Apply the buying center concept to a firm, a nonprofit organization, or a govern
ID: 2690665 • Letter: A
Question
Apply the buying center concept to a firm, a nonprofit organization, or a government agency you work for, or are familiar with, for the purchase of new computers. List the different roles in a buying center and identify who, from your selected firm, nonprofit organization, or government agency, would occupy the different roles of the buying center. Do not provide names; merely provide job titles or departments. Discuss the reason for selecting these job titles or departments for the various roles in the buying center. On which members of the buying center should the salesperson focus when selling to your firm? Why? Write your responses in a 3- to 4-page Microsoft Word document.Explanation / Answer
This document tackles the communal repercussions of approaches, government, and court cases on the lives of learners with disabilities. This text speaks to the changes in the consideration of the teaching of students with disabilities including the ensuing factors of altered thoughts, and the influences of governing bodies and proceedings on this endeavor. Also incorporated is a forecast based upon a lot of confrontational factors in front of teachers, more advanced criteria, plus responsibility of learner progress being placed on teachers that given the present adversarial atmosphere, students with disabilities great gains made towards inclusion, equal rights for education and progress towards best practice are in danger of being lost. Communal outlooks, laws and court cases dictate for the most part how people function within a society. These social constructions order individuals to do or not do things in an effort to create and organized and functional society. In a Democratic Society like that of the United States of America it is the will of the people to dictate what is best for society as a whole while trying to find a balance that includes but does not discriminate against any minority in the process. The American ideals of freedom and equality are ever prevalent that were prevalent in the Civil Rights Movement have been mirrored in the concepts that have led to the manner, rules and lawsuits that direct special education today. Social Implications of Attitude on the Lives of Students with Disabilities Philosophies about how students with disabilities are considered contained in the past negative positions that led to the keeping out of students with disabilities from many opportunities to live and study with others but have been transformed into current progression towards the positive in which dissimilarity is acceptable, celebrated and represents what makes people unique. In the past, unconstructive feelings towards others were present as indifference or survival of the fittest where non-typically developing individuals were abandoned or failed to survive because they could not meet the harsh demands of their natural environment. These unhelpful thoughts supported the separation and segregation of persons who were considered to be a detriment to society and were isolated and shunned, and left out of the everyday interactions of society. During the societal shift of equality and justice during the Civil Rights Movement the mind-set began to slowly vary to one of tolerance, and acceptance. The contemporary way of thinking is that children with disabilities should have “Independence and social interactions… [has] increased dramatically” (Heward, 2009, p. vi). Present optimistic standpoints have led to the social understanding that “Peers are often the most effective and efficient teachers of social skills…” so is has become socially acceptable for exceptional children to “. …learn important social skills” in traditional learning environments (Heward, 2009, p vi ). The terminology used to refer to disabled children has shifted to the more politically correct label of exceptional children and been redirected from the past negative labels disabled, retarded or idiot which focused on what children were unable to do. The present focus is to determine what they can do and celebrate those abilities. A mother recently described her daughter to me as “learning able”. There are also existing pessimistic opinions that do not want exceptional children taking time and resources away from other children in schools. Another downbeat point of view comes from parents who are still facing adversarial relations with schools as they try to get needed services for their children. Hopefully in the future the “interdisciplinary team that includes our colleagues in psychology, medical and health services, counseling, social services, and vocational rehabilitation.” the child and the parents will be able to find common ground around the idea that the child’s interest is everyone’s concern and they will work together to constructively support the exceptional child in what ever way is necessary to promote learning and development. In times gone by, the 1800s, before regulations persons with disabilities were considered to be abnormalities or just weird and the disable were institutionalized. There were some people who believed that these persons deserved compassion, deference and suitable treatment. Adversarial points of view on human rights in the 50s and 60s sparked the civil rights movement which in turn brought about legislation specifically preventing bias in opposition to persons with disabilities which includes giving them the right to an education. Federal Legislation presides over special education by making sure that parents are knowledgeable of their rights regarding their children’s education and oversees “specially designed