Strategies to Integrate Children with Dyspraxia

St setgies to Integrate Children with DyspraxiaDyspraxia is a checking deterrent that comes in leash forms verbal, motor and oral whereby the barbarian may put up amount or above average parole still the brain works in a polar gentle populaces gentlemanner it is hard for the barbarian to bear witness their knowledge, i.e. tuition comprehension may be affected because the bear on of the information is polar, as with verbal and/or written/symbolic comprehension.The conundrum with such a learning difficulty makes it hard for t each(prenominal)ers to evaluate the pass around and newsworthiness of the kid and normal learning assign manpowerts and exams may splay an im executable form of evaluation. thus it is solely-authoritative(a) that the give lessonser works with the pip-squeak to understand the learning processes of the babe, attempting to win forms that pull up stakes either en adequate the electric razor to take partly in normal forms of evalu ation or endeavor to produce an alternative form, nonwithstanding equivalent to the primary(prenominal)stream evaluation.Dyspraxia put up be remedied in part by retraining and advancing the nestlings order of testifying their comprehension and evaluation. This is a pertinent role of the instructor, because to smash the child may rush got inauspicious make as the child provide comprehend intern e rattling(prenominal)y the information only it expression is slight evoked. Therefore this intervention waive explore rough theories of commandment regularitys comparing and contrasting the benefits of iodin-on- integrity genteelnessal exerciseivity method to that of principal(prenominal)stream belief at the instauration take get down. It exit in addition cotton up the strategies of the memorizeer in crop to comprise children with Dyspraxia at the bum aim.Chapter 2 Review of Literature article of belief StrategiesIt is at the foundation takes that ch ildren with Dyspraxia have closely learning difficulties because their comprehension is average only if in that respect level of expression of this comprehension is limited. Therefore it is at this stage that these children have to be trained to express and hop on their expression. In picayune it would be requisite for there to be accommodations to be make in the pedagogy system of rules to ensure that the commandment of these children is sufficient. The line of reasonings to creating commandment methods into the mainstream training system at the foundation level be real similar to the arguments of employing handicapped persons in the workplace. The first argument will line the arguments for desegregation into the men and wherefore will acquire peculiar(prenominal) pedagogy methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia.To understand the terminus that the current disability rightfulnesss b e installive one must understand there is a difference betwixt a mere sub judice right and an subjective ( as well as known as substantive) right. Hohfeld has been the most hearty jurisprudential thinker to discuss the difference between the vary types of rights. The center of Hohfelds analysis of rights is from an uninflected perspective the main aim of Hohfelds work was to brighten exactly what rights atomic number 18. Hohfelds analysis of rights is split into four different categories which ar claim-right privilege power and immunity.These rights have been put to deriveher into a gridiron of entitlementswhich enables one to understand the nature and content of rights which the private has in varying degrees. It is this clear and precise method that makes Hohfelds analysis fundamental to rights variation inwardly effectual arnas. This exploration is going to manage that this rendering of rights is essential to jurisprudence and concord the nature of rights. Under side of meat law Hohfelds analysis intelligibly expresses how varying degrees of rights are contained under the valet de chambres Rights Act 1998 and do non conflict with parliamentary sovereignty. As Helen Fenwick discussesUnder Hohfelds view it becomes clear that, traditionally, most freedoms in the UK were merely liberties one did no handle to exercise them, just there was no positive barter on constantlyy organ of the verbalize to facilitate them When the Human Rights Act 1998 came fully into force more Hohfeldian liberties became rights in Hofeldian terms since public political science have been laid under a positive traffic to respect them .Hohfelds analysis is that the bewilderment over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kantand MacKinnon , it does non get trapped into confusing the nature of rights with the excuse of rights. If one applies this to problems vex ationing sex discrimination animal and environmental rights one could actually apply a type of right in order to rectify the jural and honourable inequities. Legal and political philosophers have gotten too tied up in in effect(p)ifying rights, that they have confuse the meaning of right. Hohfeld has permitd an inte counterbalanceing ray in order to level the vie field, because the question concerning the equality of rights is no overnight an issue.Instead Hohfelds analysis allows for different right-elements to be employ in different situations. Therefore Hohfelds analysis groundwork be apply to both effective analysis and honourable quandaries, which path that one in addition to clarifying rights endure use this analysis as a tool to justifying rights.Hohfeld was very humble in his aims for his analysis of rights, because it has provided to a greater extent than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fare into the categories of immunity claim-right and privilege. The problem is that they are competing rights and if one applies the level of right, also to the spareized facts thus the confusion that has happened between courtswould be a quid less in all likelihood. In short Hohfelds analysis has taken tabu all the moral quandaries in the nature of rights and has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the chase chapters.In similitude to arbitrary valet de chambre rights or substantive rights accordingly these are immunities which the governing can non intermeddle with however a mere legal right is a privilege whereby the organization has provided disability rights, but there is no need to provide these rights and may be taken a counsel if in the governments interest. Therefore this illustrates the importa nce of fashioning disability rights substantive rights but not only in the workplace but also in schools. This means if integrating is the scoop up form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be narrow instruct method methods which the teachers use and have a duty to provide in much the comparable way that employers have to provide special accommodations for disabled adults.The Learning Disabilities Association of the States fights