, when children manifest indicators such as disconnect in education then it means these goals are not only compromised but also Saudi Arabian children become less successful in their pursuit of education. Conversely, scholars such as Woolfolk (2010) have shown that one of the risk indicators connected with learners having challenges when it comes to internalisation of the read materials is poor socialisation. In an attempt to show how family members, peers and teachers can help learners at this risk overcome the risk indicators, Woolfolk posits that teachers in classroom often tend to disengage learners with this risk factor especially when it comes to classroom participation. In the process, these children develop low self-esteem therefore making it hard for their beliefs and attitudes to be influenced by their peers, teachers or parents as they rarely socialize. While the cornerstone of his argument is to show that poor socialisation is one of the risk indicators children in this context suffer from, it is essential to connect this indicator with what Jackson (1997) describes as ‘friendship level’ of children with internalisation challenges in classroom. In his argument, he shows that children who are often label as ‘book warmers’ (characteristics of children who read for long hours but cannot retain the content after the reading) tend to develop negative attitudes towards other members of class thus lacking friends. When this happen Jackson adds that these children do little or no mutual reciprocity or relationship that involve companionship such as spending time together or sharing ideas. 3.0. Consequences of a learner with the risk factors Montessori once said that the most essential things that children are looking for in education have been neglected (Montessori, 1987 as cited in Virginia, 2008). This according to his analysis includes spiritual and emotional wellbeing. Montessori’s statement, as Virginia puts it is an example of a consequence of a learner with the risk factors other scholars have identified (Withers and Russell, 2001 as cited in McDevitt and Ormrod, 2002). While this was philosophical thoughts coined when education process had been ratified to reflect specific aspects of children need, education system in Saudi Arabia shows that when children with challenges to internalise read materials are not helped in advance, they manifest some or all of the above risk factors which consequently leads to the following consequences. Based on observation made with one of the learner within Al-Amal Institute, risk factors such as low motivation as cited above tended to result in social cue problems. According to McLeod and Malone (2000), students with social cue disorders have challenges behaving in some normal ways. For instance, they manifest poor impulse control or to some extent, need immediate gratification. Other studies such as Marchionni (2010) have shown that students with social cue problems have little thought regarding logical consequences. While this task has identified that one of the consequences of risk factors as identified above leads to social cue factors, scholars are still divided on the exact risk factor that should be associated with this problem. For instance, Riel (2009) believes that it is a problem caused when children have low self-esteem factor while El-Sayed and Zakzouk (2007) believe it is caused by low intelligence Based on the theory of cognitive development by Jean Piaget, it can be realized that one of the consequences of the risk factors such as low intelligence is that it leads to uncertainty in decision making situations. Arguing from the perspective of Saudi Arabian learners (as studied in task one), students with internalisation challenges often given individualised education programmes (IEPs). In most cases, IEPs are modified to check on the abilities of learners to make decisions. It was realized, from the study conducted by Saunders et al. (2007) that at least children with low intelligence were unable to make decisions when presented with situations. The theory of cognitive development as postulated by Piaget shows that this consequence is brought about by the fact that learners lack occupational therapists, physical therapists, and speech and language pathologists who could help them cope with the environment especially after being subjected to unfriendly ones. On the other hand, Carnegie Council on Adolescent Development (1996) notes that the manner in which students with mild, moderate, and severe internalisation challenges receive their education makes them develop some behaviours that are contrary to the expectations of teachers. According to the Council, segregating students with these disabilities from others make them develop risks such as primitive cognitive constructs and when this risk becomes apparent they suffer from acquiring basic social skills as a consequence. Recent studies like that of Saunders et al. (2007) has indicated that when learners lack basic social skills as a consequence of risk factors that have been mentioned by Withers and Russell (2001) they suffer what Saunders et al. term as ‘lack of self-advocacy’ (p. 38). As a consequence, students with lack of self-advocacy cannot be able to search for supporting programmes that conform to their learning disabilities as well as engaging adults to support then in the process of navigating their school experiences. 