An example of a health professionals and what services they offer is the educational psychologists, these are professionals who have been trained to asses children’s development and learning. They are able to identify children’s needs and help parents and professionals meet them.
D5 –
It is important to everyone working with children must be able to recognise when a child may have an additional need.
The first step in the process of accessing children with their needs is to observe them while working with them regularly. Observations and record keeping help you to identify when a child is not making progress or when a child’s development is different to other children.
Another way a practioner can identify the individual needs of children is by communicating with the parent or carer. Parents sometimes are the first people to notice that their child is not developing at the expected and may require extra support.
For example a parent may tell the practioner that the child has been having problems when it comes to seeing words from a distance and may have a slight visual impairment. The practioner could note this as it may be an additional need. Because of this the parent may ask the practioner to keep a close eye and monitor the child to compare his vision for when he is at home to when he is at the setting.
Listening carefully to parents and communicating with them is therefore a very important part of working with all children. Another way to discover if children have additional needs is through their behaviour. Children can show unwanted behaviours that are not accurate for their age range because they may have an undiscovered need.
For example a child who is not settled may be severely attached and constantly seeking attention.
Tassoni, P Childcare and education, 3rd edition Page 139 states “while it is of course important respond to unwanted behaviour, it is more important to think about what the causes of the behaviour might be”.
As well as observing skills and abilities, practioners should also notice the child’s emotional well being for example if they do not smile or make eye contact with others.
It is important to plan to meet all children’s needs. All settings need to have procedures for planning to meet the individual needs of children. An individual education plan helps to track progress and set out targets for achievement. If practitioners do have concerns they should inform the parents and the manager of the setting. For example they may need to contact a Speech and Language Therapist if they have concerns about a child’s language development.
An individual education plan helps to notice if a child may have an additional need and at ways of supporting the child. The purpose of an IEP is to assist your child in making progress with learning and to help raise his/her achievement. It also assists staff in providing additional support for your child. They are discussed between parents and the members of staff. If a child does show signs of having an additional need then a discussion will take place with health professionals and early year services to make sure this is identified correctly.
D6 –
Practitioners can develop positive working relationships with parents and families by ensuring that they are welcomed into a friendly environment. Meeting with parents and working through individual education plans is an essential part of supporting children with additional needs, so it is important for the parent to feel at ease so that parents can properly contribute. Parents who have children with additional needs will need reassurance as they are under more pressure than usual; parents feel emotional, frustrated and can be under a lot of strain. It is therefore important that practioners work effectively with parents.
Good communication skills should also be applied when developing positive working relationships with parents and families. Practioners should ensure that their tone of voice is soft but clear, body language is positive and eye contact is kept.
The SEN code of practice 2001 outlines seven key principles when working with children and their parents. These principles are based on good practice, when working with children with additional needs it is vital to acknowledge and support the role that parents and careers play in their child’s life. One of the principles is to focus on the children’s strengths as well as areas of additional need. This means that this principle should help the practioner to remember that children are `whole people`, not problems that need curing or sorting out. You should think about the language you are using and how it might sound if it was said to you.
As you can see from the clip above Compton school in Barnet is leading the way with parental engagement and believes that involving parents can dramatically improve pupil attainment. Parents are granted access to the school's e-portal, enabling them to retrieve detailed information on their children's achievement and behaviour and supporting the parents to the best of their ability.
D7 –
All children should be supported to join in activities and experiences. For this reason activities will need to be adapted to the child’s needs. For example a child who has a visual impairment will need support when it comes to story time. The practioner will need to provide brail books or books with sound. This will help the child follow along with the group and feel included. Also while the teacher is reading the story they should sound out the words and describe the actions so that the child can join with the actions and feel included. Another example of a way that practioners can plan to support a child with an additional need is if a child has language problems they have a LSA (learning support assistant). They provide support for the child when needed and observe the child closely and keep a record of his progress. When a child has a language problem the practioners and LSA can support the child by helping them learn words with songs. This is a fun way for the child to make progress with words. The role play area can help the child to recognise people in uniform such as policemen and doctors/nurses. Doctor’s items can help the child match the items to the uniform and understand what a doctor does and a police man or woman. Practioners can also try the buddy system. This enables the child to communicate with another child that speaks the same language. This child translates certain information to that child so that they can be included and join in activities. This can help the child feel more comftable also as they can join in activities with other children instead of feeling left out.
