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加拿大农业论文代写:儿童法案

每一个孩子都很重要:儿童议程的改变,它规定每个地方政府都有权力管理分组预算和实施孩子的信任,以便齐心协力满足个人孩子的特定需要。Wilson,诉与皮里,A.(2000)指出,虽然合作是在所有的孩子都非常有益的,那些有特殊教育需要的儿童和/或残疾已经形成了许多教育机构多活动的焦点。协调这些服务通过一个共享的工作实践,在健康和教育领域同时提供一个无缝的服务支持,因此所有规定的一站式服务的目的,具有多部门工作的协作支持,也强调,在一大堆文学英国政府。(2003/2004)。因此,明确联合工作视为提供一个更具凝聚力和有效集成的方法来解决孩子和家庭的需求,并在这样做,克服了许多额外的压力,是对家庭通过碎片化的支持和服务,因此给孩子们的生活中做的最好的开始。(2006)。尽管没有人反对整合服务的好处。(2007),并有明确的决定性的支持和方向的局部调整和重组形成的服务满足最脆弱的儿童更有效的需求,围绕地方服务的配置和交货细节尚未规定Rutter,M.(2006)。有最小的研究为基础的证据的效率,多机构的做法,或建议这些机构进行的活动是最有用的,没有绝对模型的许多因素影响其成功的鲑鱼,G.(2004)。然而,政府已向地方当局发展多代理合作实质性的承诺,那些地方当局和社区发展自己的多代理活动提供相当大的灵活性,满足他们的个人领域的具体需求。然而,它往往被证明难以建立多机构工作的确切影响,主要是因为难以分离为什么和如何实现特定的结果。这是主要的课程评价的变化,阿特金森等人(2002)指出,其他常见的结果多代理工作在获得以前没有的服务的增加,因此,服务范围更广,更容易和更快的接入服务或专业知识,受教育程度的提高和更好的参与教育的学生,早期识别和干预,家长更好的支持,儿童需要解决更恰当,更优质的服务,减少需要员工更专业的服务,这些服务的好处。

加拿大农业论文代写:儿童法案

The Children’s Act. (2004) was the culmination of the Green Paper DfES. (2003) Every Child Matters:Change for Children Agenda, which dictated that every local authority has power to administer grouped budgets and implement a Children’s Trust in order to pull together services to meet the specific needs of an individual child. Wilson, V. & Pirrie, A. (2000) states that although partnership working is upheld as extremely beneficial for all children, those children with special educational needs and/or disabilities have formed the focus of much of the educational multi-agency activity. The aims of coordinating these services through a shared working practice across the health and education arena whilst providing a therefore seamless service of support and a one-stop shop for all provisions, supported with the collaboration of Multi-agency working, are strongly emphasised within a plethora of governmental literature DfES. (2003/2004). Joint working is therefore unequivocally viewed as the means of providing a more cohesive and therefore effective integrated approach to addressing the needs of the child and family, and in doing so, overcoming many additional stresses that are imposed on families through fragmented support and services and therefore giving the child the best possible start in life DoH. (2006). Although no one argues against the benefits of integrated services Stiff. (2007), and there is clear decisive backing and direction for local restructuring and reorganisation to shape services to meet the needs of the most vulnerable children more effectively, the detail surrounding the configuration and delivery of local services has not been prescribed Rutter, M. (2006). There is minimal research-based evidence regarding the efficiency of multi-agency practice or suggesting which activity carried out by those agencies is most useful, with no absolute model of the many factors influencing its success Salmon, G. (2004). However, the Government has demonstrated a substantial commitment to local authorities developing multi-agency partnerships, providing considerable flexibility for those local authorities and communities to develop their own multi-agency activities, tailored to meet specific needs of their individual areas. However it has often proved difficult to establish the exact impact of multi-agency working, mainly because of the difficulty of isolating why and how a particular outcome has been achieved. This is changing as major programmes are evaluated, Atkinson et al, (2002) states that other commonly identified outcomes of multi-agency work are an increase in access to services not previously available and therefore a wider range of services, easier or quicker access to services or expertise, improved educational attainment and better engagement in education by pupils, early identification and intervention, better support for parents, children’s needs addressed more appropriately, better quality services, a reduced need for more specialist services and benefits for staff within those services.

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