Working with children with special needs

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Quratulain Ahmad

Pin number: 07/478845

Centre number: 394

Merton College

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  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)
  • To provide them with resources/materials they need
  • Not disadvantage them in any way (not leave them out because they are disabled)
  • Recognise them as being different (value their differences)

Working practises have the responsibility to promote all the things listed above. The Act aims schools to bring greater benefits to disabled pupils, staff/ others.

Disabled people now have a wide-ranging set of rights which they can enforce.

  1. Special Educational Needs Code of practise (SEN)

The code takes into account SEN Provisions of the Special Educational Needs and Disability Act 2001

  • A stronger right for SEN Children to be educated in a public school
  • A new duty on schools to inform parents when they are making special educational provision for their child
  • A new right for schools and nurseries to request a statutory assessment of a child
  • New duties on The Local Education Agency (LEA) or the school district, to arrange for parents with SEN children to be provided with services offering advise and support

  1. Individual Education Plan (IEP)

Children who have particular special needs who are on the Special Needs Register of a school will have an individual education plan to help them enjoy and achieve their full potential in their education.

Constant monitoring is essential in order to determine the progress and what other needs need to be met. The targets must be related to the areas of difficulty, and be specific, measurable, achievable and time managed. An IEP is monitored 3 times a year.

An IEP includes

  • Targets- all should be SMART
  • Provision- details of extra support that students will get
  • Outcomes- students progress and previous targets

This is how an IEP looks like this:

If the child doesn’t make enough progress under School Action, their teacher or SEN coordinator (SENCO) will talk to their parents about asking for advice from other people outside the school. They could include a specialist teacher or a speech& language therapist. This extra help is called School Action Plus.

If the school the child goes to still can’t give the child all the help they need, a professional who has been involved with the child may ask for a 'statutory assessment' (a detailed inquiry to find out what the child's special educational needs are and what special help the child needs.)

  1. The Children Act 1989

It provides for support from local authorities, particularly for families whose children are in need.

The Act tried bringing together lots of legislations. It talks about child protection& parents responsibilities. It states that the welfare of children is paramount (Children’s needs& interests come first at all times even if it causes us incontinence). We need to ensure we adopt this value in our setting by valuing the differences and respect each individual’s views& opinions and include everyone in all activities. We need to ensure we promote diversity and inclusiveness by involving every child in all activities no matter what race, religion, sex, background, or needs children have.

A general duty is placed on the local authority to safeguard them and promote the welfare of children who are in need and to provide a range of services appropriate to their needs.

  1. The UN Convention on the Rights of the Child

The convention is divided into articles. Some relate to disability.

Reference from Tassoni P. et la (2007), pg. 115

Article 2: The right to be protected from all forms of discrimination

Article 3: The best interest of the child to be the primary consideration in all action concerning children

Article 28: The child’s right to education with a view to achieving this right progressively on the basis of equal opportunities

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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

  1. 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) ...

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