The convention also says that children who are disabled must be helped to be as independent as possible and to be able to achieve their fullest. (Article 23)
See Appendix
- The Disability Rights Code of Practise
This Act says that every child should be treated same, settings should work with agencies, involve parents and give parents right to appeal if they feel they want their child to have extra support.
The Processes are called:
- Early Years Action
- Early Years Action Plus
The Earl Years Action (provision provided within setting) process involves
- Child’s problem Is identified
- IEP is drawn up
- Parents are involved
- SENCO is involved
- Child is monitored
The Early Years Action Plus (provision provided from outside agencies if child not making progress and still has difficulties and need specific support)
Involves
- Outside agencies get involved
- Special assessment done
- Support and advise given to child, equipment provided for child’s needs
E3)
Types of provision available to support children with special needs and their families
- MENCAP
It’s the UK's leading learning disability charity (voluntary organisation) working with people with a learning disability and their families and carers.
- They help people with a learning disability to live their lives in ways that they choose, and in a home that they choose.
- They want to improve the lives and opportunities of children and adults with a learning disability, their families and carers.
- They campaign for greater opportunities and challenge attitudes and prejudice.
- They also provide advice and support to meet people's needs throughout their lives.
- They run residential/day care services and leisure groups.
- They support people with a learning disability to be part of their local communities.
- Sure Start
It’s a government programme to transform lives of children particularly disabled, with special needs and who live in disadvantaged areas and to give better outcomes for parents and communities also.
Sure Start programmes refer families whose children have a disability or special need to appropriate services. Possible help parents could get is financially, practical and emotional help& support and voluntary and/ or statutory services.
Its aims are to
- Provide less advantaged children with childcare
- improve health and emotional development for children of a young age
- support parents as being parents and help them towards employment
It works with
- Local authorities
- Primary Care trusts
- Job canter plus
- Local communities
- Public agencies
- Voluntary and private sector organisations
It’s a very successful government programme which contributes to assessment of children’s needs.
- Social Services
Social Services give support/ advice to children with disabilities and their families. They provide information on a number of services including help for parents and respite care (where child goes into residential care for a short while to give the parents rest), social services and equipments to help around the home. They can tell parents about other local services and facilities available to them for help such as , () and .
- Local Authorities
All local authorities (LA’s) have a duty to provide information, advice and support to parents of children with SEN.
This should be provided by staff working separately from the LA's SEN team.
Some parent partnership services are based in the voluntary sector but most remain within the LA.
Most services also offer access to Independent Parental Supporters (IPS’s) who are volunteers trained to provide individual support to parents.
E4)
Factors that may cause children to have delayed development, impairment or disability or that affect their ability to learn may include:
Long term disabilities which are mainly caused by illnesses such as heart disease, cancer etc.
Genetic factors, where a faulty gene leads to a disabling condition i.e. sickle cell disease, downs syndrome etc.
Abnormal genes can cause abnormal growth& development resulting into impairment, disability or even death.
Severe head injuries or accidents can lead children to have a disability, impairment or even death, therefore it essential for parents/ carers to follow the health and safety procedures and ensure children are not climbing up high etc.
Illnesses and accidents can lead to impairment, disability or even death. Many accidents can be prevented with good care and knowledge of health and safety.
Housing conditions such as overcrowded houses could lead children to have conditions such as bronchitis or asthma and they could get even severe, if no action is being taken after.
Any risks during giving birth or delivery could affect children’s health and development after being born.
In some cases, the mother's immune system reacts to the fetus and attacks it as if it is an infection. This will cause newly formed brain cells to settle in the wrong part of the brain.
Or during delivery, the umbilical cord can get twisted and can temporarily be cut off oxygen to the fetus. This can also impair brain functions of the baby and lead to LD (Difficulty reading and memory problems).
Environmental factors such as Cigarettes, Drugs, Alcohol, Pesticides etc can also lead to learning disabilities.
When drugs, alcohol or cigarettes are taken they go directly through the fetus.
Mothers who smoke are more likely to have very small babies and heavy alcohol intake can lead the child to have a fetal alcohol syndrome, a condition that can lead to low birth weight, intellectual impairment, hyperactivity, and certain physical defects such as problems with learning, attention, memory, or problem solving.
Pre mature babies have a higher chance to have a learning difficulty than normal babies. Babies who are born early their brain doesn’t develop fully, as the final weeks of pregnancy are linked to brain growth of the baby inside the mum’s womb.
E5)
Dyslexia
People have difficulties processing written information. This can cause problems with reading, writing and spelling.
Dyslexia tends to run in families and it affects the person for their whole life, but can be minimised by special treatments and special ways to work and learn.
In order for the child to achieve their fullest and to be supported it is essential for adults to step in.