4.0. Responding to risks factors and ramifications A consideration on how school in particular and community at large can respond to the risk factors highlighted above depends on the policy set by the Saudi Arabian government when it comes to education. For instance, the curricula in most schools where learners at risk are found are based on Islamic doctrines. Additionally, such ratifications should consider laws concerning learners with disabilities. To be specific, there is Regulations on Special Education Programs and Institutes (RSEPI) that checks on how schools and members of community model or bring changes that intend to check on risk factors these learners are going through (El-Sayed and Zakzouk, 2007). Having established these policies and regulations, this task, within the context of policies highlighted as well as at risk student aforementioned, the following are possible ways of dealing with the identified risk factors or ramifications. One of the strongest solutions that have been suggested is play. Michael (2010) in his latest submission ‘Journal of Student Wellbeing’ questions whether it is still okay for children at risks to play. In his analysis, the author present strong argument as to why play is a relevant practice that can help learners with internalisation problems overcome risk factors highlighted above. To show the effectiveness of play to the elimination of the risk factors mentioned, Michael first shows the implications of eliminating play from children with different disabilities. In so doing he cites a study by Barros et al. (2009) who found that providing children at risk with play and a break is associated with better teacher ratings and class behaviours devoid of risk factors such faulty beliefs. This study has already identified basic social skills as one of the ramifications faced by children at the risk of poor internalisation of read materials. Therefore it will be prudent for this school to incorporate attitude intensifying play. The best way to do this will be to involve these learners in painting of similar pictures with other colleagues who are not at risk. In so doing, the at risk learners will try to emulate others and therefore develop closer attitudes with their counterparts whom they were distanced with. However, as the debate concerning the significance of play to these types of children continues to gain momentum in Saudi Arabia, particularly for elementary schools; many teachers in schools where students are affected by the risk tend to appear to reside in real-life ‘Somber Towns’. By Somber Towns it means that play materials offered to children do not make them become creative or make them engage other colleagues in solving the puzzle presented. Conversely, it is worth mentioning that learners in Saudi Arabia having mild and severe internalisation difficulties have been receiving education in typical classrooms with such education offered with support from special education services like source rooms. For instance, it was observed that these leaners participated in education curriculum with some modifications. This is the point of departure with regard to the second suggestion. The point is, schools and community should support personal development. As noted above, one of the consequences faced by these learners as a result of the at risk is poor attitude. Therefore supporting their personal development will not only help them examine the types of dilemma they are facing in schools but also help them cope well with the challenges faced. As suggested by Louv (2005), supporting personal development is a multifaceted approach that encompasses different issues. One of such is to discuss rivalry among learners especially those that affect the challenged and the normal. Conceptualizing this argument within the context of the at risk learners identified, supporting their personal development will involve letting them describe their understanding and views of others they feel intimidate or make their lives difficult (including teachers) then allowing others to confirm or correct perceptions held. Thirdly, it can be argued from the perspective of Stringfield et al. (200) that one of the challenges affecting learners with internalisation difficulties in Saudi Arabia is effective transition programmes. The argument is, the programme currently available could be devoid of the fact that they do not let children transit smoothly from one level to other. It is because of this reason that a learner might find it difficult reading and internalising concepts in a given level. It also for the same reason that for the above risk factors to be curbed there is need to identify a clear and concise goal and objectives for transition programmes that will be able to promote the adjustment of every learner. Such programme will also encourage at risk learners to be independent and have successful functioning thus representing community, family and school values. While the above recommendations are supposed to be used by schools and communities to address risk factors or rather ramifications faced by learners at risk, as teachers, these recommendations should be different so as to address specific issues observed from specific characters interacted with. Therefore as a teacher, the cornerstone of the risk factors as identified is to deal with social and emotional well-being of these learners. As Miller and Almon (2009) note, the process of promoting positive social and emotional well-being among these learners will definitely alter the risk factors thus changing their health and learning outcomes. As a teacher, changing social and emotional well-being will help reduce the risk factors by; Learners’ school engagement and learning Improving emotional and social competence Reducing risks of anti-social behaviours as witnessed Improved abilities for problem-solving and resilience In addition to the above suggestion, it is