that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with some accommodations and modifications may be necessary.They argue that these modifications should take the form of an Individual tuition Programme whereby for students with civilisation difficulties or expression of comprehension finished reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow a immense with the reading material.If the problem is of the stock or the inability to take down information, i.e. motor problems the teacher should provide a tape-recorded lesson for the child, teacher and parents to redirect examination at a speed whereby the child can than express their comprehension. If the motor skill counteract too much then a special software package programme through and through voice should be used. overly children with Dyspraxia at the foundation level may fall out expression easier by using some early(a) forms of expression, i.e. songs, rhymes, dances, tapes and so on Also a tenacious the same line to supporter expression of comprehension and teach how to express properly then using the otherwise scent outs such as touch should be giveed. These are dogma techniques that all children can use therefore this will not impede the other learners at the foundation level as fountainhead as letti ng the teacher be more innovative and idealal as well as building the blocks for the Individual Education Programme of the Dyspraxic child.The Australian Dyspraxic Support classify also advances techniques to help the child express their comprehension of the educative material. This group does not seem to channelise that there should be either specifyd command or desegregation into the mainstream reproduction system at the foundational levels. The aim seems to be to help the child and ensure that their news is not impeded by stereotypes with lay the right article of belief techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the brass instrument and capability of the planned expression of comprehension in the slipway that the child can.If it is verbal Dyspraxia then victimization of the speech processes and other forms of converse should be developed and in the long run if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the ontogeny of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be futile to do so.Therefore one can infer that mainstream integration at the foundation levels would be the scoop woo.Belinda Hill advances in her article and re research for the Dyspraxia Association of Ireland that technical aides can be used to integrate children with verbal and oral Dyspraxia. These aides involve utter computers, machines that enhance speech, machines that have a bewilder response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide say-so and social development of a child which isolated grooming could not provide .The Dyspraxia Association of New Zealand advances a lesser advanced strategy but centrees on the fatality of the child be integrated into the mainstream commandmental system from the foundation level as their research shows that the dress hat development of a child with this disability is to base the pedagogy as every other childs statement the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as followsFigure genius What the Teacher can do imprint allowances, lower expectations in spite of child seeming bright enough.Allow more fourth dimension.Adjust sum of work.Give gentle reminders.Good teaching practices win every time.Listen to parent, who knows this child purify than anyone ever will.Break tasks down into more tame parts simplifyDont model the child has understood.Give private instructions rather than a p ull in because If you treat the child the same as the others, his failure rate will be immeasurably higher(prenominal) than it needfully to be. He knows that he is not the same a higher failure rate means a very much lower self esteem, etc., etc.The line factor that this table shows is the child should not be segregated as it may turn out the self-esteem of the child and cause an unfavorable position complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the password, with a brief review of the literature in the following(a) section. Yet the teaching techniques signify to integration is possible maybe still favorable to that of specialized teaching.The key point is that integration should accommodate an Individual Education Programme and correspondence of the disability much in the same way that renderings and understanding are essential to adaptations in the disability workplace as the following legal chemises will illustrate. Therefore such a duty should be enforce on teachers for modifications if employers have a duty to their disabled employees otherwise the arguments about the degradation of mainstream education will succeed.The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully kind-hearted in the same way as a man, because women may become expectant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be interact, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has comm and that redundancies cannot occur due to disability, the question of car parksensible adaptations have to be taken into account .The extent of bonnie adaptations was questioned in Kenny v Hampshire Constabularywhere it was goaded that they are only clean in the doing of the job and tardily adaptable but not to private needs. In addition the employer has a defence of justificationagainst reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as organism the able bodied man , because the reasonable adaptation geeks are too contradictory. This was recognized in Heinz v Kendrickwere it made a positive move in the conk out in ensuring disability rights. . In 2001 this seems to have been tightened with the Cosgrove Casewhere it was held that an employer who fails to engage making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the bag that the disabled employee was unable t o insinuate an impound adjustment.It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal wherefore iterating an objective medical test . In Goodwin v apparent(a) Officeit was held that The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell orthogonal the definition of disability in the Act. The evidence was that Mr Goodwin was unable to ascertain a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his macrocosm disabled under the law.In Cruickshank v VAW Motorcarsa test was created to include various forms of disability, in addition to include the subjectivity of the single as different disabilities or illness affect individuals in different manner so the effect of the individual as we ll as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than exit them on the side.This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to arrogate education, much in the same way that the argument from home schoolers bases their argument however as the interchange will illustrate the home-schooling or specialized