Barriers to Early Intervention of Special Needs Pupils

Barriers to Early Intervention of Special Needs Pupils BARRIERS TO EARLY IDENIFICATION AND INTERVENTION  OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS Although tremendous progress has been made in the last thirty years regarding the identification of and intervention for children with special educational needs (SEN), significant barriers still exist. An estimated 1.7 million pupils have special educational needs; however, only 250,000 have statements (Russell 2003, 216). This means â€Å"only a minority of the children (2% nationally) with SEN will have formal statements of SEN, although an estimated 20% of the children will have transient or persistent special educational needs† (Callias 2001, 25). Some of the barriers to identification and intervention for SEN children are more easily addressed; others are quite complex and provide an ongoing challenge for families, educational personnel and authorities, and a number of government entities. It is important to note that whilst some identification and intervention barriers span the scope of SEN children, the type of need presented by the child strongly influences the likelihood of identification and intervention. Children with physical special educational needs, such as visual impairment or noticeable physical handicap, are easily identified and much more likely to receive services than children with less prominent disability (Russell 2003, 220). Similarly, children suffering from extreme mental disability, such as severe mental illness or significant mental retardation, will also be more easily identified and considered for services (Russell 2003, 220). However, the barriers that do prevent identification and intervention for physically and severely mentally disabled children are complex. Some minority and ethnic communities have cultural barriers that prevent their SEN children from receiving early identification and intervention. Sometimes this is on the part of the minority or ethnic family. Some cultures consider disability to be a source of shame or embarrassment for the family, and as a result keep disabled children at home and isolated from the larger community. When this occurs, the child becomes much less likely to be identified as having a special educational need or having appropriate early intervention. In other instances the greater community presents cultural barriers to services provided to the child. Sometimes this is in the form of misunderstanding of the cultural values of the minority or ethnic family. At other times racism becomes an issue. Russell (2003, 217) asserts â€Å"there is widespread evidence of additional disadvantage and social exclusion for disabled children from minority ethnic communities.† Language barriers for minority and ethnic families is also an issue. Typically this is the result of parents with poor English skills misunderstanding the communications of key workers and others, or of key workers and similar service providers misunderstanding or making assumptions based on poor communication by the parents (Fletcher-Campbell and Cullen 2000, 92). School personnel and other service providers must sometimes contend with a large number of native languages in their communities, and often lack the funding and staff to respond to all the potential EAL issues that may present (DfES 2004, 18). The result is a lack of communication between the family and professionals, which may result in a potential special educational need being misdiagnosed or mislabeled as some other issue, and the child not receiving needed identification of potential SEN. The key, according to Russell (2003, 216) is that information must be accessible, both ways, to families and professionals. Often these children have barriers related to the economic condition of their families. Over half the families with a disabled child are living on or below the margin of poverty (Russell 2003, 218). Often at least one parent is unable to work because of the childcare needs presented by the disabled child. Lack of financial resources in the family reduces the child’s access to services, as often transportation needs are unmet. More parents need â€Å"access to good quality childcare and early years provision in their local community (DfES 2004, 10). Poor families also typically live in poor communities, which often suffer a wide array of service deficiencies. â€Å"There are wide regional variations in the quality and coherence of available support† (Russell 2003, 223). Similarly, levels of support vary widely from community to community and even sometimes from pupil to pupil (Russell 2003, 220). This means resources leading to identification or intervention for one SEN pupil may not be available to a similar pupil simply because of where the second pupil lives, with poor children the least likely to have access to needed services. In short, for noticeably disabled children, â€Å"lack of effective information and communication about available services, a shortfall in appropriate family support services and the impact of racism and low income in many communities† often form a barrier to identification and early intervention (Russell 2003, 217). The above issues may affect all children with SEN; however, children with less obvious or visible disability suffer from additional barriers to identification and intervention. Whilst the blind child is easily recognised, the child with a learning disability or emotional issue may suffer for years before his or her needs are identified. For these children, lack of training amongst childcare and school staffs, ineffective sharing of information, insufficient time and resources, and even the child and/or parents’ response to learning difficulties can form barriers to SEN identification and intervention. A lack of training amongst those who interact with the child also leads to reduced identification, and therefore reduced intervention (Fletcher-Campbell and Cullen 2000, 90). Childcare and early years workers have the daunting task of determining whether a child has special educational needs, or is reacting to poverty, cultural differences, neglect, or some other factor. For example, school personnel and the LEA are expected to seek evidence of identifiable non-academic factors affecting statements† before full assessment (Callias 2001, 25). They look for other issues, such as â€Å"health problems interfering with schooling, sensory impairments, speech and language difficulties, poor