D8 –
There are many aids and equipment that are used to support children with additional needs. Some children may have aids and equipment that will help them with a sensory impairment such as hearing or sight; they may wear a hearing aid or glasses. It is important to use specialist aids and equipment safely because the aids can be vital for children to do well so it is important to check them. For example a child with a hearing aid that needs batteries will not be able to engage in activities and talk to other children. This means that it is essential to learn what each piece of equipment does and how to use it. If you don’t know what you are doing it can be dangerous for children and staff. For example if another child puts on a hearing aid and they turn it up too high they could burst their eardrum. Using equipment safely is a legal requirement of the Health and Safety Act 1974. Settings should include in their health and safety and inclusion policies how they plan to ensure safety with the equipment. This should include regular risk assessments. Equipment and aids are provided by the services that are supporting the child and its family. In some cases, the professionals that support the children will teach the practioners at the setting and family members how to use them. That means then parents, practioners and the child themselves know about them. P, Tassoni Childcare and education, Heinemann page 356 states that “you must follow instructions carefully and carry out any routine maintenance procedures given, particularly for equipment which supports children’s mobility or takes there weight. For example a hoist that is not being used properly may cause injury”.
The welfare and safety of the child with additional needs and other children in the setting is paramount and if you don’t know what you are doing the child suffers. National standards cover all aspects of children’s care, including safety, food and drink and child protection. National standard 5, titled equipment describes, furniture, equipment and toys are provided which are appropriate for their purpose and help to create accessible and stimulating environment. They are of suitable design and condition, are well-maintained and conform to safety standards.
D9 –
Books:
P, Tassoni, Childcare and Education, Heinemann, 2007
Internet:
Date accessed 15/04/2011
Date accessed 19/05/2011
Date accessed 25/5/2011
Date accessed 26/05/2011
Date accessed 15/05/2011
C1 -
One way to communicate effectively with children and their families is to remove barriers to communication. A “communication barrier" or "a barrier to communication" is anything that interferes with the transfer of intended information from a sender to a receiver. It is a barrier between people stopping them from communicating and understanding one another.
If a child does not speak English the teacher can support the child by giving them an activity which involves matching pictures with words. This will help the practioner communicate with the child as they begin to learn new words and recognisation. On the other hand if the parent does not speak English it is important that there is an interpreter available for any available parent meetings. Another way to communicate effectively is to provide privacy for the child and their family. This is because the child with an additional need may be embarrassed. The parent may feel worried that other people are not able to accept and cope with their child and may feel reassured if they are spoken to in privacy and given the support needed.
In order to communicate with a child that has a hearing impairment all staff members have to make sure that they speak clearly and maintain eye contact while communicating with the child. Due to the child having an additional need he or she should have an IEP (Individual education plan) this plan is very helpful because it makes the staff members around notice if the child has any other additional needs or if the child has improved in any skills which he had a low ability in before.
At my placement there was a child who has a hearing impairment while at parents evening the teacher had filled up all the IEP information which was required, the parents were very happy to see that the child had improved in many different aspects which made them proud. While the teacher was talking to the parents I realised that she was very kind and used a positive approach for example saying terms such as “I am very proud of him “and “I am happy he is in my class” these are good signs for parents because they know that there child is not a burden for the teacher and she appreciates him as an individual. The teacher was also giving positive body language such as eye contact she was also smiling and talking calmly.
B1 –
There are many barriers that can stop a child from participating in activities and experiences in the setting. One of theses barriers could be discrimination. For example if a child who has epilepsy was to be taken out of the class each time the class watched a video because of their additional need then, this discrimination would lower the child’s self esteem and make the child feel as though he/she is not wanted or welcome. The teacher should have checked the video for the child with light sensitive epilepsy, and should have included the child by ensuring the video was unharmful to the child instead of the child being taken out each time a video is being watched.
Another barrier that can stop a child from participating in activities is communication. For example some children may need support in order to understand what is being said. This could prevent the children from making friends and joining in with activities. The teacher could support the child by encouraging the other children to face the child so that it is easier for them to hear.
Another issue a child with an additional might face is that the setting might not have the right accessibility , for example if a child uses a wheel chair then the setting should have special equipment so that child could enter the setting with ease. But if the setting has funding issues then this would be difficult and the child might find it difficult to enter the setting. This would make the child feel unwelcome, and feel like he is not cared for. It is important that the teacher makes sure that the student feels welcome and allows other children to interact with that child.
Routines and structures are also a barrier that can stop a child from participating and experiencing in the setting. A child with diabetes would need to have regular blood tests and additional snacks while in the setting. This prevents the child from fully participating in activities as they would be absent from time to time.
B2 –
Every child is unique and they grow and learn at different rates, having high expectation on what a child is realistically able to achieve will build confidence in the child, as long as the expectations are not at a level that is out of reach as this could affect the Childs confidence. Children’s strengths should be highlighted and praised whilst their weaknesses supported to develop and strengthen. Realistic expectations are when the practioner doesn’t expect too much or too little of the child. This is important because it shows you respect the child and maintain the child’s rights to learn and participate in activities. It is important to have realistic expectations of child development, because their behaviour depends on their developmental stage. If you are aware of your child's development stages you will have realistic expectations as to what your child can and cannot do. It is important that practioners have realistic expectations of children’s behaviour. If expectations of behaviour are set too high then children can feel that they are failing, if expectations are too low children may not learn appropriate behaviour for their age. For example if you expect a child with ADHD (Attention Deficit Hyperactivity Disorder) to follow instructions the first time and join in with others this is a unrealistic expectation of that child as that child may have difficulty managing their anger and may not like to be told what to do with a pacific tone of voice and may disrupt others due this high expectation.