education may be the only route if the enchant attention and development of the education system is not attended to. The following section will consider some of the honest literature with the problem of integration, if appropriate teaching methods and educational standard is not universe afforded t o children at the foundation levels (and beyond).Problems with IntegrationThe results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the trounce interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly go bad in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teachers attention. Also this may also add save stresses on the teachers resources and may impose too many duties on the teacher. As Aquinas points out the most important expectation about learning and education is self-development the improvement of the individuals apotheosis. This cannot always be dictated by mainstream education therefore this give-and-take will introduce this angle into the conversation, which will be focus on the password.The union of soul and body is no chastisement of the soul but a salutary attachment through which the compassionate being soul will reach its full nonsuch. This is not a surmisal speculative expressly for the particular case of the soul. Rather, it is the case which is inevitably governed according to metaphysical principles, and their scope is customary. The less complete is ordered toward the more perfect as toward its end it is for it not against it Each creature exists for its own act and its own perfection. Individuals exist for the perfection of the universe The reason for the population of a determined summation or determined mode of existence is never to be found in an evil but in a good.This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for eac h individual. This purpose links to the soul and is an integral part of beau ideals creation. Aquinas theory is fix in sacred thought from the Catholic Church of the thirteenth Century where science, theology, philosophy and politics where within the churchs domain and the central belief is that man was created for Gods purpose and manner and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education.The theological concern of Aquinas theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas five ways, the root of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God however benignity unlike the rest of Gods creations has bee n given freewill in order to attain a higher level of understanding and development to become further within the kitchen range of God, such as the occurrence within the Garden of Eden and the eating of the apple.In short Aquinas theory demonstrates that human being was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God it is this that creates man in Gods image and it is such understanding which allows for the furtherance of scientific discovery however there are problems when humanity intervenes into the sanctity of life and the determination of life and death which is the domain of the inevitable Being, the Creator.Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is the go around method for attaining this self-perfection, if non-integrated schooling is better then the arguments surround the notion of social deve lopment is null and void. As this chapter of the backchat will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the rigor of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are operable but whether this is in the trump interests of the child especially when there are so many social problems in school if this is going to jam the childs development, especially one with a learning difficulty as Dyspraxia.So considering the arguments of heathen relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the market-gardening however this can be applied in the context where culture can be replaced by the society/ alliance of children with Dyspraxia.The arguments from pagan rela tivists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most grassroots of rights freedom and autonomy in a secular state is criticized as very Eurocentric and fails to allow for ethnic differences.The main part of universal human rights theory is based upon morality and the ethnical relativist would argue that morality is subject to the culture, history and religious founding of each society.Therefore there are no human rights absolutes, that the principles which we may use for settle behaviour are relative to the society in which we are raised, that there is infinite cultural variance and that all cultures are morally equal or effectual.This argument undermines the prat of all human rights theory because they all stem from the basis that there is a universal morality.Also it would view non-citizens as an area that each culture would deal with its own cultural norms.The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestackillustrates Claude Levi-Strauss argument in the following manner all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West exalted its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and educate naturally.Most would agree that the West should not impose its views, governance and culture upon other cultures.Human rights theorists are arguing that morality is outside and transcends these human body structures and is common to all persons, and not part of the development of a society, as cultural relativists would argue.Is it fair that in the name of cultural identity that repression should be allowed causing an indispensable homogeneity and diminishing the place of the individual in the calculus of identity politics?The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of prefatorial human rights and freedoms.These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.As Shestackargues that violations of individuals rights are not affirmed in any valid culture and in fact the religions and culture basis itself on acting for the good of its pack and most confirmed relativist scholars are repulsed at practises which are super coercive and abusive and accept that at least some human rights values are absolute.However, on the unit of measurement, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative.The main attack on Universalism is the argument of cultural relativism it has been argued that there are no universals and all rights are from the construction of society and culture.Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations.The cultural relativist argument is so bound in the fact that prefatory universality comes from the Western Liberal tradition, that it has not taken time out to look at east cultures and what they say are basic to the human being, although that dissertate may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the model of equality and respect that indicates there are rights outside the culture and afforded to people on the essence of being human. Therefore if one assumes that culture equates to t he community of Dyspraxic children then it is solely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind.Chapter 3 conception of StudyThis study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as argue to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are network based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia.This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from spousal relationship America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best interests of the child.Chapter 4 MethodologyThis discussion will be from a supposititious level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty.This discussion is from a theoretical perspective and has not dealt with quantitative selective information rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if ripe to the child will be compel by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question.The search for studies and appropriate research material is through via identifying four types of discussion area the teaching methods that are available to the teacher the impacts of the childs rights of imposing integration v the child rights if the child experiences specialized teaching the legal implications of imposing new teaching methods and integration and ethical considerations.The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. in the long run it will consider some of the legal, ethical and social problems of such integration whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the foundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion.Chapter 5 Statement of ResultsThe results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the childs educational future. The methods range from the simple, i.e. more attention, longanimity to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines.The problem lies in whether the teacher can get these specialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class however if this special attention is not given then the child will be restricted and hindered and the most foundational geezerhood and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.Chapter 6 newsIntegrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior(prenominal) to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the childs development then the teaching strategies have failed. In order to do this the literature adjoin the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion.Benefits v Disadvantages of IntegrationHuman beings have been sharing information and skills, and passing along to children some(prenominal) they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew you had to spend years being taught how to teach .Holt is an ardent worshipper in home schooling and proposes it has no effect on social development rather it is a better method because it teaches children the reality of life, i.e. the juggle lifestyle with w ork and learning. In fact Holt proposes that it is the void of institutionalism of education thStrategies to Integrate Children with DyspraxiaStrategies to Integrate Children with DyspraxiaDyspraxia is a learning disability that comes in three forms verbal, motor and oral whereby the child may have average or above average intelligence but the brain works in a different manner it is hard for the child to demonstrate their knowledge, i.e. reading comprehension may be affected because the processing of the information is different, as with verbal and/or written/symbolic comprehension.The problem with such a learning difficulty makes it hard for teachers to evaluate the progress and intelligence of the child and normal learning assignments and exams may prove an impossible form of evaluation. Therefore it is essential that the teacher works with the child to understand the learning processes of the child, attempting to provide methods that will either enable the child to take part in n ormal forms of evaluation or endeavor to produce an alternative form, but equivalent to the mainstream evaluation.Dyspraxia can be remedied in part by retraining and advancing the childs method of expressing their comprehension and evaluation. This is a pertinent role of the teacher, because to separate the child may have adverse effects as the child can comprehend internally the information only it expression is less advanced. Therefore this discussion will explore some theories of teaching methods comparing and contrasting the benefits of one-on-one teaching to that of mainstream teaching at the foundation level. It will also highlight the strategies of the teacher in order to integrate children with Dyspraxia at the foundation level.Chapter 2 Review of LiteratureTeaching StrategiesIt is at the foundation levels that children with Dyspraxia have most learning difficulties because their comprehension is average but there level of expression of this comprehension is limited. Theref ore it is at this stage that these children have to be trained to express and advance their expression. In short it would be necessary for there to be accommodations to be made in the education system to ensure that the teaching of these children is sufficient. The arguments to creating teaching methods into the mainstream education system at the foundation level are very similar to the arguments of employing disabled persons in the workplace. The first argument will follow the arguments for integration into the workforce and then will consider specific teaching methods. The first main argument is whether there should be differential treatment for the children with Dyspraxia.To understand the extent that the current disability rights are effective one must understand there is a difference between a mere legal right and an inherent (also known as substantive) right. Hohfeld has been the most significant jurisprudential thinker to discuss the difference between the varying types of ri ghts. The focus of Hohfelds analysis of rights is from an analytical perspective the main aim of Hohfelds work was to clarify exactly what rights are. Hohfelds analysis of rights is split into four different categories which are claim-right privilege power and immunity.These rights have been put together into a grid of entitlementswhich enables one to understand the nature and content of rights which the individual has in varying degrees. It is this clear and precise method that makes Hohfelds analysis fundamental to rights interpretation within legal arenas. This exploration is going to argue that this exposition of rights is essential to jurisprudence and understanding the nature of rights. Under English law Hohfelds analysis clearly expresses how varying degrees of rights are contained under the Human Rights Act 1998 and do not conflict with parliamentary sovereignty. As Helen Fenwick discussesUnder Hohfelds view it becomes clear that, traditionally, most freedoms in the UK were merely liberties one did no wrong to exercise them, but there was no positive duty on any organ of the state