Assessment On Education Support | 1

Running head: EDUCATION SUPPORT
EDUCATION SUPPORT
Name of the Student
Name of the University
Author Note

1EDUCATION SUPPORT
Q1:
I have noticed that one prominent issue including cultural diversity in my workplace is that of
cross language communication. It was noticed that because of the diverse cultural backgrounds
and linguistic differences, communication was hit by a barrier. Cultural diversity in the
workplace can be a hindrance sometimes but ethically it is meant to increase the cultural
competence of the people involved in the workplace, however in the case of the mentioned
workplace, the diversity was not addressed appropriately and therefore it led to a number of
malpractices.
Some of the practices that were followed in the workplace included belittling workers and other
people coming from different linguistic and cultural backgrounds by engaging them in
predominantly English conversations that resulted in them not understanding anything.
Resultantly, the people were not satisfied with the practice and they were also often subjected to
minor discrimination and culturally insensitive remarks and comments.
The issue was attempted to be resolved by organizing a workshop on cultural diversity, its
importance and how cultural diversity can benefit the output of the workplace. However, the
workshop was short lived, addressed theoretical issues mostly and no practical demonstration or
activity was involved. If those were followed and incorporated, as well as the workshop made
longer, the output could have been significantly improved. After the workshop, a lot of sensitive
comments and remarks were weeded out and discrimination was also lessened, but the linguistic
barrier still prevailed. In order to bring that barrier down an effective communication and
understanding setup where the people value the diversity instead of looking at it as a
differentiating factor can improve the output. Some of those strategies include providing the
workers with appropriate training on diversity as well as multilingual training for non-native
speakers.
Q2:
The factors that become useful that will determine the level of care and supervision required are
as follows:
a. The age and experience level of the student

2EDUCATION SUPPORT
b. The physical and intellectual capacity of the student.
c. Prior medical conditions
d. Nature of the activity
e. Learning and activity environment.
f. School policies and procedures.
Q3:
a) Remembering the safety of self and others, I would initially roll up the carpet and keep it
aside. Then I shall be informing it to my immediate senior and administration.
b) Informing is necessary for the authorities to take actions regarding the incidents
c) Making sure, the new materials bought by the school are reliable.
d) Records of when the carpets are installed and after how long use it starts tearing apart
Q4:
1. Health issues are supported with proper aid and medical care that should be kept at handy
place reach.
2. Psychological impact has to be dealt with care and sensitivity.
3. Providing mental support, strength and assurance of help to students
4. Health check-up campaigns, disease awareness programs, vaccination must campaigns
and many.
5. Children psychologists, pediatricians
Q5:
Duty of Care for Public School Students Policy and Procedures, Child Protection in Departments
of Education Sites Policy, Excursions in Public School Students Policy, Outdoor Education and
Recreation Activities for Public Schools, Students Online in Public Schools Policy and Working
with Children Checks in Public Schools policy are in the list.
Q6:

3EDUCATION SUPPORT
Diversity is a term defining beauty of variation. The workplace culture that consists diversified
people under one roof has to have some serious unreciprocated grievances and issues within. The
cultural diversity that I had confronted in the workplace is in teaching ATSI culture that mostly
required mixing up with the culture of aboriginals and that led to inborn conflicts within the
tutors perceptions.
Q7:
In order to resolve the conflict, the team manager would first sit with the conflicting members
and resolve the issue. If not solved, then then the human resource should intervene. Active
listening of the conflict is critical. The organizational culture should promote effective cross
cultural communication between the staffs.
Q8:
Boolean search method specifies concrete results and avoid getting to multiple answers or
possibilities of hundreds of questions. The result is AND, OR and NOT. The optional factors of
the system specifies option and limits viability of results preventing arising of state of confusions
for the developing cultures and class.
Q9:
Crosschecking the available information with seniors to understand their credibility as well as
address technical crashes. There are multiple non-credible sources for extracting information
imposes threat of data loss and hacking of personal information. It is necessary to make students
aware of these terms to prevent further cyber-crime and harassment.
Q10:
Child’s Details Date of incident: _20_ /_09_ /_2019_ Time of incident: __6-7 p.m.___
Who was involved in the incident? __Tom, Amy and Jennifer_
Name: Jennifer
D.O.B: __05 Sept 2010__ Observed by: _____EA (Name)___ Position: _______EA_______

4EDUCATION SUPPORT
Q12: Active listening is a technique that is widely used in therapeutic counselling but can also
find use in various other training fields. The core entailment of active listening is that the listener
fully concentrates on what is being said and through appropriate responding, understands the
content and the context of the speech. Active listening is a highly beneficial method of
understanding and retention of information in the human brain.
Q13:
(Scenario; You have been working with a student who requires extra support to develop literacy
and oral language skills. The child’s parent has asked you to explain:
QUESTION 13. How literacy and oral language skills are developed? Write some strategies
also)
Reading texts aloud, or listening to someone reading a text or a poem can help the students
efficiently improve their oral and language skills. Students at an early age are more attuned to
understanding information that is presented in the form of visual or auditory cues. In that format,
they can also retain information better than plain reading of a text. Therefore, developing oral
language and literacy skills can be dramatically increased when the child is provided with
information in an audio-visual format. In that regards active classroom discussions which
encourages students to participate in question – answer, problem solving and group based
presentation of ideas, form a significant part of their development.
Additional support for student in these areas can therefore be facilitated in the class by providing
EAs for additional support to the children. Both the EA and the teachers must be aware of the
special needs of the students and the areas that need further development. The teachers and the
EA should pay ample attention to the child’s developmental progress and record the aspects of
development as well as obstacles. In order to efficiently develop literacy and oral language skills
explicit attention should be given to the writing style, understanding of vocabulary, LSRW
(Listening, Speaking, Reading and Writing) skills, grammar, punctuation and phonation.