An Educational Workplace Challenge Essay

It is our deep faith that God is compassionate and merciful, and mercifulness is what he bestows upon His subjects. He is generous and beautiful, and beauty is what he gives. That is how we should see the world, beautiful, with tot on the wholey its resources and contents, known to us or unknown. Qatar, our be spangd, is also rich in essential resources. Be it human buds or wild flowers. All be blossoms, exclusively ar natural, all are beautiful bearing Qatars name. allow us all work together, caring for our little buds. Lets us industrial plant them deep in the consciousness of our land.Let us nurture them with love and do by to help them blossom into flowers filled with beautiful scents and filling their surround with beauty. Her Highness Sheikha Moza Bint Nasser Bin Abdullah Al-Missned. (Shafallah 2007) A picture says more than a thousand words. For an educational institution, the vision statement shows the picture of what the school result be at its best. On the one hand, the vision is the very radix for everything that the school, the watchfulness, the teachers, the students, their parents and the conjunction, all work for.On the other hand, the mission is the means to attain this vision. The mission determines the strategies that will be implemented by the school management to achieve its goals and vision. Leadership takes a significant role in the act of this mission. This news report discusses workplace challenges and the influence of leadership in the achievement of in(predicate) school reforms. The Shafallah nitty-gritty for Children with Special Needs and its efforts to solve its major problems and amend the implementation of its educational programs will be discussed using the concepts on leadership.Specifically, the paper will focus on the concept of parallel leadership and the roles of the school management and teaching professionals as leaders in influencing the schools needed reforms. The Workplace The work The Shafallah C enter for Children with Special Needs is a non-profit private school located in Doha City, Qatar, providing omnibus(prenominal) work and care to individuals with departmental learning challenges, their families and the community.It was established in 1998 through the efforts of community leaders who believe in the vitality and importance of the family and the childs role in the society particularly those children with special needs. They want to let the children with the best care, services and educational facilities that will enable them to adapt to the environ environment in order to live among others in the community, and eventually sound their future.The center provides diagnosis, evaluation, school programs, training and development services for all children with all forms of disabilities from ages three to twenty-one years old. The goals and objectives of the school are To provide comprehensive educational, instructional, rehabilitation, social, vocational and recreationa l services for children with special needs. To provide support and family counsel services to families of children with special needs, including individual and group therapy.To provide community consciousness on dealing with children with special needs, as well as gentility acceptance and understanding of the nature of disabilities. To provide training opportunities through Shafallah Center and establishing an international entity specializing in this field. To serve as an advocate for public insurance policy and legislative support of appropriate educational and vocational programs for children with special needs. (Shafallah 2007)School funds are generated from local and international grants and from regular tuition and matriculation of the students. The school offers five (5) programs aligned for students depending on age and learning concentration. These are the Pre-school and kindergarten which enrolls students ages 3-5. The school unit 2 is for students aging 6-21 with mil d and moderate challenges, its coursework are in pre-academic, academic and pre-vocational and emphasizes on social and daily life skills. social unit 3 caters to students with mild and severe intellectual and developmental disabilities from ages 6-21 its programs are aimed to annex independence and activities are centered on daily living, self care and basic communication including socialization and leisure education. Unit 4 is knowing for those diagnosed with autism spectrum disorders, ages ranging from 6-21. The program uses the model TEACCH (Treatment and Education of Autistic Related Communication handicapped Children) and other models tailored for these children.