Personal identity of the human being is necessary in the society to lead a normal life and meet the basic requirements of life where there are several factors that develop the personal identity of the individual which are family culture, background of the family, values, ethics, economic status, language, social attitude, norms and social status that are important to develop the personality of a person (Waite, 2017; Burns, Warmbold-Brann, and Zaslofsky, 2015). The aim of the study is to discuss about the child, named Ahmed where about his social life, personal identity, cultural perspective and living style of the child will be analysed. The study also provides an opportunity to discuss the potential barriers for the child in learning and social inclusion which may deteriorate the learning abilities of the child. Understanding these factors is crucial for education dissertation help, as they provide insight into how personal identity is shaped and how it influences various aspects of life.
Hereby, this essay will explore the barriers to learning and participation experiences for the child Ahmed who is from a X community. Furthermore, through this essay, it is important to develop proper discussion about the strategic planning that would be beneficial to resolve the barriers as well as the role of the professionals in meeting such existing barriers so that the child can get equal opportunity to learn and improve skill and knowledge as well as proper social inclusion can be possible for the child. The main focus of the study is to explore the existing barriers for the child named Ahmed as well as discuss the strategies to resolve the existing barriers so that the problems for Ahmed can be mitigated and he can get better environment for bringing up with proper social inclusion and learning opportunities.
The name of the child is Ahmed, who belongs to X community with X numbers of family members. The child belongs to Syria and his family have been settled in the UK in the last 2018. Ahmed is 10 years old and it difficult for him to cope up with the environut of the UK as he belongs to Syria. He is considered as refugee in the UK which is also another barrier for the child in making friends and going to school. The income of the family is not good which influence them to live into a medium class in the UK. Lack of proper income source and economic instability int he family mare other barriers for the child to tale admission in renowned school in the UK and it is also difficult for the child to make friends in the school. Language gap is another barrier for the child Ahmed, where he belongs to Syria and Arabic is the main language spoken in the country Syria. The people in the UK is used to in speaking English and it is hereby a serious issue for the child to communicate with others in the UK. Communication gap is one of the serious barriers where the children coming from Syria like Ahmed face difficulties in interacting with others. Another issue is refugee status for which the children like Ahmed are discriminated in the society of the UK. Lack of access of the opportunities in the UK for the children with refugee status leads to difficulties for them to access proper education and other scope for bringing up. In addition to these, there is increasing number of people coming from Syria and it is challenging for the to cope up with the culture and values of the UK. Different language, diversity in culture and ethnicity and values raise difficulties for the people coming from Syria. In addition to these, lack of opportunities in taking active part in the society as well as low participation rate pf the refugee in different educational activities discriminate the children coming from Syria. It is
Hereby, Ahmed also faces difficulties in getting admitted in a good school where he can get proper support from the peers for education and knowledge development. Temporary housing is another factor which is challenging foe the child Ahmed as his family came from Syria and lack of proper housing facilities in the UK for the refuge and poor income of the family raise the issue of temporary housing where Ahmed cannot get proper environment for bringing up. Hereby, temporary housing, lack of social support, inadequate access to education, language gap and cultural barriers are the major challenging factor for Ahmed which affect the learning abilities and education for Ahmed negatively which in turn hampers the personal and professional development for the child. The major barriers are associated with language gap, lack of communication and proper interaction, poor collaboration, lack of personal identity, poor social inclusion, inadequate access of participation in the educational system, cultural diversity, citizenship and power for the refugee members communities like Ahmed and reciprocity and poor social network for which Ahmed face difficulties in achieving proper learning opportunities in the UK as a refuge coming from Syria. The case study of Ahmed is effective in this essay through which it is possible to acknowledge the existing issues and barriers in the educational system and policy formation for which the children from the refuge community fail to access education for their learning development. In addition to these, the strategic planning for resolving the existing barriers are also effective in this essay through which it is easy to provide proper care and support to Ahmed who came from Syria so that he can get better opportunities, social inclusion and participation in the educational activities in the UK.
