An Educational Workplace Challenge Essay

It is our deep faith that God is clement and merciful, and mercy is what he bestows upon His subjects. He is unsparing and scenic, and beauty is what he gives. That is how we should see the world, beautiful, with completely its resources and contents, known to us or unknown. Qatar, our beloved, is to a fault rich in natural resources. Be it human buds or wild flowers. every atomic number 18 blossoms, all(prenominal)(prenominal) are natural, all are beautiful bearing Qatars name. let us all trim together, caring for our little buds. Lets us seed them deep in the consciousness of our land.Let us nurture them with love and charge to help them blossom into flowers filled with beautiful scents and filling their surroundings with beauty. Her Highness sheika Moza Bint Nasser Bin Abdullah Al-Missned. (Shafallah 2007) A picture says more(prenominal) than a thousand words. For an educational institution, the mickle statement shows the picture of what the drilling volition be at its best. On the ane hand, the vision is the very basis for everything that the shallow, the man timement, the teachers, the students, their parents and the partnership, all work for.On the other hand, the rush is the means to achieve this vision. The mission determines the strategies that ordain be implemented by the coach management to achieve its goals and vision. Leadership takes a significant graphic symbol in the acquisition of this mission. This paper discusses workplace challenges and the influence of leading in the achievement of successful rail reforms. The Shafallah Center for Children with limited Needs and its efforts to calculate its major problems and improve 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 undeniable reforms. The Workplace The schooldays The Shafallah Center for Children with Special Needs is a non-profit private school located in Doha City, Qatar, providing encyclopedic function and care to singles with departmental accomplishment challenges, their families and the comm unity.It was established in 1998 through the efforts of community leaders who believe in the free energy and importance of the family and the childs role in the society particularly those children with redundant needs. They want to provide the children with the best care, services and educational facilities that will enable them to reconcile to the surrounding environment in companionship to live among others in the community, and eventually cover their future.The center provides diagnosis, evaluation, school programs, rearing and ontogeny services for all children with all forms of disabilities from ages triad to twenty-one years old. The goals and objectives of the school are To provide comprehensive educatio nal, instructional, rehabilitation, social, vocational and volunteer(a) services for children with special needs. To provide nourish and family counseling services to families of children with special needs, including individual and group therapy.To provide community cognisance on dealing with children with special needs, as well as fostering borrowing and understanding of the nature of disabilities. To provide training opportunities through Shafallah Center and establishing an foreign entity specializing in this field. To serve as an advocate for domain policy and legislative support of leave 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 mild and suss out challenges, its coursework are in pre-academic, academic and pre-vocational and emphasizes on social and workaday life skills. social unit 3 caters to students with mild and severe cerebral and developmental disabilities from ages 6-21 its programs are aimed to increase emancipation and activities are centered on daily living, self care and basic communication including socialization and leisure education. Unit 4 is designed for those diagnosed with autism spectrum disorders, ages ranging from 6-21. The program uses the model TEACCH (Treatment and precept of Autistic Related Communication incapacitate Children) and other models tailored for these children.