school attendance, problems in the child’s home circumstances, or any emotional or behavioural difficulties† that may be causing the child’s educational difficulties (Callias 2001, 25). Because of this, children who come from difficult home situations or for whom English is an additional language will often experience delay as personnel try to determine whether these contributing factors or a true special educational need is present. The less trained staff is in these situations, the less likely they are to arrive at a correct, timely decision, or be able to correctly evaluate the child’s special educational needs in light of additional factors. This is compounded by discrepancies regarding what does and does not constitute a special educational need. â€Å"The criteria for identifying children with SEN and especially for thresholds triggering a statutory assessment are very general† (Callias 2001, 30). Because of this generality, â€Å"they remain open to differing interpretations and are likely to continue to be a source of potential difference of opinion† (Callias 2001, 30). Again, the authority or school with less trained personnel is therefore less likely to be able to provide timely and accurate service to SEN children in their care with other potentially contributing factors. The DfES recognises that early childcare workers and early years personnel need additional training in SEN identification, allowing services to â€Å"work on a preventative basis, rather than waiting until crisis point is reached (, 16). The government’s Removing Barriers to Achievement states an area needing improvement is â€Å"the expertise of those working with young children with SEN and disabilities† and advocates â€Å"consistent, nationally recognised training be provide to staff in all settings† (DfES 2004, 17) Another barrier to early identification and intervention is lack of communication and information sharing amongst involved parties. DfES repeatedly recognises this as a barrier to service, and advocates better information sharing and assessments for early intervention (DfES 2004, 10). Russell (2003, 221) similarly concludes it is widely recognised that fiscal, structural and cultural barriers between agencies negatively impact SEN identification and intervention. Schools and authorities facing high staff turnover have additional communication barriers as multiple personnel will often be involved in one identification or assessment. The problem was once much more severe. Fifteen years ago, â€Å"LAPP evaluation showed that staff in some schools were rediscovering the same learning problems in the same students each successive year, with no awareness of what might have been done about them in the past† (Stradling and Saunders 1993, 130). The government recently launched the Early Support Pilot Programme, which provides a single key worker who â€Å"takes responsibility for ensuring that services are coordinated and delivered around the family’s needs† (DfES 2004, 12). This allows for a coordinated, single assessment for the child, better information sharing between agencies, and ongoing reviewing services (DfES 2004, 12). Even the key worker system, however requires that the key worker be able to obtain accurate information regarding the child. â€Å"The criteria for ascertaining special needs begins with evidence that the child’s attainments are discrepant with the majority of children his or her age† (Callias 2001, 25). If the child is reported to be below attainment level by some parties and not by others, it brings into question whether the child’s issues are truly special educational needs or environmental. In some cases information is simply not provided or forwarded by involved agencies, often due to the lack of time and resources as described below. Key workers for children in unstable living situations also have difficulties in obtaining needed information. If a child is not at a given agency for a long enough period, and is constantly transferring from agency branch to agency branch or from school to school, it becomes difficult to gather all the needed information for a ccurate identification and intervention. In such situations parents are also often unable or unwilling to provide information on their child, making the child present without background at each new school or agency. Insufficient time and resources are another barrier to SEN identification and intervention. Lack of funding can cause delay by leading to not enough personnel (DfES 2004, 18). Although specific positions are advocated or required, some vacancies go unfilled for too long a period of time, and other staff are given caseloads in excess of recommendations (DfES 2004, 18). High turnover in the most needy schools and communities compounds this problem. One noted barrier to intervention is a lack of key workers who â€Å"ensure well coordinated services planned to meet individual family needs† (Russell 2003, 216). Poorer communities, as discussed above, often lack the resources and materials that other communities consider normal. Children’s Trusts are working to address lack of access to information and services, and lack of the services themselves in some areas, but discrepancies remain (DfES 2004, 13). Whilst the SEN Code of Practice is a welcomed guidance by many, there is ongoing concern about the time needed to implement the Code, and whether resources allocated to SEN pupils will take away from pupils without special needs (Bowers and Wilkinson 1998, 120). A final barrier to SEN identification and intervention is sometimes the child or parents themselves. A child who appears to not have special educational needs but in actuality does will often develop elaborate coping mechanisms to hide his or her learning difficulty (DfES 2004, 52). Such children often feel â€Å"stupid,† as their parents and teachers tell them to try harder and work to their potential, not realising that they already are. As the child works harder but is still unable to master material presented, feelings of inadequacy are compounded and coping and hiding mechanisms become more prominent (DfES 2004, 52). Sometimes this will be in the form of withdrawing or presenting as shy so as to avoid being asked to contribute. In other children, acting out as the class clown or seemingly rebelling and refusing to cooperate allows the child to avoid confrontation of his or her learning needs. As such, the child may progress through several years of schooling before his or her need for special education