The practitioner should first of all know who has the condition and should have knowledge about the condition in general.
Teachers can get training from outside to get to know more about dyslexia.
Where necessary most schools arrange for children to be assessed by the SENCO or by an educational psychologist.
SEN Children who are on the Special Needs Register of a school will have an individual education plan (IEP).
See E2 for more details
Structured language programmes include for ex. the ‘Alpha to Omega Programme’. Practitioners need to ensure dyslexic children can get access to these programmes.
The programme offers practical help in teaching, reading, writing and spelling to adults and children with learning difficulties, including dyslexia. By following the programme it helps to boost dyslexic children’s learning.
A multi sensory teaching method is the most effective teaching method. The majority of dyslexic children experience confusion over the direction of ‘b’ and‘d’. They can both be seen as a stick with a circle but won’t remember at what side the circle was or is. A practitioner when multi- sensory teaching dyslexic children might give the child an experience to feel the letter ‘b’ by getting the child to draw the letter large on the carpet or draw it with a finger large on sand. 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.’’
E6)
Ways to help children with special needs/ disabilities to play and develop with others and to succeed
Children with special needs and disabilities usually receive help but often what happens is that they don’t get proper help for their needs, the help they receive depends on where they live and this shouldn’t be happening.
Those people working schools and other early years settings need to ensure they provide services in a suitable way.
The SEN strategy makes sure children with special needs achieve their full potential.
They also get support from health and social services so that the children develop, succeed and play with others.
All teachers should ensure they include children with special needs in the day to day activities and not leave them out. That’s called inclusion.
Self empowerment is when children are encouraged to be independent. The child can be asked what they want to do (allow them to make choices).
Teachers can make this sure by offering those children with the help and support they need from outside agencies etc.
Settings should ensure they have all the necessary equipment for the children in need.
Practitioners need to ensure they intervene as early as possible so that children receive help they need and that parents can access to suitable childcare as soon as possible.
Practitioners should ensure they have good partnership with parents so that parents have also a say and are confident of what their child is doing.
They should spend more time to support early intervention and inclusion and work less on SEN paper work.
Settings should work more with voluntary organisation such as MENCAP so it makes improvements in practise and raises awareness of effective approaches.
Settings should ensure that they obey to the Every Child Matters Scheme as special children will then succeed and will be able to play and develop with others.
Practitioners can help children with for example dyslexia to help them enjoy and achieve by for ex. Multi sensory teaching. Settings should ensure the teaching they do is suitable for the child’s needs and wants.
In Tassoni et la, 2007, pg.157, it outlines the 5 main points to create a positive environment, these are:
- Valuing children
- valuing parents
- sharing positive images of children
- being a good role model
- planning an anti- bias curriculum
E7)
Role of practitioners in maintaining privacy and dignity of children in situations where intimate personal care is needed
Before undergoing any intimate situations of care the practitioner should consult with the parent and child first.
Examples could include when taking children to the toilet. Here practitioners need to ensure that when they are in the toilet they are not watched by other children. Also when nappy changing babies and toddlers we need to make sure that children are not changed in front of everyone. They should be taken in a nappy changing room away from all others in a setting.
When children are changing clothes they shouldn’t be watched and girls and boys should at a certain age not dress up in front of each other. These matters are all very private and intimate and they should be taken into account as children may feel embarrassed and exposed when they change in front of others.
Another factor which needs to be taken into consideration is that when a child has to take a medicine the appropriate person gives it to him/ her in a place where its ways from other children and staff. Also medicine should be kept away from children, in a safe cabinet locked away where only certain members can have access to. Parents tell staff on the phone or when taking the child to nursery that their child has to take certain medicine and they give it to the appropriate staff.
Practitioners need to ensure that whatever they do, they follow the policies and procedures of their setting as it will safeguard children.
E8)
Professionals who support the needs of children with special needs and their families
Speech& language therapist
They help to prevent speech, language and swallowing difficulties.
They work with children, babies and adults.
They help parents to support their child, assess and diagnose child’s difficulties and work with them to develop their communication skills, monitoring their progress regularly.
Babies with
-
feeding and swallowing difficulties
Children with
- mild, moderate or severe learning difficulties physical disabilities
- language delay
- specific language impairment
- specific difficulties in producing sounds
- hearing impairment
- cleft palate stammering autism/social interaction difficulties
- dyslexia voice disorders
- selective mutism
Adults with
- eating and swallowing and/or communication problems following stroke
- neurological impairments and degenerative conditions including: head injury, Parkinson's disease, motor -neuron disease and dementia
- cancer of the head, neck and throat (including laryngectomy)
- voice problems
- mental health issues
- learning difficulties
- physical disabilities
- stammering (dysfluency)
- hearing impairment
http://www.rcslt.org/aboutslts/
Occupational therapist
They help children improve their developmental function by therapeutic techniques, environmental adaptations and the use of special equipments.
