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Working with children and parents - legal framework, plannin, supporting and communicating.

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Introduction

Assignment criteria D1 - List the legal requirements that support children with additional needs and their families Education Act 1944 The Education Act 1944 states that children with additional needs should be taught alongside other children. The parent's views should be heard in whatever has to be said about their child. Also every child should be recognised as an individual so that their needs should be catered for. Warnock committee and report This is not a piece of legislation, it is a report. The report is to help with early diagnosis. It was suggested that a team of multi-disciplinary professional should assess the child's whole need and they should be reviewed annually. The report helps children and their parents the first five years and it is suggested that a social worker or health visitor should support the family. Education Act 1981 This Act was a direct result of the Warnock report. The Act was concerned only with children with additional needs and was brought about major changes in their education. In Particular the Act recognised the essential role of parents as partners with the school in the education of their children. The role of the parents in education was seen as crucial to the children's progress. ...read more.

Middle

speech and language therapy. It is really important that a practitioner views each child as an individual. All children have different strengths and weaknesses. It is not good to assume that the same idea will work for all children. There are lots of ways you can recognise that a child has an individual need. By the child's behaviour you can recognise if the child has an additional need. Ad the behaviour may not be appropriate for their age/stage development. If a child is extremely clingy and is showing signs of attention seeking it may be because of their development. Having regular observations means you can build up a clear picture of the child. Observations help the practitioner see if the child is making progress and you can see the child's skills and abilities for their milestones and sequences of development. By talking to the child's parent s they can tell you if they are not developing or if the need extra support when they are at home. Another way to help a child would be planning. The SENCO would draw up an IEP (individual education plan) of action to look at the child's current needs and ways of supporting the child. ...read more.

Conclusion

C1 - Discuss two (2) ways to communicate effectively with parents and their families 1. When talking and listening to parents you have to make eye contact. The practitioner has to try and not interrupt the parent and also try and encourage further conversation. If the parents seem upset or want to discuss something in private, you have to find somewhere suitable to talk. Make sure the limits of confidentiality is clear, you have to assure the parents that you will deal with any information shared professionally. You have to avoid using jargon as this is off putting and limits the effectiveness of your communication as the parents might not understand what you are talking about. 2. If the parents do not speak English you have to try and organise someone to interpret for them. All parents, not just those how speak English, will want to be consulted about their child's progress. You can summarise the points that was made during and at the end of the discussion as this may be particularly helpful if the parents has come to discuss ways of dealing with a problem. ?? ?? ?? ?? Unit 9 - Supporting children with additional needs ...read more.

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