There are serious barriers for which Ahmed fail to access proper education in the UK such as temporary housing, lack of social support, inadequate access to education, language gap and cultural barriers which needs to be acknowledged for providing better care and practice to the children from the refugee community like Ahmed. In this regard the Bourdieu theory of social capital is effective to discuss the barriers where it is possible to understand the social factors that have crucial impacts on the child while bring up as well as on the education and personal life of the children (Walker et al., 2018).
As per the theory, there are different factors which contribute in developing social capital such as diversity, reciprocity, participation, citizenship, power int he society, social inclusion, source of belonging, networks in the society, values norms and outlook in life and feeling of trust and safety (Hampden-Thompson, and Galindo, 2017; Pittenger, Huit, and Hansen, 2016). Diversity is one of the major barriers where the language gap and cultural diversity exist for the refugee community where the child like Ahmed face difficulties to communicate with others and make friends in the school. Language gap raises difficulties for Ahmed in communicating with others and getting admission to a good and reputed school in the UK for education and knowledge development. Lack of interaction and communication, Ahmed fails to communicate with others and express his thoughts in front of others. In addition to this, Ahmed face problems in making friends in the school as well as interacting with the teaching professionals and peers where the main language if the teaching professionals and peers is English and it is tough for Ahmed to express his thoughts in English due to lack of knowledge in English language as the main language of Syria is Arabic. Apart from that, the cultural diversity is another issue which also raise difficulties for the child Ahmed as UK culture differs from the Syrian culture. In Syria, making friends and cooperative culture exist, but in the UK, the people are more practical, and they understand their responsibilities and duties. Ahmed cannot cope up with the culture and values of the UK. Moreover, the education system is different from Syria where in the past years Ahmed attend school a Syria, now the Ahmed is 10 years old and it is difficult for him to understand d the educational system of the UK. In the UK, the educational system is more practical oriented rather than theoretical background. Hereby, it is difficult for Ahmed to attend the class and understand the educational system of the UK. Ahmed becomes use to with the educational system in Syria and after coming to the UK, it becomes difficult for him to cope up with the educational system and learn through gathering experience and practical examples. In addition to the above barriers, citizenship is important in the UK to get proper access to the basic needs of life and education for the children Grogg, Meyers, and Meyers, 2017;
Burns, Warmbold-Brann, and Zaslofsky, 2015. However, for Ahmed his refugee status is one of the major factors that negatively affect him in getting proper access to the education. Lack of social support and proper identity of him raise problem in getting proper admission facilities in the reputed schools in the UK. Moreover, it is difficult for Ahmed to admit n the school without social identify and with the refugee status as there are some schools who do to prefer refugee community for getting admission (Hertler et al., 2018). Lack of access for participation is another barrier for which Ahmed did not proper opportunity to take active part in the educational program. Though he knew English, but it is difficult for him to communicate in English due to lack of spoken power as well as Ahmed face difficulties in achieving opportunities in the society where he cannot participate in the educational program. Additionally, reciprocity is another factor which refers to the practice of exchanging things with others in the society for the mutual benefits. Lack of access of reciprocity is another challenging fact where the family of Ahmed did not get any help from the social communities of the UK as they are labelled as refuge.
Apart from the above challenging factors, Ahmed is also feeling insecure in the society which is also deteriorating the chance of educational participation due to lack of trust and safety. The family of Ahmed feel insecure in living int he UK as they are coming from Syria and they are considered as refugee and hereby, lack of trust and safety int eh society reduce the chance of getting admission in a reputed school in the UK. Social network is another barrier for Ahamed, where lack of social network and social support raise the difficulties in accessing proper education and opportunities in bringing up of the child. The family of Ahmed recently came from Syria and they do not have proper knowledge about the educational system of the UK and the renowned school in the country. They also did not get social support and support from the local government council for getting admission for their child so that their child can get equal opportunities in learning and development (Hertler et al., 2018). Differences in values, norms and outlook of Ahmed are other challenging factors which discriminate Ahmed as refuge community wand he did not get proper opportunities in the educational field for his learning development.
