Conformity Assignment Example | Topics and Well Written Essays - 250 words

Conformity - Assignment Example In my current workplace, however, there are rules regarding the dressing code. There were several occasions where I was reminded by the Human resource manager to adhere to the set guidelines. With time, I conformed to it. There are several factors that should be put into consideration before making a decision as whether or not to conform to the group. Physical and psychological factors are crucial in this determination. Physical factors involve the overall appearance of the group in terms of its size and composition of the group. Psychological factors involve the culture of the group in terms of the behavior of the members, its social and religious beliefs (Smith and Bond, 1996). Group think is the tendency of approaching and solving issues as a group rather than individuals taking up responsibility for the actions (Turner and Pratkanis, 1998).Group thinking mainly results to ineffective and inefficient decision making because essential information that would have helped in better decision making is withheld. There are numerous signs that may show the existence of group thinking mentality. One of the signs is the manifestation of pressure on an individual who seems to disagree with the view of the majority. Members also convince themselves that despite any evidence that contradicts their stand, the original decision is the appropriate one. There is also a tendency of the group to stick to the same decisions going forward whenever they succeed (Janis, 1972). Turner,M.E.&Pratkanis,A.R.(1998).†Twenty-five years of groupthink theory and research: lessons from the evaluation of a theory†Organisational Behavior and Human Decision Processes

Critically analyse inclusion policy and practice designed to widen Essay

Critically analyse inclusion policy and practice designed to widen participation for dyslexic learners - Essay Example This has unfortunately resulted in their academic underachievement. However when the needs of these dyslexic students are identified, it is possible to have teaching mechanisms that should result to appropriate learning outcomes. These special needs should be reflected in the school curriculum, whereby the strengths of dyslexic students are enhanced (Riddell, Tinklin and Wilson, 2005). There have been a few improvements in the education system as stakeholders look for ways of ensuring that the education offered at the primary and secondary level is all-inclusive. The inclusion policy is one of the steps that the academic community is embracing in order to ensue that the needs of dyslexic students are all met. Inclusion in this case refers to the approach of offering education to students who have some form or the other of special academic needs. Inclusion policy Inclusion in education is a never ending process. In most cases inclusion policies in the academic world are designed to wi den participation for students with special learning needs, including those with dyslexia. In this learning approach, dyslexic and other disabled students spend much of their time in the midst of non-disabled students (Booth, Nes and Stromstad, 2003). In some classroom situations, dyslexic students are given more teacher-to-pupil time so that they can fully understand all the concepts that other have already understood. This means that dyslexic students are offered special attention so that they can fully understand what the others have learnt in class. Teachers, who have dyslexic students in their classes, normally encourage the other students to support those students that have dyslexic problems. The Disability Discrimination Act 1995 states clearly that everyone is entitled to equal treatment, and this applies to dyslexic students as well (Mackay, 2006). By encouraging equal academic development of dyslexic students, educators are giving this group of people a chance to enjoy the same opportunities that are available to other students. Education legislation requires that the school curriculum be designed to aim at the provision of opportunities for all students to learn and also to achieve. This means that the curriculum’s main goal should be to provide a holistic and inclusive education so that everyone can gain from the learning process. All students should be able to access equal opportunities, experiences and responsibilities through the knowledge and skills gained in the classroom. Inclusicive policy and practice for students who suffer from dyslexia should involve the effort of not only the teachers, but also the students’ parents. Dyslexic students can cope better with their situations when they know that they have their parents’ support (Reid, 2006). Success and Impact of Inclusive Learning Inclusive learning enables educators to meet their teaching objectives fully. They are able to how different learners, including those with dyslexia, learn differently. This gives the teachers a chance to know the needs of different students. They can then use this information to design learning methods that they can use effectively for every one of their students so that not one of them underachieves in their academic work. Inclusive learning has made it possible for dyslexic students to be at par with their fellow students. This is because inclusive learning gives the dyslexic student