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081 special needs

optional unit for level 3
by

emma rand

on 30 March 2013

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Transcript of 081 special needs

optional unit 081 special needs Understand the principles of working inclusively with children and young people and those with specific requirements Describe the legal entitlements of disabled children and young people.
Describe what is meant by the child or person at the centre.
Describe service led and child and young persons led models of provision.
Describe why it is important to encourage the participation of disabled children and young people. Be able to work in partnership with families with disabled children or young people and those with specific requirements. Discuss the concepts and principles of partnership working with parents and carers.
Describe the the support and parents that parents may require.
Reflect on your own practice in partnership working with families Be able to support age and developmentally appropriately learning, play or leisure opportunities for disabled children or young children and those with specific requirements. Engage with disabled children and young people.
Encourage children to express their preferences and aspirations.
Assessing a child or young personas learning; play or leisure needs.
Develop a plan with an individual child or young person to support learning, play or leisure needs Be able to evaluate, support and develop existing practice with disabled children and young people with specific requirements. Over come barriers
Challenging existing practice and becoming an agent of change. Understand how to work in partnership with other agencies
and professionals to support provision for disabled children and young people and those with specific requirements. Describe the roles and responsibilities of partners.
Describe the multi- agency and practice in your own setting. The Legal entitlement of disabled children The right to be educated alongside others.
The right to be treated no less favourably than others.
The right to have their needs assessed and met.
The right to be involved in decisions that will affect them. Special Education Needs and Disability Act 2001-schools must take reasonable adjustments so that children with SEND can join in.
EYFS Statutory Framework requires early years setting to meet children's needs.
The United Nations Right s of a child . Disability Discrimination Act 1995 and 2005- children with SEND have the right to be treated as well as any other child. key terms.
Specific needs- specific difficulties that the child may have that may relate to an impairment; medical condition or emotional problem. eg. Dyslexia; Dyspraxia; Autism; Speech and languaguage disorder.
Disability-A physical or mental impairment which has a substantial and long term adverse effect on a perons ability to perform normal day to day activities.
Impairment - condition which is different from what is usually expected in a child at a particulare age or stage of development. Describe what is meant by Service led; and child and young persona led models of provision Service Led provision is where the outcomes and strategies used to aid the child are created without consulting the child.
Child or Young Person led model of provision is where the level of support is designed and influenced by those who will be using it. Advantages and Disadvantages
The danger of a service led provision is that the children and their families may not be consulted about the care given. As a consequence the provision may not be useful or effective.
The benefits of a child or young person led provision are that the child has a say in what happens to them and the type of support the achieve. It is empowering for them and their families. Child and young person at the centre It is important that the child is viewed as a whole person. Everything that a practitioner does must meet the needs of the child. Child centred Respect - essential the child and the family is respected at all times - listening to them; talking to them; valuing them.
Interest - important that the practitioner shows interest in the child. This includes finding out about the child's hobbies; tastes; interests and dislikes.
Empathy - Is about trying to understand the other persons point of view. It is not about giving the child or family pity or sympathy. By being empathetic a practitioner can improve their practice.
Empowerment - find ways to involve the child in the decision making process. Listen to the child; give them opportunities to take responsibly and have control. Social and Medical models of disability. Medical model - views disability as something which must be cured. Words such as wheel chair bound; incurable; suffering are associated with this way of looking at disability. Emphasis is on the disability rather than the person.
Soical Model - considers that the child is a person who has rights. It involves the setting trying to find ways to include the child value the child. If a setting views the child as a medical model of disability; the child is not seen in a holistic way as having strengths and interests. The focus is on the disability that needs to be cured or treated. Although this is important and medicines may be important; it is important to consider that the child is a whole person who has likes and dislikes and has the right to include. It is the settings responsibility to find ways to allow the child to include no matter what the disability or need is. Advocacy and facilitated Advocacy Advocate - is someone who puts forward ideas; views; or suggestions in behalf of someone else. Advocate must only represent the views of the child. Advocates work along side the child.
Personal assistant -some children have a personal assistant to help them. Adults in this role should always empower the child To what extent does your setting reflect a social model of disability.
Describe in what ways the child is involved in their care.
How do the staff show that they focus on the whole child; rather than on the child's needs and impairment.
Are there areas you setting could change their focus? Encouraging the participation of disabled children and young people. It is important that a setting does not just do things for the child. It does not allow the child to learn and develop. It can lead to a child becoming frustrated; feeling agressive or withdrawn.
It is important to allow the child to choose to take part; choose to do activities. If the disability is great; it may be that the child can make limited choices; but it is important that that choice available. Concepts and principles of partnership with parents and carers. SEN code of practice has 7 principles that should be adopted with parents. 1. Acknowledge and draw on parental knowledge and expertise in relation to their child.
2. Focus on the children's strength as well as areas of additional need.
3. Recognise the personal and emotional investment of parents and be aware of their feelings.
4. Ensure that parents understand the porcedures are aware of how to access support in preparing their contributions and are give documents well before meetings.
5. Respect the validity of differing perspectives and seek constructive ways of reconciling different view points.
6. Respect the differing needs that parents themselves may have, such as disability or communication and linguistic barriers.
7. Recognise the need for flexibility and structure of meetings. Best practice when talking to parents Consider where you talk to parents.
Always remember you are talking about a child; not a syndrome or disability.
Listen and acknowledge parents views.
Parents want the best for their child.
Deal sensitively if a parent cries during a meeting. Types of support and information parents my require. types of support and information learning to use communication techniques. If a child has communication needs parents may need to learn how to use Makaton; British sign language; PECS as well as the child. A parent may need help with this. Social and emotional support Parents of Children with Special Educational Needs and Disabilities may need social and emotional support. Parents may feel stressed in public places; isolated; siblings may be affected by it. Financial issues. Parents may have to drop an income in order to care for the child.
There are a range of bursaries that families may be entitled to.
Citizens Advice Bureau can provide advice. Information about services; children and family rights. There are many services available; nationally and locally. Sometimes finding out about these can be difficult, although the internet has made it possible. Some professionals can help too. Organising for parents to get together and talk over coffee so that they can share their experiences is one way that help can be given. This may allow for local organisations to come in and talk to parents. Reflect on your practice in your partnership when working with families. Reflect on how you communicate with those parents who may not come into the setting frequently.
What information do you provide for parents about other services.
How do you the information that parents give you about the child.
How do you gain feedback about your work from parents. Engaging with disabled children and young people. The role of the key worker. Important to work closely with a child and find out about them as an individual. Just because a practitioner knows and understands the disability; does not mean that the practioners understands the child.
Find out what is likely to upset the child?
What is the child's favourite toy?
How does the child show pleasure?
What foods does the child like to eat? A practitioner must be consistent in quality of engagement. Encourage children or young people to express their preferences and aspirations. Adult role to allow children to express their preferences and aspirations. Posture -always get down to their level.
Proximity- ensure that a practitioner is at an appropriate distance away from child.
Quick response - to any attempts to communicate.
adapting langauge- adapt language to suit needs of child but avoid sounding pratronising.
tone - consider the tone - ensure that it is respectful.
time - ensure enough time is given to allow the child to process information.
body language -consider facial expression- ensure warmth; patience and empathy. Ways children may communicate with others. touch - some children may use touch as a way of signally there preferences. eg. put a hand on a shoulder or squeeze a hand.
pointing- some children may point at the item they require.
using pictures and signs -makaton or PECs may be used to communicate.
body language - this may involve nodding of head or blinking of eyes may be way of communicating.
gesture - some children use gestures to communicate. Assessing a child or young persons learning, play or leisure needs. observing.

