Greater responsiveness to parents also means a greater ability to choose the education that
best meets the individual needs of their children.
Not exact matches
There are so many options that it is
good to list what your
child needs and see how these different types
of schooling may
meet the
individual needs.
«the care and dedication
of individual teachers»...» the loving approach
of the teachers»...» the personal attention my
child receives in the classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are
well - acquainted with my
child and every concern I've had about my
child has been
met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each
child and class»...» mindfulness toward the
children's
needs»... «love that the teacher stays with the
child through 8th grade»
Get the
best fit for your
child: Ask about how much free time kids have, what types
of kids thrive at the camp, what goals are for the kids, how the camp
meets kids
individual needs and differences.
Meeting this fifth challenge depends on
better ways
of: identifying
children at risk
of being locked into trajectories
of low achievement at the earliest possible ages; enhancing levels
of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years
of school to address
individual learning
needs to give as many students as possible the chance
of successful ongoing learning.
«The teacher tries to devise a daily routine that will
best serve the largest number; but she often finds it impossible to
meet the
individual needs of some
children who do not lend themselves to education on the plan
of mass production.»
We provide a broad and balanced education that allows for the
individual needs of each
child to be
met within
well - planned learning experiences.
(1) the temperament and developmental
needs of the
child; (2) the capacity and the disposition
of the parents to understand and
meet the
needs of the
child; (3) the preferences
of each
child; (4) the wishes
of the parents as to custody; (5) the past and current interaction and relationship
of the
child with each parent, the
child's siblings, and any other person, including a grandparent, who may significantly affect the
best interest
of the
child; (6) the actions
of each parent to encourage the continuing parent
child relationship between the
child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior
of the parents in an effort to involve the
child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front
of the
child; (9) the ability
of each parent to be actively involved in the life
of the
child; (10) the
child's adjustment to his or her home, school, and community environments; (11) the stability
of the
child's existing and proposed residences; (12) the mental and physical health
of all
individuals involved, except that a disability
of a proposed custodial parent or other party, in and
of itself, must not be determinative
of custody unless the proposed custodial arrangement is not in the
best interest
of the
child; (13) the
child's cultural and spiritual background; (14) whether the
child or a sibling
of the
child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or
child abuse or the effect on the
child of the actions
of an abuser if any domestic violence has occurred between the parents or between a parent and another
individual or between the parent and the
child; (16) whether one parent has relocated more than one hundred miles from the
child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary.
For example, according the HHS 2011 Poverty Guidelines, for a single adult with no spouse or
children, he or she would have
needed to average less than $ 10,890 in income to be eligible, as
well as
meeting the other requirements, such as a lack
of recent health insurance, and other requirements by the
individual state.
It offers a wide range
of life insurance solutions for
individuals as
well as groups to
meet various financial protection
needs such as securing the
child's future, retirement planning, savings and wealth creation.
The work responsibilities
of the social worker includes writing assessments, conducting interviews to clients and their families to know the type
of problem, providing counseling support, recommending
best solutions ion particular cases, coordinating and making referrals to different agencies, participating in
meetings like
child protection seminars or mental health, maintaining records
needed in preparation
of legal action, guiding evidence to be used in court, helping clients through
individual or group conferences, developing and implementing written materials for educational purposes, conducting workshops and providing psychiatric social work.
Strategize with parents to
best meet the
individual emotional, psychological, and educational
needs of their
child
• Highly experienced in creating and developing core preschool curriculums, aimed at
meeting the
individual needs of early childhood • Proven ability to tweak lesson plans to
meet the requirements
of each
child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to
meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a
well - managed and
child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount
of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record
of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs
of emotional and developmental problems and provide viable solutions • Skilled in working with students with special
needs by providing them with an environment conducive to learning and understanding
of their limitations
• Track record
of providing instructional support within special and general education classrooms as required to
meet the students»
needs • Skilled in student evaluation and
need assessment • Substantial knowledge
of and ability to cater for students» age related developmental cognitive, social and psychological
needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught •
Well versed in filing in for the lead teacher in case
of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the
children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop
need based individualized educational plans and implement the same in light
of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing
individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record
of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery
of highest standards
of classroom support, maintenance
of an interactive atmosphere and provision
of specially designed AV aids for special
needs students
They can enhance developmentally oriented anticipatory guidance with individualized content that
meets families»
individual needs.42 Home - visiting programs include a «degree
of social support that is difficult to provide in most clinical settings; outreach and liaison between the pediatrician, the family, and the community; involvement with socioeconomic issues that directly affect the
well - being
of the
child and family; reinforcement and follow - up
of preventive care, peer helper support, as
well as encouragement by the home health visitor who has the advantage
of being with the family in its own home, a more accepting, less threatening setting for the family.7
Under the direction
of the Supervisor, the teacher is responsible for the planning and implementation
of culturally and age - appropriate program designed to
meet the developmental
needs of the
individual child, following legislative requirements from Ministry
of Education to ensure the health, safety and
well being
of all
children.
A growing number
of child welfare agencies are employing differential response (DR) in an effort to respond more flexibly to
child abuse and neglect reports and to
better meet individual family
needs.
Assessment results help prepare and facilitate the design
of learning activities that will
meet the
needs of individual children as
well as the entire classroom.
The goals for the Center for States include to build capacity for increased effectiveness
of public
child welfare agencies through strong national expertise in
child welfare and change management to help build and / or sustain the ability
of agencies to perform
well; to work in partnership with the Centers for Tribes and Courts to support States and other jurisdictions across the country; to create new and lasting partnerships with States, jurisdictions, Tribes, courts, and the
Children's Bureau's Regional Office staff that reflect a shared focus on
meeting the unique and
individual needs of States and jurisdictions; to use a collaborative and systematic approach to build State and territory capacities across the five domains
of resources; infrastructure; knowledge and skills; culture and climate; engagement and partnership.
The effects
of the intervention also generalized to positively influence parent and
child behaviours during a shared book reading activity, even though this activity was not a specific focus
of the intervention.23 The intervention worked equally
well with
children who were or were not at high biological risk.13, 22 This supports the notion that responsiveness facilitates learning through parental sensitivity and willingness to
meet young
children's
individual needs.
(1) the temperament and developmental
needs of the
child; (2) the capacity and the disposition
of the parents to understand and
meet the
needs of the
child; (3) the preferences
of each
child; (4) the wishes
of the parents as to custody; (5) the past and current interaction and relationship
of the
child with each parent, the
child's siblings, and any other person, including a grandparent, who may significantly affect the
best interest
of the
child; (6) the actions
of each parent to encourage the continuing parent
child relationship between the
child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior
of the parents in an effort to involve the
child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front
of the
child; (9) the ability
of each parent to be actively involved in the life
of the
child; (10) the
child's adjustment to his or her home, school, and community environments; (11) the stability
of the
child's existing and proposed residences; (12) the mental and physical health
of all
individuals involved, except that a disability
of a proposed custodial parent or other party, in and
of itself, must not be determinative
of custody unless the proposed custodial arrangement is not in the
best interest
of the
child; (13) the
child's cultural and spiritual background; (14) whether the
child or a sibling
of the
child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or
child abuse or the effect on the
child of the actions
of an abuser if any domestic violence has occurred between the parents or between a parent and another
individual or between the parent and the
child; (16) whether one parent has relocated more than one hundred miles from the
child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary
A growing number
of child welfare agencies are employing DR in an effort to respond more flexibly to
child abuse and neglect reports and to
better meet individual family
needs.