is identified. The child with unidentified SEN also sometimes refuses to cooperate with identification and intervention efforts, as there continues to be some social stigma in some schools and communities to learning difficulties. Parents may similarly resist a child’s identification as possibly needing special educational support, or the interventions suggested by the LEA. Parents may not realise that identification of a special educational need does not necessarily require their child be removed from mainstream education or schooled specially, that in fact, children are mainstreamed wherever possible (DfES 2002, 5). They may have issues regarding social stigma, or be in denial that their child has any sort of difficulty. In these situations, parents may refuse to provide information, mislead workers into the true nature of the child’s attainment, causing environmental issues or other factors to be considered. Fortunately, there are many ways that these barriers can be and are being overcome. The cultural issues of some minority and ethnic communities regarding children with disabilities is a complex one, and therefore defies an easy solution. However, increasing awareness and understanding within local people groups, particularly if such is available in their own native languages, is important to removing barriers for SEN children’s identification and for them receiving the services they need. Educating staff at community centres or religious places where people from such cultural background might seek assistance, for instance, on the facts of special educational needs and services available to children might lessen the stigma of disability and provide more accessible information to affected families. Also, translating information or providing written information in a wide variety of languages would be an aid to workers faced with a number of different language groups in their comm unities. These publications could even be available online, allowing easy download and printing of such publications and eliminating the need to keep many different copies of such information on hand and organised, or the chance of running out of materials in a specific language. Parliamentary debate of SEN and various government publications regarding SEN pupils’ needs have led to an increase in funding to LEAs, by which the authorities have begun to address some of the time, resource, and staff training barriers that prevent timely identification and intervention (DfES 2001, iii). In addition, the Code of Practice 2001 contains specific guidance to assist LEAs â€Å"obtain the best value from the considerable resources and expertise they invest in helping children with special educational needs (DfES 2001, iii). Serving more children within the context of regular schools through inclusion and mainstreaming additionally reduces the costs to LEAs, allowing allocation of funds and resources to a greater number of children (DfES 2004, 18). The implementation of a graduated response also makes intervention more economical, and assist staff with perhaps less training than optimum in ruling out the other factors, such as problems at home, that might cause a child to experience learning difficulties (DfES 2001, 26). The revised Code of Practice widens those able to recommend SEN identification, increasing the likelihood a number of barriers are reduced, and encourages or requires additional sharing of information between LEAs, schools, other involved agencies, parents, and the child. The Code now gives schools and nursery education providers a new right to request assessment and intervention (DfES 2001, iv). Parents and other agencies, in addition to schools, also have the ability to request assessment (DfES 2001, 75). Parents access to information is also significantly improved by the revised Code (DfES 2001, iv). Parents are now encouraged â€Å"to contribute their knowledge and understanding of their child, and to raise any concerns they may have about their child’s needs and the provision which is being made for them (DfES 2001, 52). When a child is being assessed, the LEA is now required to send a copy of assessment notice to both â€Å"the designated officer of the Social Services department and the health authority† (DfES 2001, 78). â€Å"They should also copy their own educational psychology service and any other relevant agencies, such as the education welfare service† (DfES 2001, 78). Finally, children’s and parents’ negative perceptions of and reaction to SEN identification and intervention could be reduced. For example, having public service or information campaigns similar to those previously discussed for minority or ethnic communities might make people more aware and informed. Early identification of children prior to them beginning to have negative feelings about themselves and school would in itself be an assistance. Also, children should have a forum and be encouraged to talk about their learning experiences. Having a humanistic approach that values each child’s feelings and concepts of their own learning, which also allows them to provide this information to teachers and others in a position to evaluate for SEN, would further remove barriers. In conclusion, whilst many barriers to SEN identification and intervention have begun to be addressed, more needs to be done. It is detrimental to both the individual SEN child and to the educational system and society as a whole if these children’s needs are not promptly addressed. Child/parents REFERENCES Bowers, T. and Wilkinson, D. 1998. The SEN Code of Practice: is it user-friendly? British Journal of Special Education, September 1998, 25(3):119-125. Callias, M. 2001. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(1):24-30. DfES 2001. Special Educational Needs Code of Practice. DfES Publications Centre. DfES 2002. Special Educational Needs (SEN): A guide for parents and carers. DfES Publications Centre. DfES 2004. Removing Barriers to Achievement: The Government’s Strategy for SEN. DfES Publications Centre. Fletcher-Campbell, F. and Cullen, M.A. 2000. Schools’ perceptions of support services for special educational needs. Support for Learning, 15(2): 90-94. Russell, P. 2003. ‘Access and Achievement or Social Exclusion?’ Are the Government’s Policies Working for Disabled Children and Their Families? Children Society, 17:215-225. Stradling, B. and Saunders, L. 1993. Differentiation in practice: responding to the needs of all pupils. Educational Research, Summer 1993, 35(2):127-137.