instruction to meet the unique needs” or the Individual Educational Plan Process (PL 108-446, IDEA, 2004). Legislative directives are responsible for the augmented importance of family participation, disallowing schools to refuse students, fair recognition of disabilities, the least limiting settings, proper procedures, an elongated school year, and regulations for punishment. Federal legislation gave money for the preparation of teachers to become experts in special education to improve the quality of the education children with disabilities received (P.L. 91–230). The NCLB legislation dictated that all students be assessed and has caused the education children with disabilities to come to the forefront now that it is tied to school responsibility and more funding. Legislation has extended the educational services for children with disabilities to include tools, transportation and access to previously unattainable learning and facilities. During the 1950s through the 1970s, the age of social change, Brown v. the Board of Education began to provide civil rights for all persons which inadvertently provided equality in education for all children and diminished the segregation of students based upon differences. Then came PARC v. Commonwealth of Pennsylvania and Mills v. Board of Education which caused the Supreme Court to assure that “All students have the right to an effective education.” also know as a free and appropriate education for children with disabilities. (Heward, 2009, p. 3). Proceedings have effected the education of students with disabilities by providing that teachers work to develop “specially designed set of accommodations and modifications to meet [the student’s] academic and social goals,” (Heward, 2009 p. vi). I foresee further change occurring in the education for students with disabilities with the existing instructive surroundings yet to come. The change I envisage is based on lots of factors that face educators like the continual onslaught of unfunded mandates from federal and state legislation which continually require teachers to do more with less resources which spreads the educational system thin and over exhausts teachers causing a high turnover rate in special education. With the continual growth of the identified special needs population growing and the consent to include special needs and gifted students scores on standardized tests the teachers are given further responsibility which is now being used to tie student performance to teacher pay. This could be seen as a punishment to teachers when students top out or fail to meet AYP because of learning deficits or delays. These elements and the high demands of the job seem to dissuade teachers from entering the field and also keep many from staying. While mandates are pushing for inclusion and cooperation between special educators and general educators there is a great deal of resistance within the schools to these methods. Teachers are continuing to follow their own methods and not accepting or applying the research based techniques that are proven to help identified and non-identified students to learn more effectively. The current trend has been for teachers to be told “get on the bus or get off”. Sadly many are choosing early retirement instead of trying to learn new ways of teaching. For young teachers entering the profession it may be an opening if they are willing to swing with the pendulum and ride out these changes in the education of children with disabilities. My first reaction concerning my initial individual meeting with a person with a disability was curiosity and concern. I wanted to know why this person was different and if they were going to get better. I was about four when my mom took some baby animals to a hospital for children with disabilities for a petting zoo. I remember meeting a boy about my age who was sitting in a wheelchair and had a tracheotomy. We spent a few minutes talking about why he was in the chair and why he had a ‘thing’ in his throat. That was it. After that we were just kids. We laughed and played and I held up a baby goat so he could pet it and it licked his face. Knowing what I do know I may not be rude and inquire into why the person was disabled but I would probably just let them tell me if and when they felt it appropriate. I still would engage the person and talk with them just as I would another person. To me a disability is just a difference, like people with different hair colors or eye colors it does not mean anything about who they are as people. As a child and an adult I’ve met lots of people with disabilities of great variety and depth of involvement, some that they were born with and some that they acquired, I was taught from a young age that God makes all kinds of people and each one is special and valuable. If others were taught tolerance and indifference then the past gains in human rights and education may result in proper application of research based, highly effective teaching strategies which would in turn diminish the need for the identification of so many children with disabilities and benefit those students in traditional learning environments with the advantage of the best possible education. In the past, with FDR's time, there has been a stigma about individuals with special needs. While this stigma has stemmed from ignorance and lack of understanding, it has existed nonetheless. In 1950, there was an organization developed called NARC, National Association for Retarded Children, which even falls category into a stereotype with their name. They did have good intentions, however, to provide people with disabilities equal medical care, social services and education. (Hardman, 