Having expectations means including the child even if you think they won’t understand all the work. For example if a child has a language barrier, including them in story time shows you respect the child. Having Realistic expectations for children helps the practioner plan appropriately and avoids long term damage such as low –self esteem leading to problems like depression in later life. The following website explains “When expectations are realistic, it is easy for a child to experience success and feel personally valuable. On the other hand, when expectations are too high or too rigid, parents often express disappointment in their child’s actions. As disappointments mount up, they begin to eat away at a child’s view of his own value and his self-esteem begins to diminish.”
An example of a realistic expectation would be expecting to include an epileptic child in p.e, but unrealistic to expect him to always have a fit. Including this child in P.E will build self-esteem, however if the child wasn’t included he or she will feel left out and have low self-esteem and confidence. By continually having high expectations of what a child’s abilities are and by always encouraging them that they can do better will enhance their learning experience.
A –
As discussed throughout this assignment, inclusion has many benefits for a child. A social advantage for children is that they can create long-lasting friendships; these friendships can give them skills to develop social relationships later in their life. Another social advantage is the students peers can act as role models for social skills through their involvement with each other, whereas in a homogenous classroom, the student’s only role model would be students with disabilities who may lack the same social skills that they do. Students with additional needs can also benefit academically in an inclusion setting. Some teachers and parents wonder whether students with disabilities would fare better academically in a classroom that was made specifically for them. Children with SEN can benefit from inclusion as they are treated as individuals with the same rights as other children and they have ‘access to a broad and balanced curriculum.’ This means they get more variety in activities and experiences than in a special school. Other children benefit as they can learn that disability is not frightening and may benefit from more thoughtful teaching and an enriched curriculum. The inclusion policy has many benefits for children for example the children feel part of a group and society. In addition it also encourages children to have high levels of self esteem and confidence and to become independent.
At my placement there is a child who has a speech impairment. The class teacher does different activities with the child to improve their speech. The teacher used phonics activities and games that the child liked to help the child to pronounce words clearer.
According to “non-disabled students learn how to work with students who have varying skills and abilities. Students who are taught in an inclusion setting are more likely to build a society that is accepting of all differences and able to respect people from diverse backgrounds.”
This quote shows that if children are in a society with all different backgrounds they are accepting of difference and are more likely to build a better community by communicating with people with different backgrounds. There are also benefits for early years setting such as the atmosphere of the setting is positive and welcoming for all. There are also organisational benefits for example if there is a child that has a wheel chair the organisation will have to make the nursery have accessibility for the child. Lastly there are some benefits for early years practitioners they understand that all children are individuals and all precious for the same reasons. They also develop understand tolerance and they can improve their strategies and skills for functioning with children and may increase superior fulfilment from their job.
A* -
Throughout all my work on the childcare certificate and in my setting, I have learned how important it is for the practitioner to value everyone’s diversity in terms of their race, religion, ethnicity, language.etc. In unit 9, I have now learned how important it is for a practitioner to value and include children with additional needs and to promote this in the setting. To promote this the practitioner should involve every child including a child with additional needs in activities to the best of their ability unless the child cannot participate. I have learnt that it is important to be a good role model while working with children for example, adapting activities for children with additional needs and being aware of your own body language is also important when working with children and also their families. Practitioners should make every effort to maintain eye contact while talking and to be accepting to everyone. This is important because if practitioners were not accepting they would not be making people feel included and wanted in the setting. By being welcoming to children with additional needs, other children will follow and respect children from different backgrounds and diverse community’s. A practitioner should also try and involve a child with a visual impairment at story time, for example the practitioner should get books that have brail so the child can read books on their own and feel independent. The practitioner should also try and find touch and feel books, so the child feels welcome and feels like people care about him or her. According to this website: All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. This quote explains how each and every child has the right to take part in activities and develop as an individual whatever their background or religion. I have also realised that while working in a nursery environment, the practitioner has to make sure there is an open area for an additional needs child, for example a student that has a wheel chair. Practitioners should ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. It is important for the practitioner to notice that the dressing up clothes area in the setting have clothes to be easily accessed and removed for a child with an additional need. The practitioner should also try to get different types of materials available in the dressing up area, for example silk, cotton or rough and smooth clothes so that a child who has a visual impairment can interact in the dressing up corner and not feel left out. A practitioner should also try and involve a child with a visual impairment at story time, for example the practitioner should get books that have brail so the child can read books on their own and feel independent. The practitioner should also try and find touch and feel books, so the child feels welcome and not discriminated.