Communication in Health and Social Care Essay

1. 1 Apply relevant theories of communication to health and social care contextsAccording to George Gerbner,he describes the three main branches of communication studies as; 1. †semiotics† The study of signs and symbols and how they combine to convey meaning in different social contexts,This branch is mainly concerned with how verbal,non verbal and aural signs and symbols combine to create messages. 2. Media effects the study of behaviour and interaction through exposure to messages,It emphasizes measuring,explaining and predicting communication effects on knowledge,perceptions,beliefs,attitudes and public opinion,It is strongly influenced by scientific methods from the fields of psychology and social psychology. 3. Message production is the study of the large-scale organization through social institutions and system,example; mass media,political organisation,government and advocacy groups. Their history, regulations,policy making impact,It is strongly influenced by scientific methods from the fields of sociology but also by the methods of political science and public affair. According to Abraham Maslows humanistic theory of learning,learning contributes to psychological health. The goals of learning includes discovery of ones vocation or destiny;knowledge of values;realization of life as precious;acquisition of peak experiences; senses of accomplishment;satisfaction of psychological needs;awareness of beauty and wonder of life;impulse control;developing choice and grappling with critical existential problems of life. Applying Abraham Maslows Hierarchy of needs in The Care Home Setting,service users needs should be met like; Freedom of abuse and neglect from the care workers and ensuring them adequate food and shelter;Free from any kind of discrimination,risks and danger to be able to feel safe;Ability to trust their care workers and receive effective communication;Respect for their rights,dignity,privacy and diversity;Helping them take control of their own lives in order to develop their full potential and reach their goal. According to John B. Watson, Behaviours can be measured,trained and changed. It also acquired through conditioning which occurs through interaction with the environment. All of our sensory work, memory work,attention,etc,are part of definite modes of behaviour. In a Care Home Setting, it explains why we need to separate service users with an agitative behaviour from a noisy environment where other service users are happily participating in a physical activities,to prevent his/her agitation to aggression which can be potentially harm to the other individuals,care workers needs to take the service user to a quiet place to settle down. Sometimes moody behaviours are the service users way to communicate what they feel so its very important on the part on the care workers to be very observant on service users mood change and act accordingly According to Sigmund Freud’s outline of psychoanalysis(1940),He compared the human mind to an iceberg in order to describe the structure of personality. The small portion of the iceberg that lies above the water represents the conscious mind,or all the thoughts,feelings,and desires that you are fully aware of. This is the aspect of our mental processing than we can think and talk about rationally. A part of this includes our memory,which is not always part of consciousness but can be retrieved easily at any time and can be brought into awareness which is called preconscious. The massive below the surface represents our unconscious mind,The reservoir of feelings,thoughts,urges and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant,such as feelings of pain,anxiety or conflict. According to Freud, the consciousness continues to influence behaviour and experience,even though we are unaware of these underlying influences. In relation to this theory at The Care Home setting,Care workers deal with different Service user with different behaviours, medical problems,communication problems,cultures and needs. It is very important to identify the individuals communication capabilities and incapabilities to be able to help them empower their weaknesses and difficulties,in that way, care workers will be able to get cooperation from the service users and establish rapport on doing their everyday task and to meet their needs and maintain their well being. According to Ulric Neisser cognition is all processes by which the sensory input is transferred ,reduced,elaborated, stores,recovered and used. In short,it means it is the branch of psychology that studies mental processes including how people think,perceive,remember and learn. It is involved in everything a human being might possibly do;that every psychological phenomenon is cognitive phenomenon. An example of this theory at the Care Home Setting where service users are suffering of dementia,Care workers needs to encourage service users to participate on ctivities such as brain and physical exercises,social gatherings and have a good diet,to stimulate their brain cells and regained its brain power. 1. 