TDA 3.2 Schools and Organisations Criteria 1.1 Summarise entitlement and provision for early years education. There are different types of childcare options available for 0-5 year olds, these include:Sure Start - Giving every child the best possible start in life is an initiative called Sure Start which is government led. They offer a broad range of services focusing on Family Health, Early Years Care and Education and Improved Well Being Programmes to children aged 4 and under. Sure Start makes contact with parents as soon as possible in the child's life and can offer support to families who have developmental concerns or other worries about their child. They can also give them support in making referrals for other services.
Rather it is about supporting the very young child. The provisions vary throughout the UK, but in England it is based on the credo of learning through play rather than formal lessons. The consensus of educational specialists and research by child developists is that play is an important developmental phase for children’s early learning and development of socialising skills with their peers and other adults. In English (and Welsh) schools, the Foundation Curriculum covers from the ages of 3 to 5 years. It is used therefore in Reception classes and in school nurseries.
Unit 6, Schools as Organisations Criteria 6.1 The Department for Education (DfE) ‘has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievements` (1) and ‘to be responsible for education and children’s services`. (2) The National Government are responsible for devising policies and ensuring they are implemented. The UK government is split into two departments which deal with education in England. The first is the Department for Education their responsibility is to work with children up to the age of 19 with any issue they may have from child protection to education. They aim to improve the opportunities and experiences available to children and their practitioners by focusing on the Offering more support for the poorest and most vulnerable children to ensure they all receive the same level of education and opportunities as their peers regardless of background with greater quality provisions in place to meet these requirements.
Norfolk Adult Education C&G 5329- LEVEL 3 CERTIFICATE IN SUPPORTING TEACHING AND LEARNING Assignment 1. Unit 333 Safeguarding and promoting the welfare of children is defined as *Protecting children from maltreatment. *Preventing impairment of children’s health or development. *Ensuring children are growing up in circumstances consistent with the provision of safe and effective care. Child protection is a part of safeguarding and promoting welfare.
Children have rights , thoughts and opinions and they are valued. Procedures for schools to follow to ensure inclusion and this links into Special Education Needs and the disability act. Codes of practice gives guidance on how to ensure people of different races and treated equally. Protects children against discrimination focus on inclusion and protects children against discrimination. Gives guidance and support to school staff and ensure high quality service and the best practice possible.
Running head: HISTORY OF SPECIAL EDUCATION LAW History of Special Education Law Katy J. Kaldenberg Grand Canyon University: SPE-350 Special Education Litigation and Law Wednesday, May 23, 2012 History of Special Education Law The Venn-Diagram above compares the similarities and differences of the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act of 1990, 1997, and 2004. Before 1975 many children that had special needs were denied access to public education (ERIC Clearinghouse on Handicapped and Gifted Children, R. A., 1987). Public education for children with special needs was made possible with the passing of the Public Law 42-142 also known as the Education for All Handicapped Children Act of 1975 (ERIC Clearinghouse on Handicapped and Gifted Children, R. A., 1987). Education for All Handicapped Children Act of 1975 encouraged states to design programs that would meet the needs of children with special needs. The Education for All Handicapped Children Act of 1975 required a child two meet two criteria.
Supporting Teaching and Learning in Schools Certificate Level 3 QCF Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People. Assessment Criteria 2.1.1 Outline current legislation, guidelines, policies, and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main piece of legislation that covers the guidelines, policies, and procedures in relation to safeguarding of children and young people in England is The Children Act 2004. Its predecessor was The Children Act 1989 which established the principles of safeguarding children with regards to parents and those that work with children. The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g.
The inclusive educational provision needed to meet the individual needs of children with SEN goes beyond that of normal educational provision of children without these additional needs and this is where is work of teaching assistants, HLTA’s and other colleagues alike play an important role in support and ensuring that these children extra educational needs are met. Q2. Summarise the key points of the SEN Code of Practice 2001. The SEN Code of Practice was issued by the Department of Education in 2001, it sets out processes and procedures that institutions that are government funded must meet and also it ‘provides practical advice on how to deal with SEN pupils, it is designed to help LEA’s, schools and early educational settings to make effective decisions regarding children with SEN, it does not tell these bodies what to do as it would be inaccurate for each individual case’ (DfES 2001). The aim of the code is to ensure that every child with SEN reaches their full potential within the educational environment, to identify their needs early and to monitor their progress toward identified goals.
Mrs. Kenner PL – Law ECD 135 The Handicapped Children’s Early Education Act of 1968 (P.L 90-538) The Handicapped Children's Early Education Assistance Act was signed on September 30, 1968 by President Lyndon B. Johnson. Later being renamed in the year of 1992. This act was an act that was and still is admired for establishing over one hundred model programs for preschool and other youth handicapped children. Due to this act congress required schools to eliminate all architectural barriers to the physically handicapped. Furthermore, the types of services that the Act provides are designed under experimental approaches to meet the needs of children with disabilities.
The Warnock Report – This was a study of children with SEN and their needs which had an impact on future acts of parliament. It suggested ways that these children should be supported – through changes to the curriculum/school environment. Because of its focus on inclusion it influenced the Special Educational Needs (SEN) Code of Practice 2001. Education Act (1981) – Gave additional legal responsibilities to the local authorities and power to parents and was based on the findings of the Warnock Report. Education Reform Act (1988) – Introduced the National Curriculum to all schools in England and Wales and allowed schools to change or modify what was taught to children with SEN. Children Act (1989) – Stated that the rights and wishes of the child should be considered and that the welfare of the child was paramount.