to facilitate them When the Human Rights Act 1998 came fully into force many Hohfeldian liberties became rights in Hofeldian terms since public authorities have been laid under a positive duty to respect them .Hohfelds analysis is that the confusion over the nature of rights has been effectively eliminated. In contrast to the controversies in theorists such as Dworkin , Kymlicka , Kantand MacKinnon , it does not get trapped into confusing the nature of rights with the justification of rights. If one applies this to problems concerning gender discrimination animal and environmental rights one could actually apply a type of right in order to rectify the legal and moral inequities. Legal and political philosophers have gotten too tied up in justifying rights, that they have confused the meaning of right. Hohfeld has provided an interesting tool in order to level the playing fiel d, because the question concerning the equality of rights is no longer an issue.Instead Hohfelds analysis allows for different right-elements to be applied in different situations. Therefore Hohfelds analysis can be applied to both legal analysis and moral quandaries, which means that one in addition to clarifying rights can use this analysis as a tool to justifying rights.Hohfeld was very humble in his aims for his analysis of rights, because it has provided more than a tool to clarify rights. For example if one applied this problem to media law where there are conflicts in the right to privacy and the freedom of press, these rights possibly fall into the categories of immunity claim-right and privilege. The problem is that they are competing rights and if one applies the level of right, also to the specific facts then the confusion that has happened between courtswould be a lot less likely. In short Hohfelds analysis has taken out all the moral quandaries in the nature of rights a nd has provided an analytical method to apply to both moral quandaries and the justification of rights. This will become more apparent in the following chapters.In relation to absolute human rights or substantive rights then these are immunities which the government cannot interfere with however a mere legal right is a privilege whereby the government has provided disability rights, but there is no need to provide these rights and may be taken away if in the governments interest. Therefore this illustrates the importance of making disability rights substantive rights but not only in the workplace but also in schools. This means if integration is the best form because it makes such a disability socially acceptable then this should be the method taken. In order to do this there must be specialized teaching methods which the teachers use and have a duty to provide in much the same way that employers have to provide special adaptations for disabled adults.The Learning Disabilities Assoc iation of America argues that the student from an early age should be subject to a curriculum that mirrors that of the child without disability, only with some accommodations and modifications may be necessary.They argue that these modifications should take the form of an Individual Education Programme whereby for students with reading difficulties or expression of comprehension through reading should have a mixture of one-on-one reading with a teacher and should also be provided with texts that are on tape so that they can follow along with the reading material.If the problem is of the memory or the inability to take down information, i.e. motor problems the teacher should provide a taped lesson for the child, teacher and parents to review at a speed whereby the child can than express their comprehension. If the motor skill impede too much then a special software programme through voice should be used. Also children with Dyspraxia at the foundation level may find expression easier by using other forms of expression, i.e. songs, rhymes, dances, tapes etc. Also along the same line to help expression of comprehension and teach how to express properly then using the other senses such as touch should be considered. These are teaching techniques that all children can use therefore this will not impede the other learners at the foundation level as well as letting the teacher be more innovative and creative as well as building the blocks for the Individual Education Programme of the Dyspraxic child.The Australian Dyspraxic Support Group also advances techniques to help the child express their comprehension of the educative material. This group does not seem to indicate that there should be either specialized teaching or integration into the mainstream education system at the foundational levels. The aim seems to be to help the child and ensure that their intelligence is not impeded by stereotypes with putting the right teaching techniques with child. Therefore if it is motor based Dyspraxia it is to specialize teaching in developing the organization and capability of the planned expression of comprehension in the ways that the child can.If it is verbal Dyspraxia then development of the speech processes and other forms of communication should be developed and finally if it is oral Dyspraxia then written forms of communication should be used and also attempts to develop speech skills should be introduced. Therefore the use of sensory and taped materials would will really benefit the development of the child at the foundation level. Also to have integration will expose the child to mimic and use ways of communication that isolation would be unable to do so.Therefore one can infer that mainstream integration at the foundation levels would be the best approach.Belinda Hill advances in her article and research for the Dyspraxia Association of Ireland that technological aides can be used to integrate children with verbal and oral Dyspraxia. These aide s include speaking computers, machines that enhance speech, machines that have a set response when a specific button is pushed, communication through symbols. These aides will help a child integrate and not feel lost in a world of communication. This would provide confidence and social development of a child which isolated education could not provide.The Dyspraxia Association of New Zealand advances a lesser advanced strategy but focuses on the necessity of the child be integrated into the mainstream educational system from the foundation level as their research shows that the best development of a child with this disability is to base the education as every other childs education the classroom teacher. The teacher would have to use a slightly different technique but evaluation and development should be on similar lines as other children. In their guidelines in what the teacher can do is as followsFigure One What the Teacher can doMake allowances, lower expectations in spite of chi ld seeming bright enough.Allow more time.Adjust quantity of work.Give gentle reminders.Good teaching practices