Information about pupils

There is a wealth of information about pupils now available in schools - the challenge is to distinguish what is relevant and what is not what does it mean and how can we use it to best effect Often pupils will present an uneven picture when professionals start looking at their behaviour, learning attainment, attitude and so on. Causes of difficulties can be in the home, peers, teacher, curriculum or a mixture of ever57thing. Behaviour descriptors or inclusion indicators are extremely useful in helping to piece together an overall picture of the problem, and of areas of success. 

Schools offer a vast range of both curricular and extra-curricular experiences for pupils (especially in relation to science and physical education) that take pupils into what is recognised as the outdoor classroom. In Chapter 8, Thomas discusses many of the specific health and safety requirements which shape these experiences. It is crucial that parents are informed about the exact nature of the experiences to be offered, furthermore they need to be involved in educating their children about the special codes of conduct that may be required. Teachers will therefore have to send out a parent/guardian consent form (see Figure 2.2) and a code of conduct contract. 

Introduction Team working To provide information about the overall aims of the day. Team building. Identify pupils initial views of genetic issues. Introduce the key aims. Manage activity. Help pupils to clarify views. 

In order to help planning and policy development, we need more information about the numbers of pupils in the country with different types of special educational need (SEN). .. The data will be used to help planning, to study trends and to monitor the outcomes of initiatives and interventions on pupils with different types of SEN. 

Note that the presence or absence of miosis does not provide any important prognostic information about the overall response to exposure to an anticholinesterase. Experimental studies in humans have shown that there is significant miosis after exposure to sarin at a Ct of only 5. Visual acuity is commonly affected by low-level vapour exposure to nerve agents. The duration of effect, like that of the pupils, can be variable, with normal vision returning within 2-35 days. The assessment of miosis is considered in Box 7.5. Figure 7.1 shows miosis after a low-level exposure to a nerve agent. 

Aceclidine is mostly used in ophthalmology for constriction of the pupil and reduction of intraocular pressure in glaucoma. Oxylidine is being used as a tranquilliser in patients with neurotic states and early states of hypertension. It is also recommended for the treatment of cerebral atherosclerosis. Its oral dose is 0.02—0.5 g. Qualidile is a curare-like drug used in general anaesthesia. The preparation is injected intravenously at a dose of 1 mg kg S muscle relaxation lasts for 10 minutes, slight inhibition of respiration being observed. A dose of 2 mg kg produces complete relaxation of the skeletal muscles, accompanied by apnoea. In spite of the fact that the review is well documented, it is difficult to form an idea about the clinical merits of these compounds. Some clinical information has been published recently a comparison of Qualidile with NiV -diallyl-bisnortoxiferine or tubocurarine chlorides loc. cit.) would be of special interest. 

Most schools staff have long carried out informal safety checks on a day-to-day basis and have involved pupils in safety education through posters, units of work and questioning about safe practice— they have taught safely and taught safety. There is also, however, an absolute duty on employers, the LEA or governing body, to carry out a formal, systematic... 

The inclusion agenda is wide and varied and needs to be understood by everyone involved in meeting pupil needs. The Inclusion Team need to brainstorm ideas about informing all staff with respea to the varied needs of pupils. 

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