information from others

preferences of child

barriers and obstacles observations should help us to focus on what children enjoy doing and difficulties they may have. show small steps of progress parents and other professionals can give information on child's needs. important that the child decides what they would like and be involved in the decision making. through talking with others and observing the child; we can identify barriers. A piece of equipment may be needed or a advocate or helper may be required to allow the child to include. Developing a plan. IEP (Individual Educational Plan)
Drawn up using information gleamed from observing; talking to parents; and other professionals.
Aim of IEP is to provide a short term or medium term plan that focuses on the areas of need. Targets are set and strategies to meet the need of the child.
SENCO will be involved as well as parents. IEP should include:-
child's name and date of birth.
date of IEP;number of IEP; date and level of support.
summary of child's difficulties.
child's strengths and interests.
targets that the plan will cover.
criteria for success.
teaching methods and strategies to be used.
staff involved.
date of review; signatures of parent, staff and child. Implementing and evaluating the plan. Implementing the plan A practitioner must implement any plan that is designed. It should be used daily to meet the needs of the child. Evaluating the plan when evaluating the plan a practitioner needs to consider:-
Was the child passive or active in terms of their responses.
What were the positive outcomes of the plan.
How could these have been developed further.
Were there negative outcomes
Were their difficulties in implementing the plan.
What were the views and responses of the parents and other professionals. Overcome barriers types of barriers and ways to overcome the barriers include:-
food - specific requirements and dietary needs, may need support to eat, specific implements to eat.
choosing play opportunities - making choices can be difficult. limiting the choice and showing pictures can be a way of overcoming.
dressing up- some children may need support to dress up as they cannot physically get dressed or undressed.
toy libraries - where some children need specific toys or games, some settings join toy libraries.
supporting visual needs -lighting is important. Use textured resources to help children identify things. Use florescent strips on floor to help children see pathways. Do not change physical layout of room. find toys that may sounds.
supporting children with mobility needs - layout and check child can move. height of tables. Find out how child can participate in physical play. Challenging existing practice and becoming an agent of change. All children have the right to be included and yet the EYFS says that the learning environment should be challenging and enjoyable.

A practitioner must reflect on their practice in order to change. When reflecting it is important to consider. policies and procedures for equality
and diversity to allow all to include.
evaluate whether the practice is culturally sensitive.
systems to monitor, review and evaluate services for disabled children and young people. Partnerships and roles and responsibilities. SENCO

Physiotherapist

Speech and language therapist SALT

Portage workers

Social Workers every setting has a senco who is the coordinator of SEND help to identify a childs main physical problems. They often devise a a programme of exercises which the setting SALT work with children who have difficulties with their language. The identify causes and well as devising programmes of language exercises and advice for parents and teachers. portage was a system that was develeoped in the United States which has been modified. It concentrates on working with children under the age of 5 years. They will visit the home of the child and carry out assessments on them. The parents and portage worker will work together to devise a plan and will support the family to carryout the plan. children with special needs usually have a social worker assigned to them. They often give the family guidance and advice. multi agency and partnership working. working effectively is important. All agencies working with the family and child need to have an open relationship who listen together and whoes purpose is help the child.
Sometimes with having so many practitioners working together, breakdown in communication or different views on how to best help the child which can lead to the multiagnecy system not working well.
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