* This act strengthens the rights of children with special educational needs to be educated in mainstream schools. It also provides parents of children with special needs with advice and information. SEN code of practice 2001 (revised 2002) - what does this do? * SEN code of practice 2001 provides guidelines for schools and LEAs about the practical help they can give to children with special educational needs. Statutory Assessment of Special Educational Needs- this means?
After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs. The information learnt could be used when the practitioner is planning, or when they are putting it into
1.3.1 Explain how to monitor children and young people’s development using different methods: When children and young people’s development is monitored and assessed, it enables practitioners and professionals to notice when they are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected. If we intervene in early years, they will be able to get appropriate support they need and their development is promoted. There are several methods of monitoring children’s development. Observations play a very important part in assessing the children’s development.
Maintain and Support Relationships with children and Young People Outcome1: Be able to communicate with children and young people. Assessment Criteria The learner can: Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language. There are two ways of communicating with children and young people , conventional and body languages , communication may be formal (adult-led activity) or informal (playtime or social situations). In order to communicate appropriately with any child or young people I need to show that I understand them. Using my body language; eye contact to make sure that I am at their level, try not to invade their space, avoid communication barrier, and ensure that children with communication issues can see my face.
Unit 516 |Understand safeguarding of children and young people (for those working in the adult sector) | | | Please complete the following: | | | |Task 1 |Criteria ref | |Explain the policies, procedures and practices for safe working with children and young people. |Learning outcome 1.1 | | | | |Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the | | |context of safeguarding |2.1 | | | | |Describe the actions to take if a child or young person alleges harm or abuse in line with | | |policies and procedures of your own setting |2.2 | | | | |Explain the rights that children, young people and their families have in situations where harm or| | |abuse is suspected or alleged.
The EYFS supports safeguarding by making sure that children are in a safe environment and that they are being watched closely to check for any concerns that they may have about the child, and by making sure the child is on the correct stage of learning for the age they are at. E safety is there to help control what is seen and to try and stop the problems that may occur as a child is getting older. Be aware of the Byron review | 1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people ------------------------------------------------- ------------------------------------------------- The different agencies would be a multi agencies, the roles of different agencies are used when more than one practitioner is involved, different agencies can be health visitors, child health clinic, gp, hospital, childminder, nursery school, after school club, social
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.
Children and Young People's Workforce (Early Learning & Childcare) Level 3 Assignment 1 ------------------------------------------------- Top of Form Question 1 (Weighting: 3) Define, in your own words, the terms 'diversity' and 'equality'. Diversity refers to the characteristics that make individuals or groups in society different from each other. These differences can include gender, ethnic origins, religious beliefs, cultural background, political beliefs, appearance, disabilities, sexuality, personality, family structure. Equality allows each individual the right to equal opportunities and to be treated with equal concern. Individuals are protected from being discriminated against, therefore enabling them to progress and flourish in their development and learning.
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
Basic stimulation techniques and stable, predictable nurturance are necessary during these periods to enable optimal cognitive, language, and personal socialization skills. Because these children have suffered significant emotional stress during critical periods of early brain development and personality formation, the support they require is reparative as well as preventive. The pediatrician, with knowledge of the child's medical and family history, may assist the social service and judicial systems in determining the best setting to help the child feel safe and