2011) Luckily, with more information, legislation that has set the bar for individuals with special needs, as well as more compassion, there isn't as much stigma or negative impressions towards individuals with special needs. Within education, equal opportunity education started with the development of the Civil Rights Act and the American Disabilities Act, where people weren't discriminated. These two acts alone helped shape what education currently is today for individuals with special needs in education (text). With time has come progress. Progress for education for individuals with special needs started forming with the Seneca Statement in 1994, which states that education systems should be accommodating, as well as that they should have access to regular schools where they can be accommodated into a child-centered instructional program. (text). This statement proposed by the United Nations truly started to adapt the idea that education is a right, not a privilege. This reaffirms the notion by Supreme Court individual in 1954 during the case of Brown vs. Topeka, Kansas, Board of Education, "In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education." (Hardman, 2011). Today, we have in place The Individuals with Disabilities Education Act, called Idea. This has spawned over time, from Public Law, which made free public education available to all, and protects individuals with special needs. IDEA's purpose is to recognize that we need to acknowledge people first, then focus on the disability rather than the handicapped. (Hardman, 2011). IDEA ensures related services for individuals with special needs, which is quite extensive but provides transportation, counseling, and an individualized education program for students. Students are assessed within their academic environment and in conjunction with school specialists, school teachers, and parents, an Individualized Education Plan is set forth (IEP) and utilized for as long as a student needs one. This plan will address their individualized needs for academic, social, or physical concerns within the classroom to accommodate their needs. This could range anywhere from acquiring handicapped access, to extra time or quiet learning environment while taking a test, or individualized time with another specialist within the school to address specific needs. IDEA has helped impact in a positive light the way that educational opportunities can help to provide significant strides for individuals with special needs in the classroom. There are huge challenges facing educators today. Standards for students as well as educators increase on a yearly basis where schools strive for improvement in meeting their No Child Left Behind standards. I believe students with special needs as well as other students truly feel pressure with high stakes testing and the threat of failure and being retained. Without parent determination and adjustments to legislation for special needs children, I fear they will be slimming as parents attempt to keep students at home or work with organizations that provide virtual education. It can be incredibly challenging to acquire IEP's and have accommodations in a mainstream class. Parents have to ensure schools are accountable as well as providing the correct services for their child. Many families are diligent and find working relationships that ensure success for their children, while others get frustrated and work with their children at home. Reform for education will always be impending. Education is so important for students, yet change runs rampant within this field and will affect all students, including those with special needs. How schools individually will solve issues, I'm not entirely certain. I know that the success of special needs education and the utilization if IEP's does fall in part on the parent and educator working together with any other specialists. With budget cuts and increase in number of students with IEP's, I believe educators are going to need to be more specialized in their training to deal with numerous students. There will be more implications of mainstreaming students into the regular classroom if teachers are ill-equipped. "Inadequate general and special education teacher preparation hinders inclusion efforts (of special need students)." (Oliver, 2010). Oliver goes on to share suggestions and ideas for schools to provide educators with classroom management plans and strategies to work towards positive inclusion. Reindall expresses in his writings the challenge to growing special education needs and educators as "how teachers are to consider and understand impairments and disability." (Reindall, 2008). With smaller classroom sizes and budget restrictions, I foresee more special education students streamlined into classrooms with more training required for educators to assist in implementing IEP's well, whether educators want this special training or not. My experience with individuals with disabilities is quite slim, specifically in the schools where I attended. I don't recall any students with physical limitations and I wasn't exposed to students that were in special needs classrooms, which were segregated from mainstream classrooms when I was in school. I did have an uncle with Muscular Dystrophy. He walked with braces, and spoke slowly. He however provided me with an incredible view of people. He was incredibly impassioned and loved everyone. He taught me that no matter what people might look like on the outside, this doesn't reflect what they portray on the inside. I make great attempts to consider people from the inside before the outside. I hope this never changes.
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