important to create models of schooling for these learners that will help them enhance diverse capabilities and talents. Before discussing these schooling models, it is worth mentioning, from the interaction with the at risk learners that it reached a point where schools could not overcome the serious challenges that were facing these learners especially with the availed classroom structures. Therefore, these models include situations where schools are tailored in such a manner that they address the ever increasing complex needs of these learners as well as other challenging circumstances as it has been identified through risk factors. Secondly, the way classes are organized is clearly an obstacle when teachers are attempting to meet specific needs of learners with challenges in internalization of read materials. Basing on the emphasis made by Miller and Almon (2009), in any year level, it should be that the highest advanced ten per cent learners are between five and six years ahead of the lowest advanced ten per cent. Interestingly, this school has students divided into year levels and as such taught a common curriculum without factoring what Miller and Almon suggest. Therefore as a teacher, this will have to be changed so as to eliminate risk factors identified and to be particular, with some risk factors such as inability to relate, the structured will be reinforced in manner teachers and learners are organized within the school. 5.0. Ratifications of the strategies to work with students risks factors Miller and Almon (2009) believe that education is to some extent, responsible for all outcomes for learners and that if not well tailored we do not only perpetuate it to fail be sink those with special needs. This statement argues that there should be proper ways of ensuring that suggested strategies conform to the risk factors. To this regard, the best way to ensure that these strategies work towards eliminating the identified risk factors is to ensure that the currently applied traditional models of teaching delivery changed to not only improve challenges faced by at risk learners but also improve outcomes. Just like Miller and Almon mentions, most of classrooms are having structures that are unduly restrictive thus not allowing the application of some of strategies meant to reduce risks factors. 6.0. Conclusion Incidences of children with challenges in internalizing read materials in Saudi Arabia continue to draw attention from scholars. In this task, the argument has shown that there is more that still need to be done to help at risk students minimizes risk factors affecting them. Though ideas as those of Moentessori remains poignant with regard to at risk learners, there is a need for more ideas that will be at forefront of current education thinking in Saudi Arabia so that these kinds of learners will be incorporated. Therefore the condition to bring about, protection and support learners with the identified at risk should be given consideration in responding to myriad of risk factors faced. 7.0. References Barros, RM, Silver, EJ & Stein, REK 2009, ‘School recess and group classroom behavior’, Pediatrics, vol. 123, pp. 431–436. Cahill, H. (Ed.). (2000). Mind matters: A mental health promotion resource for secondary schools. Melbourne, Australia: Commonwealth of Australia. Carnegie Council on Adolescent Development (1996). Great transitions: Preparing adolescents for a new century. New York: Carnegie Corporation of New York. Cuypers, S.E. (2009) Educating for authenticity: the paradox of moral education. In H.Siegel (Ed), The Oxford Handbook of Philosophy of Education. Oxford: Oxford University Press. Edition El-Sayed Y, and Zakzouk S. (2007) Prevalence and etiology of childhood sensorineural hearing loss in Riyadh. Annals of Saudi Medicine; 16: 262-265. Gray, J. & Beresford, Q. (2001). Alienation from school among Aboriginal students. Perth: Institute for the Service Professions, Edith Cowan University. Jackson, A. (1997). Adapting educational systems to young adolescents and new conditions. In R. Takanishi & D. Hamburg (Eds.), Preparing adolescents for the twenty-first century: Challenges facing Europe and the United States (pp.13-37). Cambridge University Press. Louv, R 2005, Last child in the woods: saving our children from nature-deficit disorder, Algonquin, New York. Marchionni, G. (2010) Making the transition from print to electronic encyclopedia: Adaptation of mental models. International Journal of Man-Machine Studies 30:591–618. McDevitt, T. M. & Ormrod, J. E. (2002). Child development and education. Upper Saddle River, N.J.: Merrill/Prentice Hall. McLeod, J. & Malone, K. (2000). Researching Youth. Hobart: Australian Clearinghouse for Youth Studies. Michael, M. (2010). Is it still OK to play?: Journal of Student Wellbeing. November 2010, Vol. 4(1), 1–6 Miller, E & Almon, J 2009, Crisis in the kindergarten: why children need to play in school, Alliance for Childhood, College Park, MD. November 2010, Vol. 4(1), 1–6. Riel, M. (2009). Cooperative learning across classrooms in electronic learning circles. Instructional Science 19:445–66. Saunders, M., Lewis, P., and Thornhill, A. (2007) Research Methods for Business Students, 4rth Stringfield, Sam and Land, Deborah (eds). (2002). Educating at risk students. University of Chicago Press, Chicago, Virginia, T. (2008). Looking back to the future: The current relevance of Maria Montessori’s ideas about the spiritual wellbeing of young children. Journal of Student Wellbeing December 2008, Vol. 2(2), 1-15. Woolfolk, A. (2010). Educational Psychology (2nd Ed.). Perth: Institute for the Service Professions, Edith Cowan University. Read More