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Working with children with special needs

Extracts from this document...

Introduction

Unit 14- Working with children with special needs E1) Definition of Special Need/ Disability It's is when someone has a physical or mental impairment that has long term effects on their ability to do the same things as other children on a daily basis. They are supported by an SEN Department within the school staffed by Teaching Assistants and organized by a Special Educational Needs Coordinator (SENCO). Children who are classed as Special Needs are 'statemented' which means the local authority will set. It's a legal binding document which specifies child's specific needs and is reviewed yearly. Social Model of disability The views that people have on disabled people is socially created. It's not our fault that we have some sort of impairment and we need specialist help because we are different. Disabilities don't make you less suitable for society. It's just in peoples minds to discriminate against people who seem different. Reasons could include fear of what people are going to say, prejudice& ignorance. The disabled people's movement believes that there's a cure for every problem of disability. http://www.selfdirection.org/dat/training/course01/level2/03.html?cmd=session&s=0143566109330521__guest__19519474154 Medical Model of disability This model looks at disabled people as a problem. We are meant to fit in the world, if we don't we are detached from the real world and kept in institutions where we they people take care of us and where our special needs are met. This is the medical model of disability http://www.selfdirection.org/dat/training/course01/level2/03.html?cmd=session&s=0143566109330521__guest__19519474154 This model shows how disabled people are made the problem and all the negatives which a disabled person has. This model suggests that disabled people should try wherever possible to live in society as all normal people live. E2) The legal requirements that support special needs are: 1. The Disability Discrimination Act 1995 (DDA) It aims to end discrimination that disabled people face. It requires settings to * Not to treat people less favourably (different to others) ...read more.

Middle

This will involve the child using their arms, their sense of balance and their whole body (gross motor). They will remember the day their teacher made them write on the carpet and can use that memory the next time they come to write the letter. The idea behind this teaching is using touch and movement senses the most so that these children learn and achieve their full potential. The child should be encouraged so that he/ she feels valued and confident. Early intervention and careful assessment are crucial so that the child receives good care and achieves his/ her best. To help children progress, practitioners need to know information about what the children know and understand. Through observing children and by taking notes when necessary about what has been achieved, practitioners can judge about children's achievements and decide on the next steps in learning that means what can be done or be provided to them in order to achieve their potential. This is called `observational assessment'. They can also exchange information with parents about how children are progressing. This process, known as 'assessment for learning' is the key to get good achievement. Sharing information is also very important once you have assessed the child. That means we should talk about the child's needs and steps which need or should be taken with other colleagues, other professionals coming in from other agencies and parents also. The information of children such as how they are progressing in for ex. reading skills can be passed onto agencies who are allowed to see the information. For ex. if a child has SEN, the child's teacher is allowed to give certain information about the child to agencies who can help the child in achieving. In (Iain MacLead- Brudenell, (2004), pg. 415), it outlines the value of partnership, he says, that, ''promoting partnership with parents in the early years will lead to positive outcomes for the children, families, practitioners and setting and communities and society as a whole.'' ...read more.

Conclusion

of support for individual children * Targets support and early intervention can be made so child achieves full potential * Completion of Common Assessment Form * To meet needs of individual children, their family, the setting and the community Multi- agency working is easier when all services have SMART targets and when all of the services' aims link with each other. Then communication is straightforward and easy. It should also be taken into account to have a time frame for results to be achieved. When different services work together they need to share information with each other to get a good picture. Sometimes services fail to communicate effectively. Working in a multi- agency gives a good opportunity to take a more holistic approach to meet children's needs and to provide them with early intervention services. If a particular person has an area of expertise, he/ she can support children better in their certain area. It is essential to also respect and value the knowledge and skills of other professionals, only then everyone will be able to work effectively together and benefit the child and his/ her family. Also if all services are contacted they get a CAF Form which is given to everyone. A CAF is an assessment of a child's additional needs and decides how those needs should be met. It can be used by practitioners across children's services in England. When we work in a multi professional team we also need to consider our role and how we are going to work. We need to know what is required from us& who has the most power in the team? Do some have more status than others? Then we need to find out how to take decisions and who has the overall responsibility? Who is the team leader? All this can be very stressful and a quite challenging for members and needs to be taken into consideration beforehand ?? ?? ?? ?? Quratulain Ahmad Pin number: 07/478845 Centre number: 394 Merton College 1 ...read more.

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