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How leaders promote an inclusive environment for students of all abilities?

Assessment Description

Teachers consistently work with their colleagues to create environments that allow for individual and collaborative learning and inspire confident social collaboration, active commitment in learning, and self-motivation. As a part of this effort, teachers interact with students, families, and colleagues to build a safe, constructive learning climate of honesty, mutual admiration, support, and inquiry.

Collaborate with a school leader (e.g., principal, assistant principal, dean of students, teacher leader) about their school’s learning environment and how he or she promotes a learning environment that is conducive for students with disabilities.

Your discussion should address the following prompts:

How does the leader promote an inclusive environment for students of all abilities?
How does the leader ensure all staff are up-to-date in training associated with disabilities on their campus?
What additional training or support does the administration offer faculty and staff who demonstrate an increased need for promoting a learning environment that is conducive for students with disabilities?
How do you, as a leader, stay up-to-date with regulations regarding disabilities for the students on your campus?
What type of services do you provide on your campus?
What types of disabilities are present on your campus?
How do you factor these services into your budget?
What do you do to promote collaboration between the special education staff to encourage support among all staff members?
Include two original questions to obtain further information about areas of interest you may have.

Sample Solution

developed by Markowitz (1952) and suggests that an investor can build a portfolio of multiple assets that will maximise returns for a given level of risk. If the maximum return, whilst being exposed to the least risk, could be achieved through domestic markets there would be no need for foreign exposure. In fact, it is argued that international investing is used more to reduce risk than to seek out a higher return. Goetzmann, Li and Rouwenhorst (2002) state that “one of the most well-known results in finance is the decrease in portfolio risk that occurs with the sequential addition of stocks to a portfolio”. Currency volatility The single most important consideration when investing in either of these markets is currency risk. As of today (20th October 2016), the Pound has fallen 19% against the dollar and 15% against the Euro (FT, 2016) which makes purchasing stocks in these countries considerably more expensive than pre-Brexit. Source: Myforexchart (2016) The consideration is therefore expectation of further opportunity given the current trend downwards in the lead up to invoking Article 50 or threat of a rebound. A rebound would devalue any overseas equity growth whereas a further decline would inflate any gains. As the methodology of Brexit is yet to be determined, the Pound against both the Dollar and Euro continues to experience high volatility. Shortly after the referendum, the Financial Times asked several experts to forecast the effect on the pound against the dollar. The lowest forecast, given the information at that point was $1.15. As of 20 October 2016, it’s $1.20. (Blitz, McCrum and Mackenzie, 2016). The difficult decision here is based on the total obdurate lack of uncertainty. The currency will continue to be volatile until a clear direction for exit is determined. This uncertainty is evidenced by HSBC who currently forecast that the pound will fall to $1.10 and parity against the Euro by the end of 2017 (Nag and Graham, 2016), whilst Mnyanda (2016) thinks a hard Brexit has already been priced in and the pound could rally 5%.
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