Consider the following questions as you draft Sessions 7 and 8 focusing on Stage 5, the Final Stage (see Assignment 14.1: Group Manual).
How you would you effectively terminate therapy with your group?
What are some interventions you might employ during termination? Address some functions or problems that group members might encounter and some functions or obstacles you as group leader might encounter. How would you address these issues for members and for yourself?
How will you evaluate your group? What type of follow-up will you provide to group members?
As of January 2010 those students with Special Educational needs was estimated to be around 11.9% to 33.5% in U.K. The established categories of SEN are : moderate learning difficulty , specific learning difficulty , acute learning difficulty , multiple and profound learning difficulty , social , emotional and behavioural difficulties , communications , speech and language needs , visual impairment , hearing impairment , physical disability , multi-sensory impairment and autistic spectrum disorder. As per EA (2010), a person with disability an individual who has a mental or physical impairment that has a wide-range and long-run negative impact on his capability to exercise the normal day-to-day functions. The definition of disability under EA (2010) includes Tourette’s syndrome and those with communication issues. EA suggests that, about 6 to 7% of the children are disabled. Some research indicates that around 75% of the disabled students also have SEN. Under EA 2010, a duty is imposed on public sector bodies and schools to determine how they can eradicate discrimination, support equality of opportunity and to develop good relations as regards to disability. As per Department for Education and Skills (2004), the figures of students with social, behavioural and emotional difficulties has soared by 23% between 2005 and 2010 and in 2010, about 158,000 students were classified as having learning difficulties. According to the D of E SEN SFRs (1995) to (2010) and Department for Education and Skills (2004), students with SEN without statements increased from 10 % of all students in 1995 to 18.2% or 1.5 million students in the year 2010 in U.K. As per Lamb Inquiry (2009), SEN can occasionally be ‘uncooperatively pooled’ with falling behind and this may have resulted in the ever increasing figures of students at Action Plus and School Action.>GET ANSWER