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Children and additional needs - legal requirements and support services.

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Introduction

Sofia shafi Unit 9 D1 - The main legal requirements that support children with additional needs and their families are -The Disability Discrimination Act 2005 -Special Education Needs and Disability Act (SENDA), 2001 -Special Education Needs Code of Practice, 2001 -The Children's Act 2004 D2 - Settings should have an inclusion policy as every child has the right to feel valued and included. An Inclusion policy ensures that all children are involved in every activity regardless of their gender, lifestyle or additional needs or religion and all the children should be given the same opportunity as all the other children to see there full potential. Children should be encouraged to do well even though they have disabilities because this builds there self confidence. Practitioners should always respect every child's individualism and also should understand if a child has a disability because every child is unique and acts/learns in different ways. It is important to have written guidelines because this helps parents understand what steps are taken while there child is being cared for, guidelines also help staff members know what steps they have to take. The following website http://www.firststepskindergarten.co.uk/page.php?currentpageref=129 explains a special educational needs and inclusion policy and states "We believe that all children in our setting have the right to feel safe, secure and cared for in a learning environment that creates opportunities to socialise and play with peers. This is important for the nursery and the wider environment." Children have the right to be shown respect for their family's culture and values and how it enriches the learning environment and a broad and balanced curriculum, which meets their needs through appropriate challenges. This relates to the equality and diversity policy. If a setting did not have an inclusion policy then every one would be treated differently and probably be set into different ability groups this is discriminating the child's abilities and this is bringing the child's confidence down. ...read more.

Middle

If you don't know what you are doing it can be dangerous for children and staff. For example if another child puts on a hearing aid and they turn it up too high they could burst their eardrum. Using equipment safely is a legal requirement of the Health and Safety Act 1974. Settings should include in their health and safety and inclusion policies how they plan to ensure safety with the equipment. This should include regular risk assessments. Equipment and aids are provided by the services that are supporting the child and its family. In some cases, the professionals that support the children will teach the practioners at the setting and family members how to use them. That means then parents, practioners and the child themselves know about them. P, Tassoni Childcare and education, Heinemann page 356 states that "you must follow instructions carefully and carry out any routine maintenance procedures given, particularly for equipment which supports children's mobility or takes there weight. For example a hoist that is not being used properly may cause injury". The welfare and safety of the child with additional needs and other children in the setting is paramount and if you don't know what you are doing the child suffers. National standards cover all aspects of children's care, including safety, food and drink and child protection. National standard 5, titled equipment describes, furniture, equipment and toys are provided which are appropriate for their purpose and help to create accessible and stimulating environment. They are of suitable design and condition, are well-maintained and conform to safety standards. D9 - Books: P, Tassoni, Childcare and Education, Heinemann, 2007 Internet: www.bda.org.uk Date accessed 15/04/2011 http://www.teachers.tv/videos/engaging-with-parents-the-three-way-relationship Date accessed 19/05/2011 http://ag.udel.edu/extension/fam/FM/issue/selfesteem.htm Date accessed 25/5/2011 http://www.firststepskindergarten.co.uk/page.php?currentpageref=129 Date accessed 26/05/2011 http://www.brighthub.com/education.special/articles/66128.aspx Date accessed 15/05/2011 C1 - One way to communicate effectively with children and their families is to remove barriers to communication. A "communication barrier" or "a barrier to communication" is anything that interferes with the transfer of intended information from a sender to a receiver. ...read more.

Conclusion

By being welcoming to children with additional needs, other children will follow and respect children from different backgrounds and diverse community's. A practitioner should also try and involve a child with a visual impairment at story time, for example the practitioner should get books that have brail so the child can read books on their own and feel independent. The practitioner should also try and find touch and feel books, so the child feels welcome and feels like people care about him or her. According to this website: http://nationalstrategies.standards.dcsf.gov.uk/node/132585 All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. This quote explains how each and every child has the right to take part in activities and develop as an individual whatever their background or religion. I have also realised that while working in a nursery environment, the practitioner has to make sure there is an open area for an additional needs child, for example a student that has a wheel chair. Practitioners should ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. It is important for the practitioner to notice that the dressing up clothes area in the setting have clothes to be easily accessed and removed for a child with an additional need. The practitioner should also try to get different types of materials available in the dressing up area, for example silk, cotton or rough and smooth clothes so that a child who has a visual impairment can interact in the dressing up corner and not feel left out. A practitioner should also try and involve a child with a visual impairment at story time, for example the practitioner should get books that have brail so the child can read books on their own and feel independent. The practitioner should also try and find touch and feel books, so the child feels welcome and not discriminated. ...read more.

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