They are concerned with difficulties children have to perform their everyday life, i.e. drinking, eating, dressing up, sitting on a chair etc.
They assess children first by clinical observations or tests and then draw up a treatment plan. The treatment programme can be performed in the child’s house, in groups or individually. They can help children with handwriting (fine motor co- ordination), activities to do in daily life i.e. dressing up etc.
D1)
Why practitioners should carry out their role in a sensitive& non judgemental manner
Practitioners should carry out their role in a sensitive and non judgemental manner because they have to follow the policies and procedures of the setting. The law has set responsibility to all practitioners to follow that so that the child feels valued, respected and enjoys and achieves their fullest. Children have to be put first at all times (paramount) because this is out duty as practitioners, as children will only then achieve their fullest.
Practitioners should also remember their role, so that it shows children that we respect their views, opinions, values& believes. We should ensure children’s individual needs are met, only then children will feel valued.
Working in partnership with parents shows that practitioners respect the child and his/ her family. It also shows that practitioners promote inclusive practise by involving everyone and not leaving anyone out. This will help maintain inclusion and diversity within the setting.
Children would see practitioners as role models, because when practitioners are a good role model to children they would also be a good role model to other children.
Having a non- judgemental approach will help child to develop confidence and high self-esteem as there won’t be any discrimination against anyone.
Empathy for a disabled child is essential as they can get frustrated quicker than others and it is important for us to ensure we understand how they feel and are sensitive towards them so that they feel confident and achieve their fullest.
C1)
Support available for adults who care for children with special needs
The parent centre gives information and supports parents on how to help with their child's learning, give advice choosing a school and finding childcare.
Help and support parents can get whose children are disabled or have special needs are
-
by going on this site which provides information how to care for a disabled child
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Contact a family is a national charity which provides support and advice to parents whose children have special needs or disabilities, regardless of their particular medical needs.
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If a parent is not happy with what the school does for their child they should talk to the SEN coordinator (SENCO) or the child's class teacher or subject teachers, or the head teacher. A SENCO is responsible for liaising with outside agencies and to monitor the IEP of a child.
Most services also offer access to Independent Parental Supporters (IPSs) who are volunteers trained to provide individual support to parents.
The Every Child Matters- Change for Children programme is increasing the range of multi-agency services available to children and families by working within children's centres and extended schools through to multi-agency teams. These services are essential for delivering better information and support for parents and carers.
Financial problems concerning living and medical costs if they are private
Their self-esteem and confidence may be affected if their child has SEN or a disability, therefore it’s the practitioners’ role to re assure them and work closely with them
B1)
Benefits of an inclusive approach for a child with special needs
Benefits of inclusion are that when children with different disabilities and learning needs are together they are more likely to learn from each other and help each other, develop children’s social skills, builds stronger peer relationships and enhances their academic performance.
Inclusion allows children to see that every individual child is different. Children will therefore learn about equality and individuality.
Inclusion allows all children no matter what their ability, disability, race and religion is to have the same opportunities and same rights.
Inclusion is all about including parents in decision making and keeping them informed about their child’s progress.
Inclusion means providing all children with materials and resources for their needs. Children with for example sights problems can benefit from visual materials such as ICT or taped materials. If their needs are met there are more likely to achieve their full potential.
Barriers for children to achieve
Specialist equipment and/ or childcare which might only be private could cost a lot of money and parents might not afford to provide their child with that.
Children with special needs might feel different and put off while learning in a normal school with normal children around them. They might get bullied or be left out and it may be difficult for them to form relationships.
If the child has a learning difficulty but it’s not severe and they are still classed as SEN children, they might feel down and depressed about being different and having a SEN.
A)
Multi- agencies working together have proven to be an effective way of supporting children and young people with additional needs, and make improved outcomes for them and their family.
School staffs identified that multi agencies working together have led to an increase of the children’s overall well- being and happiness. Children also improved their behavior. People who have worked with children who were disabled and families with key workers have seen that they lived a more quality life than before and had better relationships with services.
Other identified outcomes of multi- agency work are (Atkinson et al, 2002):
- Access to services not previously available, and a wider range of services
- Easier or quicker access to services or expertise
- Improved educational attainment and better engagement in education
- Early identification and intervention
- Better support for parents
- Children's needs addressed more appropriately
- Better quality services
- Reduced need for more specialist services
More benefits
- Maximizes children’s experiences& learning because there are lots of people under one roof to benefit the children’s learning and development
- Will identify needs and sources 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