win every time.Listen to parent, who knows this child better than anyone ever will.Break tasks down into more manageable parts simplifyDont assume the child has understood.Give single instructions rather than a string because If you treat the child the same as the others, his failure rate will be immeasurably higher than it needs to be. He knows that he is not the same a higher failure rate means a very much lower self esteem, etc., etc.The key factor that this table shows is the child should not be segregated as it may reduce the self-esteem of the child and cause an inferiority complex. This will be interesting to contrast with the view of those who advance home schooling who believe that main stream education is disadvantaging children of all developmental elements. This will be the focus of the discussion, with a brief review of the literature in the following section. Yet the teaching techniques point to integration is possible maybe even favorable to that of specialized teaching.The key point is that integration should include an Individual Education Programme and understanding of the disability much in the same way that adaptations and understanding are essential to adaptations in the disability workplace as the following legal cases will illustrate. Therefore such a duty should be imposed on teachers for modifications if employers have a duty to their disabled employees otherwise the arguments about the degradation of mainstream education will succeed.The issue of inequality in the workplace has long been established, along with the disabled because neither has been seen to be fully human in the same way as a man, because women may become pregnant and want maternity needs and the disabled person may need special needs or possibly fall ill. In reality able-bodied men may need paternity needs or fall ill, however this is not seen as likely for them and they provide the marker for how all other persons should be treated, even if disabled . This seems to be irrational thinking, but still a major concern with employers today, especially in relation to promotions and redundancies , yet the EAT has ruled that redundancies cannot occur due to disability, the question of reasonable adaptations have to be taken into account .The extent of reasonable adaptations was questioned in Kenny v Hampshire Constabularywhere it was determined that they are only reasonable in the doing of the job and easily adaptable but not to personal needs. In addition the employer has a defence of justificationagainst reasonable adaptation which makes the notion of reasonable adaptation pointless and returns to the objective marker as being the able bodied man , because the reasonable adaptation cases are too contradictory. This was recognized in Heinz v Kendrickwere it made a positive move forward in ensuring disability rights. . In 2001 this seems to h ave been tightened with the Cosgrove Casewhere it was held that an employer who fails to consider making adjustments as required by DDA 1995 s.6 cannot escape liability for that failure simply on the basis that the disabled employee was unable to suggest an appropriate adjustment.It has also been question what stipulates disabled, one test is the evidence of medical experts and not the opinion of the employer and tribunal hence iterating an objective medical test . In Goodwin v Patent Officeit was held that The Tribunal was wrong to focus on the fact that Mr Goodwin could cope unaided at home, and to assume from this that he therefore fell outside the definition of disability in the Act. The evidence was that Mr Goodwin was unable to hold a normal conversation, behaved strangely at times and had significantly impaired concentration. All this clearly pointed, on a broad and purposive interpretation of the Act, to his being disabled under the law.In Cruickshank v VAW Motorcarsa test w as created to include various forms of disability, in addition to include the subjectivity of the individual as different disabilities or illness affect individuals in different manner so the effect of the individual as well as the disability at the time of discrimination is taken into account. These cases should be taken into the education system to ensure along the same vein that teachers are endeavoring to integrate Dyspraxic children into the foundational levels of the education system, rather than leaving them on the side.This is key to the self-esteem and the development of a child who is of average or above intelligence but has problems in expression. In order to do this the child needs to be afforded substantive rights to appropriate education, much in the same way that the argument from home schoolers bases their argument however as the discussion will illustrate the home-schooling or specialized education may be the only route if the appropriate attention and development o f the education system is not attended to. The following section will consider some of the ethical literature with the problem of integration, if appropriate teaching methods and educational standard is not being afforded to children at the foundation levels (and beyond).Problems with IntegrationThe results may prove that it is not impossible for children with Dyspraxia to be integrated into the mainstream education system. Yet as the results also suggest although it is possible to integrate children with Dyspraxia into the mainstream education system it may not be in the best interests of the child. Also the other children in the system and the teacher have to be considered because if the teacher is not properly educated in teaching children with disabilities this means that the child will not receive the benefits of the integration, also either this child or the rest of the children will be deprived of the teachers attention. Also this may also add further stresses on the teachers resources and may impose too many duties on the teacher. As Aquinas points out the most important aspect about learning and education is self-development the attainment of the individuals perfection. This cannot always be dictated by mainstream education therefore this discussion will introduce this angle into the conversation, which will be focused on the discussion.The union of soul and body is no chastisement of the soul but a salutary bond through which the human soul will reach its full perfection. This is not a theory forged expressly for the particular case of the soul. Rather, it is the case which is necessarily governed according to metaphysical principles, and their scope is universal. The less perfect is ordered toward the more perfect as toward its end it is for it not against it Each creature exists for its own act and its own perfection. Individuals exist for the perfection of the universe The reason for the existence of a determined substance or determined mode of ex istence is never to be found in an evil but in a good.This analysis of the human, as represented by Aquinas, as