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.
Value each child as an individual and ensuring all that children are treated fairly and at the same level of respect and attention. Inclusion means to include every child in group activities and not leave any out. Including people and not singling them out regardless of their abilities, gender, age or ethnicity. Intentions Our nursery will ensure that our services will aim to meet the needs of all the children, and also providing opportunities for each individual child. We are also committed to anti-discriminatory practice to promote equality of opportunity and too valuing diversity for children and their families.
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.
Task: Complete the table to cover Assessment Criteria 3.1, 3.2 and 3.3 Candidates will complete the table below, giving THREE examples of transitions that affect MOST children and young people and THREE examples of transitions that affect SOME children and young people. With all examples, show how the transition may affect their behaviour and development. Transition experienced by MOST children and young people Example of possible effect on children and young people’s behaviour and development 1. Starting School Starting nursery ,school or even college is a big transition for a child/young person some children are not used to being around other children so may begin to attention seek , throw tantrums or show aggression towards others however starting school can have a positive impact as it can teach a child to be independent. Another example could be a language barrier between the child and their peers making the child feel isolated so all four types of development can affect the child when starting school.
Unit 319 – Support disabled children and young people and those with special educational needs Outcome 1 – Understand the rights of disabled children and young people and those with special educational needs 1.1 – A disabled child or young person is defined as one who has a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day to day activities. Children or young people who learn in a different way to most of their peers and who need extra help and support are considered to have special educational needs. The legislation affecting the provision of education for these children is summarised below. Education Act (Handicapped Children) 1970 – Transferred the responsibility of children’s education from the health service to the local authority leading to many special schools being built. The Warnock Report – This was a study of children with SEN and their needs which had an impact on future acts of parliament.
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
'What do you understand by the term inclusion' Inclusion would mean that everyone is involved and are included throughout the curriculum. By having the right to education, every pupil should be included in any activity as well as including those with Special Educational Needs [SEN]. Although it helps to be ‘able to identify both the ways they are excluded and the changes that need to take place if their right to education is to be secured’ (Osler & Starkey, 2005). Also both attending special needs schools and the support needed for children with SEN are quite expensive especially to those with a restricted budget (Riddell, 2006). The part of social inclusion that I would intend to discuss would be that relating to education in a community as it suggests that ‘an inclusive society is also a literate society’ (Tett, 2006) including those with special needs.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.
There are numerous external factors that will have an effect on children and young people’s development, some being education, neglect, poverty, and history of abuse or the status of care. Education - Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do. Schools will often put appropriate support in place for children in these situations. Starting education early through pre-school or nursery children are being given a head start in many areas of development as they will have the opportunity to learn and experience things they would not do at home, whilst boosting they’re social and emotional development as they interact with peers learning to form friendships, through playing games where they will also come across turn taking and learn to adjust their own way of thinking to fit in. Some children who have arrived from another country where formal education begins later may also find their intellectual development affected as they have had no previous education but could also affect their emotional and behavioural development if they feel they are not able to do what others have already learnt to do.
There is also a relationship based treatment which help children build social relationships. Autistic children need to be involved in education. They need to be encouraged continuously to achieve goals in education. These children need to be constantly challenged, because if they achieve a goal too quick there is a feeling of disappointment instead of satisfaction. There are three types education that need to be taught simultaneously, “teaching social behavior, correcting special disabilities, and training in skills compatible with ability.” (Autism Spectrum Disorders) The reality for an autistic individual varies from person to person.