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Special education needs. Within this essay it will critically analyse and evaluate the Special Educational Needs (SEN) Policy for a setting, which will then lead onto writing a set of guidelines for a new practitioner to work effectively to implement the

Extracts from this document...

Introduction

BA (HONS) Early Childhood Studies Special Educational Needs in Early Childhood December 2010 Rizwana Ahmed Contents Page Evaluative Report 3 - 11 Guidelines for a new practitioner 12 - 15 References 16 - 17 Evaluative Report The focus behind this piece of work is to show that all children have an opportunity to have an education no matter what their specific or additional need is. This is where inclusion falls in and shows that inclusion is not just about disabled children but it includes children who have different variety of additional and specific needs which will enable support that will be available to them. However it will also show them a sense of belonging if each child within the setting is supported and included in each activity that is planned. Within this essay it will critically analyse and evaluate the Special Educational Needs (SEN) Policy for a setting, which will then lead onto writing a set of guidelines for a new practitioner to work effectively to implement the SEN Policy in the second half of this essay. Throughout the years governments have passed a numerous legislations that underpin policies which are adhered to within the early years settings. A major approach for Special Educational Needs was the (1978) Warnock Report which introduced the following terms to prevent children from being labelled by their medical conditions, " * Speech and language disorders, * Visual disability and hearing disability, * Emotional and behaviour disorders * Learning difficulties, specific, mild, moderate and severe". Soan.S,(2005:17) The report then followed onto The Education Act 1981. This Act provided the basis of approaches to identifying children with SEN which allowed them to meet the needs of those children once their needs were identified. At this moment of time the Special Educational Needs Code of Practice (CoP) 2001 which was an amendment to the SEN CoP 1994 as well as the Special Educational Needs and Disability Act (SENDA) ...read more.

Middle

Therefore early development does not necessary follow the developmental norms for example what might be just a level of maturity issue could be diagnosed incorrectly as SEN. All staff members are responsible for identifying needs within children, once these needs are highlighted the staff work alongside the SENCO to ensure that they intervene appropriately at an early stage with the correct provision and support for the child. To ensure that the child is progressing the class teacher observes the child and if they still have concerns that the child is not progressing the SENCO will intervene again. On this occasion the SENCO will decide whether the child needs to be put on the Early Years Action/School Action. Once the need is highlighted the setting will set an IEP, the IEP details the main area of concern/focus which depends on the needs of the child. Therefore specific set targets or teaching strategies will be set ideally of 3 to 4, these targets will be measureable and achievable by the child which will enable them to progress onto. Additionally if clear progress is still not being made it may be crucial to move up onto the next stage of statementing, Early Years Action/School Action Plus. At this phase of process the SENCO will seek advice from external agencies for example, Educational Psychologist, Speech and Language Therapist etc. It is important for the SENCO to liaise with all parties including the parents to ensure that the child's needs are being met therefore the IEPs should be reviewed regularly to ensure that the child is progressing. However if it still seems that adequate progression is still not being met, it may be decided to apply for a statutory assessment. Crowne.E, (2003:25) argues that "I.E.P.'s should inform planning for use within the group". Although the statementing process has its advantages it can also be deemed to have downsides too as statementing can vary on the time it takes to actually obtain the statement of SEN. ...read more.

Conclusion

* The IEP will then be reviewed to see whether the child has made adequate progress. If the child still seems to be struggling with the targets that were specified further action should be required. * The SENCO will place the child on the school action plus and involve external agencies for advice on how to support the child's needs. Parents again will be notified of this change. * The IEP will again be changed and have similar targets that will be achievable for the child and adequate support will be given. * Once the IEP is reviewed again with parents and external agencies it will then decide upon whether the child is making progress. If child is still struggling a statutory assessment will have to be granted so that the child can be statemented. Parental involvement * A copy of each IEP of the child will be sent to the parents to notify them of any changes. * The change of support will be notified by letters. * Parents are invited to annual review meetings to discuss child's progress. * Parents evenings and parental enquires such as grades behaviour etc. Admission arrangements Before children join our setting we allow parents to come and visit the setting to ensure that it is accessible and also to check our facilities. We have a one level building which can be accessed by all however some classrooms have single steps but there are still other routes which the classrooms can be accessed by. Rather than having doors we have screens and the doors that we do have we ensure that they are fitted with slow enclosures. Resources The school ensures that every child has access to the relevant resources that they require. The SEN budget is spent on human and material resources. The children that are at School Action Plus the SENCO support them either in small or individual groups. All children which are statemented or on School Action/School Action Plus are supported by learning support assistants as well as the SENCO. ...read more.

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