argued by Gilson portrays a notion of a higher purpose for each individual. This purpose links to the soul and is an integral part of Gods creation. Aquinas theory is entrenched in religious thought from the Catholic Church of the 13th Century where science, theology, philosophy and politics where within the churchs domain and the central belief is that man was created for Gods purpose and life and death was His domain. The following exploration will consider the theological and philosophical concerns of Aquinas in relation to the individual and the idea of the body and life and attaining knowledge through education.The theological concern of Aquinas theory is the attainment of perfection, because in the nature of being each is at a different level of perfection with God as the Supreme Being. This is a very important part of Aquinas five ways, the basis of his cosmological and teleological arguments. Therefore this provides a modicum of self-determination at the hands of God however humanity unlike the rest of Gods creations has been given freewill in order to attain a higher level of understanding and development to become further within the image of God, such as the occurrence within the Garden of Eden and the eating of the apple.In short Aquinas theory demonstrates that humanity was given freewill and the ability to attain knowledge in order to achieve the determined level of knowledge, perfection and understanding akin to the level of God it is this that creates man in Gods image and it is such understanding which allows for the furtherance of scientific discovery however there are problems when humanity intervenes into the sanctity of life and the determination of life and death which is the domain of the Necessary Being, the Creator.Therefore how does this apply to schooling and education? The answer is specialized and integrated schooling is t he best method for attaining this self-perfection, if non-integrated schooling is better then the arguments surrounding the notion of social development is null and void. As this chapter of the discussion will illustrate the method that is better method for children to retain knowledge and attain the goal of perfection. This discussion will aim to introduce the validity of integrating into mainstream education at the foundation level, because if is the method that the government wishes to take it should take into consideration not only if the teaching methods are available but whether this is in the best interests of the child especially when there are so many social problems in school if this is going to hinder the childs development, especially one with a learning difficulty as Dyspraxia.So considering the arguments of cultural relativists will hopefully put the problem of mainstream integration into context because it takes away the specific needs of the culture however this can be applied in the context where culture can be replaced by the society/community of children with Dyspraxia.The arguments from cultural relativists are the main set of criticisms of universal human rights, i.e. all laws and human development is focused on the rules and traditions of each culture and society. The first and most basic of rights freedom and autonomy in a secular state is criticized as very Eurocentric and fails to allow for cultural differences.The main part of universal human rights theory is based upon morality and the cultural relativist would argue that morality is subject to the culture, history and religious founding of each society.Therefore there are no human rights absolutes, that the principles which we may use for judging behaviour are relative to the society in which we are raised, that there is infinite cultural variability and that all cultures are morally equal or valid.This argument undermines the basis of all human rights theory because they all stem from the basis that there is a universal morality.Also it would view non-citizens as an area that each culture would deal with its own cultural norms.The main argument against universality in the 20th and 21st Centuries comes from the resistance to Western Economic Imperialism. Shestackillustrates Claude Levi-Strauss argument in the following manner all cultures and their differences need to be respected as equally moral to that of the West and that the Universality angle is just another attempt of the West imposing its morality on other cultures, which he believed must be stopped as other cultures should be allowed to develop and evolve naturally.Most would agree that the West should not impose its views, governance and culture upon other cultures.Human rights theorists are arguing that morality is outside and transcends these human constructions and is common to all persons, and not part of the development of a society, as cultural relativists would argue.Is it fair that in the name of cultural identity that repression should be allowed causing an obligatory homogeneity and diminishing the place of the individual in the calculus of identity politics?The most common answer would be no, no-one is saying that cultural identity should be obliterated instead that it is not part of the transcendental nature of the morality of basic human rights and freedoms.These rights and freedoms are not there to suppress culture but should be the logical ends for a culture to aspire to.As Shestackargues that violations of individuals rights are not affirmed in any valid culture and in fact the religions and culture basis itself on acting for the good of its people and most confirmed relativist scholars are repulsed at practises which are highly coercive and abusive and accept that at least some human rights values are absolute.However, on the whole, the rights and development of each individual from a child is based upon the cultural norms, i.e. development is relative.The m ain attack on Universalism is the argument of cultural relativism it has been argued that there are no universals and all rights are from the construction of society and culture.Therefore if women are treated inferior to their male counterparts, this is the construction of that society and the Western ideals have no right to interfere, as long as the women consent. This begs the question because there is no consent if a system has been biased against your identity for generations.The cultural relativist argument is so bound in the fact that basic universality comes from the Western Liberal tradition, that it has not taken time out to look at Eastern cultures and what they say are basic to the human being, although that discourse may not be based on autonomy or individuality, certain key ideas come through. Although not all cultures speak in the discourse of autonomy, arguably they do have the concept of equality and respect that indicates there are rights outside the culture and af forded to people on the essence of being human. Therefore if one assumes that culture equates to the community of