3.2 explain the reason why children and young people development may not follow the expected pattern ? There are many reasons why development may not follow the normal pattern.it is important to know the pattern of the order the child is meant to develop in so you can support the child and the family. Development can be Influenced by many different factors ,including health, disability environment and family background. Some of the few things that can have a a influence on the development of children and young people. Health Chronic conditions such as asthma can cause children to have time off school, infections like meningitis causes development delay.
Statutory Assessment of Special Educational Needs- this means? * Statutory Assessment of Special Educational needs means that the special educational needs of the majority of the children should be met in a mainstream setting. Explain early years action/ school action * The early years action is when practitioners or SENCO identify special educational needs of children and work in a team to provide strategies that are in addition or different from those usually provided in the curriculum. * School action is the action taken when special educational needs are identified by teachers and interventions additional to or different from those provided by the usual differentiated curriculums are put in place. Explain early years action plus/ school action plus * Early years action plus is when practitioners who work with children on daily basis and SENCO are given advice and support by specialists in order to provide alternative interventions which are in addition to or different from other interventions identified in early years action.
makes differences between pupils they can follow this attitude and so the children that are discriminated may lose their confidence in their self and in others as well, and may develop inferiority complexes. It is a big responsibility for teachers and TAs to help children understand that each of them is special and unique but in the same time they are equal and they have to show respect to each other for their uniqueness. So it is important to promote an anti-discriminatory practice in working with children as this may affect their character. For the staff which is directly involved in teaching it is important to be conscious that their words are important however the example they give may sometimes be stronger than words.
this could be a physical or learning disability. Children with learning disabilities may be unable to focus and concentrate for long periods of time. children with physical disabilities may have gross and fine motor and functional skill problems. They may also suffer from an impairment such as deafness or a visual impairment which would impact on their ability to learn and play. Disabilities may affect confidence and challenge social skills.
Assignment 3 Q1. Define in your own words what is meant by Special Educational Needs (SEN). Special educational needs (SEN) is a term used in education to describe children in who needs extra support and resources within mainstream schools to ensure their needs are fully met. The need for the extra support can be for a number of reasons, whether it be a learning, social or behavioral difficulty or disability, which makes learning and developing harder for these individuals at the same rate as other children their age. 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.
Unit 10 – Child and Young Person Development 1.2 – describe with examples how different aspects of development can affect one another There are many different examples that can be used to describe how different aspects of development can affect one another. One aspect of development can lead to another aspect of development. For example, if a child or young person has a language barrier (e.g. a foreign language) this can stop other children or young people from interacting with them. This can lead to the child or young person’s self-esteem being lowered and making them feel that they are an outsider.
Carrasquillo & Rodriguez, Chapter 1 New York State Education Department, Chapter 2 Regardless of language, cultural and socioeconomic backgrounds, students from bilingual, ESL and LEP programs are assigned to mainstreamed classrooms in the United States. A thoughtful and appropriate mainstream classroom can provide a unique, progressive and cooperative learning environment for ESL, ELL and bilingual students. However, if educators disregard the significance of comprehending learning needs of linguistically diverse students, the corresponding environment can be destructive and unfair. Teachers need to commit to helping empower these students to be confident not only in literacy development but in different content areas. In order
It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students. It must provide suitable staff and funding to meet the needs of each SEN student. The national policies on Health and Safety need to be followed. Amongst other things schools need to assess and manage risk, train staff, write school policies for trips at home and abroad including adventure
Students with autism need to have short and long term goals that address functional communication, social skills and focuses on their personal strengths and skills. Depending on the level of autism, some accommodations what may be required are smaller classes, avoidance of slang, idioms, or sarcasm, and required a identified “safe” place to go when feeling overwhelmed (Hardman, Drew & Egan,
Approximately 62 percent are still obtaining their education, and only 22 percent live below the national poverty line. Higher minimum wages does not address the primary reason that people live below the poverty line. Low wages are not the main problem; the problem is that most people living below the poverty line do not work at all. According to the United States Census Bureau. (n.d.), 67 percent of people are living below the poverty line did not work, and only 25 percent worked part time.