It is important for myself to understand relevant legislation and it’s purpose, as this will help me in my role as a teaching assistant and make me aware of my responsibilities. The rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). The UK Government must ensure that the right’s of children in the UK are protected through law. These rights include the right to education and the right for children to have views respected. Disability Discrimination Act 1995 Protects the rights of all those with disabilities.
(amended Act 2005).This builds on the 1995 Act it places a duty for schools to produce a Disability Equality Scheme (DES) and an access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 It is unlawful for educational providers to discriminate against pupils with a special educational need or a disability. Race Relations (Amendment) Act 2000 Outlines the duty of schools and organisations to promote good relationships between people from different races. Human Rights Act 1998 Sets out rights of all individuals and allow them to take action against authorities when their rights have been affected.
The first area changes were in is evaluation and curriculum. In this area, the IDEA amendment stated a child’s IEP should provide an explanation the modifications used so the child can participate in state and district-wide assessments. The evaluation and curriculum area also stated that disabled students should have admittance to the general education core curriculum; parents should be informed about their child’s educational growth, provide consent and help determine the need for evaluations or reevaluations, and help make placement decisions; the IEP should discuss positive strategies to deal with behavioral issues; and a general education teacher should participate in IEP meetings of students who take part in general education classrooms. The next area with changes is procedural safeguards. These changes include: providing information to parents in a comprehensible manner, parents have access to all records relating to their child, and preserve the due process safeguard and mediation resource when needed.
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
E2) describe the legal requirements that support the actions to take when it is considered a child may have special needs. Children act 1989- ‘children in need’- what does this mean? * ‘Children in need’ are the disable children for who the social services department should provide service. Special Education Needs and Disability Act 2001- what does part 1 reform? * This act strengthens the rights of children with special educational needs to be educated in mainstream schools.
Before we can understand what the laws of special education are and how they are affected by education reform, we must first understand what a learning disability is and how it is diagnosed. The term “learning disability” is defined as a condition giving rise to difficulties in acquiring knowledge and skills to the level expected of those of the same age, esp. when not associated with a physical handicap, so taking into consideration that we know and understand what a learning
What does the term ‘mandatory reporter’ mean? 5. Why is it important to adopt an ‘interagency approach’? Task 1 Answers 1. Risk of significant harm means a child or young person who is at risk of suffering some kind of abuse Physical or mental and emotional harm damaging to a child’s wellbeing and development.
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.
Caring for a loved one with a disability is no small feat. I know first-hand just how overwhelming the responsibility can be while trying to manage priorities outside of the home as well. For this reason, I have decided to cover “Autism and Family Quality of Life” for my article review assignment. This article focuses on certain intervention strategies that are crucial to the treatment of children with Autism Spectrum Disorder (ASD). It purports to explain quality of life as a critical part of early intervention for both children with ASD, and their families.