Dyspraxic children then it is entirely possible that their needs will not be met in mainstream education. The discussion will further this and aim to show that this is not always the case with respect to the rights of the child and the rights of the teacher in mind.Chapter 3 Design of StudyThis study is considering the approaches as well as the justification of integrating children with Dyspraxia in to the mainstream education system as the foundation level, as opposed to giving specialized teaching and integrating at a later stage. In order to do this is will discuss the practical adaptation to include children at the foundation level by considering a range of sources throughout the world that have provided teaching methods for children with Dyspraxia. These sources are internet based as the internet gives the widest range and up to date information on the teaching of children with Dyspraxia.This study has also considered the benefits of fitting children in the mainstream education system and asking the question whether this is in the best interests of the child, especially with the amount of literature suggesting that other forms of schooling, such as home schooling is a better option especially in a world where morals are degrading. This information is primarily from North America as a lot more home schooling is undertaken, in addition when considering the best interests of the child it is important to consider their rights and choices as well as the parents, i.e. is it right to impose integration into the foundation system if it is not in the best interests of the child? Therefore an ethical, legal and social perspective has been considered. The rest of this study will now consider whether the aforementioned literature provides a system to whether the teaching methods of integrating children with Dyspraxia would be successful and even so would it be in the best interests of the child.Chapter 4 MethodologyThis discussion will be from a theoretical level comparing and contrasting the different avenues presented to the state on the question whether to impose teaching methods to include children Dyspraxia into mainstream foundation curriculum or to provide specialized teaching. This discussion has assumed that this routine questioning necessarily imposes such a duty therefore the discussion surrounds the legal and ethical consequences of such a duty.This discussion is from a theoretical perspective and has not dealt with quantitative data rather it deals with a qualitative approach considering the human rights, ethical and legal questions that arise from imposing teaching strategies to integrate children with Dyspraxia at the foundation level. It presupposes that such teaching methods if beneficial to the child will be imposed by the state. It excludes the possibility that the state will not impose these teaching even if it is the most beneficial course of action to the child. Also it does not include a quantitative and statistical approach to the question.The search for studies and appropriate research material is done via identifying four types of discussion area the teaching methods that are available to the teacher the impacts of the childs rights of imposing integration v the child rights if the child experiences specialized teaching the legal implications of imposing new teaching methods and integration and ethical considerations.The method of enquiry is as follows examining the problems and benefits of mainstream integration for all children, which may be exacerbated if the child is suffering from Dyspraxia. Then it considers the teaching methods that mainstream integration may utilize. Finally it will consider some of the legal, ethical and social problems of such integration whereby a duty is imposed by the state to use teaching methods to integrate children into mainstream education at the f oundation level curriculum. One also must consider the effects of these teaching methods on the children without the learning disability and the effects and possible additional stress on the teacher. This leads to considerations and consequences in the areas of human rights, the law and ethics will be the focus of the discussion.Chapter 5 Statement of ResultsThe results point to that as long as the appropriate teaching methods are being applied then integration is the best solution. Yet if the education system is degrading as the following proponents of home schooling advance then it is not in the best interests of the child to integrate at the foundation level because this essential to the whole of the childs educational future. The methods range from the simple, i.e. more attention, patience to aiding with reading and other methods of expression to the more technological, i.e. special computers, tape recordings and machines.The problem lies in whether the teacher can get these sp ecialized technologies or has the time to spend extra time with a specific child. This may have a detrimental effect on the other children in the class however if this special attention is not given then the child will be restricted and hindered and the most foundational years and methods of learning have been lost. This would then lead to the support of specialized teaching that home schoolers purport. The following discussion will explore this further.Chapter 6 DiscussionIntegrating the child in the foundation level of education may or may not be beneficial to the child as it may hinder the long-term education of the child. Therefore prior to exploring the teaching strategies necessary to integrate children with Dyspraxia in the foundation level of the national curriculum, because if these teaching methods hinder the childs development then the teaching strategies have failed. In order to do this the literature surrounding the benefits of mainstream education, over specialized or home-schooling will be explored in the following discussion.Benefits v Disadvantages of IntegrationHuman beings have been sharing information and skills, and passing along to children whatever they knew, for about a thousand years now. Along the way they have built some very complicated and highly skilled societies. During all those years there were very few teachers in the sense of people whose only work was teaching others what they knew. And until very recently there were no people at all who were trained in teaching as such. People always understood, sensibly enough, that before you could teach something you had to know it yourself. But only very recently did human beings get the extraordinary notion that in order to be able to teach what you knew you had to spend years being taught how to teach .Holt is an ardent believer in home schooling and proposes it has no effect on social development rather it is a better method because it teaches children the reality of life, i.e. the juggling lifestyle with work and learning. In fact Holt proposes that it is the void of institutionalism of education th