2 Undertake and evaluate at least one communication activity in Health and Social Care Organization,considering Confidentiality and Data Protection Act 1998. Communication in a Health Care Organization is very important. It is the key for the health care providers and other health agencies to carry out their responsibilities to maintain the well being of the service users. An example of this is when making a care plan for the service users,all individuals that are involve in continuing health care of the service user must contribute on making the care plan by communicating their observations, assessments and suggestions on the service users daily activities ,risks and wellness. The service user should contribute as well on making their care plan by telling their preferences,choices, wishes and needs. Otherwise, the care workers will have no idea what kind of care the service users wanted to receive. If the service user cant speak for themselves,there must be a representative to speak for their behalf,either a social care worker,solicitor or a member of their family. When the care plan has been made,it should be kept in a secure and protected filing cabinet which only authorize person can have access on the document for data protection and to maintain confidentiality on the informations written in the care plan to protect all personal informations gathered.  If the service user needs to be transferred to a new health care services,the care plan should be presented for their reference. 1. 3 Describe and explore barriers to communication with health and social care Organisations In a Care Home for vulnerable adults,the most common communication barriers that a care workers encounter are the following; difficulty of hearing,impaired eyesight,learning difficulties,memory loss,foreign language,cultural differences,stroke,emotional problems,sensory loss and others. Problem arises between care workers and service users when doing personal care tasks if these barriers mentioned are present, the task may not be completed well because of misunderstanding which resulting in cooperation from the service user. Therefore,it will never be easy for the care worker to perform the task well without the full cooperation of the service user. Often times service users disagree with some procedures if your explanation is not enough for them to understand it,or if they are not comfortable with it. To solve the problem, care workers should encourage the service user s to have an input with the care they want to receive. They might know a better way to do the task in their most comfortable and convenient way. If the service user have difficulty of communicating because of the barriers mentioned,ask them what kind of communication method they prefer and wish to use,thus giving them a choice. Explain the various methods of communication available and what would be suitable for them. Seek further advice from the specialists in the wider health care team. Care givers also consult to the clients care plan as this should contain all necessary information. Care givers need to listen attentively and take notice of what the service users are communicating and not assume what they want. 1. 4 Understand how to transmit values and the need to transmit values when communicating within health and social care Organizations Respecting the rights of the service users at the care home should be highly observe. When the preferred method of communication of a service user has been identified,which is obviously the ones that they can communicate most effectively,care workers must respect to use it or learn to use it because if they don’t,then they are of risk of not communicating effectively,distressing the service user and breaching their rights. A service user who has suffered of stroke may have communication problem such as, they can understand the care workers completely but have difficulty with speech and its likely to become very frustrated if they cannot express themselves using their preferred method of communication. Problems arises when the care worker will just assume what the service user is saying rather than giving them more time to talk or attempting to encourage them to communicate their choices,wishes,preference and needs. If this happens the service user may end up for example;served with a meal they never want, wear clothes they never picked out and go to bed when they don’t wish to,these situations shows that the rights of the service users has been taken away from them.

Essay My little bit of country - 891 Words

My Little Bit of Country What would the ideal lifestyle contain? Would it be a busy life, surrounded by tall buildings and lots of people or would it be on the country, enveloped in the uncontrolled nature and with a small society? Some would argue for the city-life, while others would argue for the country-life. It might be impossible to conclude which lifestyle is really the best, but there is definitely both cons and pros to each of the two lifestyles. In an article called My Little Bit of Country, posted in Central Park by Susan Cheever, Susan Cheever argues her view of living respectively in the city and on the country. Susan Cheevers preferred place to live is the city. When she was a baby and as a very young child, she†¦show more content†¦Cheever also points to the privileges following a life in the city. The possibilities, as she describes them, are much more numerous than on the country. While the city still offers playgrounds, parks and pools, it also provides cafà ©s, lively people and flashing lights everywhere. The clean environment simply attracts her more than the dirty country. For children, Cheever thinks that the ideal place to live is also the city. She thinks its safer for children to grow up in the city and that its easier for the children to live in the city. She uses an example to support this. She compares the living country pony and the carousel city pony to each other and concludes that the carousel pony is better than the living pony, because its clean and easy to handle. However, this example might not be very strong, as many people would point out that the carousel pony lacks just exactly the work and experience that the living pony can bring to the children. Also, the bond that the child would create between the pony and itself isnt present with the carousel pony. 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Justice and Prosperity in Shakespeares The Merchant of...