It is important to develop effective strategic practice in order to resolve the above mentioned barriers for Ahmed so that he could get proper education and learning opportunities in the UK. The UK government in the recent years develop strategic planning for educating the child who belong to refugee communities. It is the responsibility of the government of the UK to provide opportunity to the children like Ahmed for learning and development so that they can be successful in the educational filed and ensure future success in their professional career. The Children Act 1989 is effective which ensures that the local authority or the local council of the are promote education to the children of the social communities. The section 22(3A) of the Children Act 1989 is effective in this regard to provide necessary education to the child Ahmed which can be posisbel through promoting education in the society. It is also effective where Ahmed can get proper social network and support from the local council of the UK through which he can access to attend school and improve this educational background. Children and Families Bill 2014 amended the 1989 Act, which ensures and monitors the whole implementation proves of the Children Act 1989 in order to promote education int h social communities and encourage the children for concentrating in education and improving their participation in the educational activities in the societies across the UK. The role of the educational staff and professional is important in promoting education for Ahmed where the professionals need to promote autonomy and transparency in the admission process of the school where all the children can get equal opportunities irrespective of their cultural background and social identity. This would be helpful for Hamed to get equal opportunity though he is from Syrian and belongs to refugee community. The admission authority and governing body or academic trustee need to ensure that the children get equal opportunity and they treat all the children fairly irrespective of language gap and cultural barriers. This reduces the issue of discrimination for Ahmed where Ahmed also can access education in the UK where the Children Act 1989 and promotion of education through the local council are effective for Ahmed to get admission and acknowledge the available nearby school and educational opportunities for him (Burns, Warmbold-Brann, and Zaslofsky, 2015).
Care Planning, Placement and Case Review (England) (Miscellaneous Amendments) Regulations 2013 and Adoption and Care planning (Miscellaneous Amendments) Regulations 2014 as well as Equality Act 2010, Anti discriminatory policies and practice and The United Kingdom Council for International Student Affairs (UKCISA) are beneficial for Ahmed to get proper access to education where the enforcing the legislations in the UK and cooperation of the local Council, Refugee council provide proper scope to get effective education in the country. The local council and the prelesional in educational institution need to ensure that the refuge children like Ahmed can access their entitlement to education and other services and benefits so that they can develop themselves and achieve professional success in near future. As per the Barnardo’s experience on children, the children should get proper education, family support, positive values, talent and interest, security and social competencies (Bronfenbrenner, 2018; Burns, Warmbold-Brann, and Zaslofsky, 2015). Through the strategy of equal treatment, cooperation from local council and professionals, family support and communication as well as social inclusion and security int he society, it is posisbel to protect the child Ahmed and provide him better environment for learning and development. Hereby, the professionals and peers play crucial role in providing scope to the children belong to refuge community like Ahmed for getting proper environment for learning and educational opportunities for their future success. School commitment to social inclusion of Ahmed and maintain race equality will also contribute effectively to resolve the above mentioned barriers which in turn provides a scope to Ahmed to get suitable environment for leaning and development.
It can be concluded that, Ahmed as a child from refuge community face difficulties in accessing proper education du to cultural diversity and race differences as well as language gap which affect the child negatively to get better opportunities in the society of the UK. It is necessary to resolve the barriers such as poor social inclusion, inadequate access of participation in the educational system, cultural diversity, language gap, lack of communication and proper interaction, poor collaboration, lack of personal identity, citizenship and power for the refugee members communities like Ahmed and reciprocity and poor social network. It is necessary for the educational professionals and local council to take active part and implement the legislations such as Children and Families Bill 2014 amended the 1989 Act, Equality Act 2010 and the Children Act 1989 as well as guidelines of the Care Planning, Placement and Case Review (England) (Miscellaneous Amendments) Regulations 2013 and Adoption and Care planning (Miscellaneous Amendments) Regulations 2014 as well as Anti discriminatory policies and practice and The United Kingdom Council for International Student Affairs (UKCISA) so that it is posisbel to provide positive environment to Ahmed for his learning and development.
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