One of the strengths of good theater is its ability to mirror the problems and conditions shaping its time. In The Merchant of Venice, William Shakespeare reflects two important aspects of Elizabethan society: the corrupting influence of prosperity and the increasingly vengeful nature of Venetian justice. To address the former issue, Shakespeare downplays the importance of wealth by associating its involvement in romance with superficial and insubstantial advantages. He characterizes prosperity as a deceiving agent, citing its ability to introduce shallowness into a relationship. Shakespeare reasons that genuine romance depends on sacrifice and emotion, not wealth. The problem with justice is equally striking. In the play, justice is†¦show more content†¦Wealth, therefore, has a flimsy grasp on romance that can easily be overcome with genuine affection. The same is true for Jessica, who steals her father’s gold before she elopes with Lorenzo. After discovering this, S hylock cries out, My daughter, O my ducats, O my daughter! (II.viii.15). By associating the antagonist with twisted ideals, Shakespeare creates a stark contrast between the corruption of wealth and the genuineness of love. This contrast reiterates the superficiality of wealth and suggests that its overemphasis can lead to corruption and decay in a relationship. The drawbacks of money are even more treacherous, because they possess a tendency to shroud true romance with deceptive characteristics. This conflict between shadow and substance emerges when Portia’s suitors attempt to discover the correct casket by relating the characteristics of the different caskets with their conceptions of romance. The Prince of Morocco, for example, selects the golden casket, associating its beauty with Portia’s graces: But here an angel with a golden bed / Lies all within (II.vii.64-65). He values the princess only for her wealth, status, and influence; consequently, his understanding of true love takes on a shallow and materialistic form. The simple message contained within this casket– All that glistens is not gold (II.vii.73)–affirms the idea thatShow MoreRelatedPerfect Idealism In Shakespeares Hamlet1631 Words   |  7 Pagesdepicts the many uncertainties in our lives that sometimes make us fail to act appropriately like the case of Hamlet. 2. Mosley, Joseph Scott. The Dilemma of Shakespearean Sonship: An Analysis of Paternal Models of Authority and Filial Duty in Shakespeare’s Hamlet. Diss. 2017. Similarly, this article discusses the theme of the complexity of action. This play depicts of how at times the decision to act is usually influenced not only by coherent considerations, like the need for inevitability but alsoRead MoreThe Merchant of Venice by William Shakespeare Essay example2165 Words   |  9 Pagesexpanded and it became healthier and optimistic than ever before so this period could be called as the renaissance that inspired the nation and brought uplift. Therefore, this age holds great significance. Under Queen Elizabeth guidance and rule, the prosperity of the nation rose and patriotism brought romantic spirit, youthful freshness and themes of love to the field of literature so it is considered as one of the splendid ages of English literature. Elizabeth herself was a great writer and she usedRead MoreThe Presentation of Shylock and Antonio as Conflicting Opposites in The Merchant of Venice1123 Words   |  5 PagesThe Presentation of Shylock and Antonio as Conflicting Opposites in The Merchant of Venice Shakespeare personifies the juxtaposed themes of this play; justice and mercy, forgiveness and revenge. He contrasts characters of Shylock and Antonio to represent these key ideas. Shakespeare’s character representations of these themes certify that they are constantly played out against each other throughout the play. The play presents anti-semitic ideas, depicting Shylock, a JewRead MoreTragic Drama According to AC Bradleys Theory of Shakespeare and a Comparison of Arthur Miller and August Wilsons Concept of Tragedy2899 Words   |  12 PagesPart one: Tragic drama according to A.C. Bradleys theory of Shakespeare The substance of Shakespeares tragedy solely points out to the power of death. In this five act play, the death of important characters suffices for the cruel reality of life. However, a completely realm is required in order to observe Shakespeares version of tragedy. Shakespeare has used tragedy to explain on the major paradoxes of life. It can be called a Paradox of disappointment. Defeat, unfulfilled desired, failed hopes