(APTS 3.7) • Implement differentiated strategies that address diverse learners. (APTS 3.8) • Adapt instruction based on student needs. (APTS 9.5) • Select and apply evidenced-based instructional strategies to serve students with specific disabilities. (CEC 4.1) • Select, adapt, and use techniques to modify learning environments. (CEC 4.4) • Design instruction to meet student needs.
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
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.
Liaise with other external professionals with may come into contact with the pupil i.e. Physio, speech and language. | Teachers | Deliver curriculum, class responsibility. Plan and assess work, consult with parents and teach differentiation. | Support Staff | Plan and support work with the teacher.
The typical first step of Tier Three is to give the student a Functional Behavior Assessment (FBA). (Horner et al, 2010; Fairbanks et al, 2007; Rodriguez, 2010; Sayeski & Brown, 2011) The FBA requires school personnel, other than the teacher, to conduct observations, do interviews of student, teacher, parents, etc, and use other assessment tools available for behavior. Once the FBA is done, it is used to create an intervention plan that is child specific. (Fairbanks et al, 2007). It is at this point that a child is usually referred to the Special Education department and an Individual Education Program is developed for the child.
List some teaching practices that foster children’s achievement and some that undermine it. Provide a brief explanation of each practice. To teach in school and to help children achieve more, teachers can spend more one on one and
TDA 2.5 2.2 Describe the roles of external professionals who may work with a school Educational psychologist – These support the SENCO as they assess and observe SEN pupils to see if they require additional support, or liaise with parents to work on the individual’s needs. Specialist Teachers – These come into the school to support pupils with a range of needs. These could be in; behaviour support, social and communication needs or cases of autism. They may also be bi-lingual support for those who have English as a second language. Education Welfare Officer(EWO) – These work for the LEA and work with the Head Teacher to monitor pupil attendance and deal with absenteeism.
Level3 In Supporting Teaching and Learning CYP Core : 3.1 How different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern As a teaching Assistant , you are likely to be involved in interventions groups or other group work in order to support pupils who are not progressing at the same rate as the others. this is likely to be advised by SENCO or another professional who will have links with the school. Any of the professionals below may come into school in order to discuss a child 's progress or to advice teaching staff on steps Social worker- a social worker might be involved if a child has been a cause for concern in the home environment or if parents have asked for support. they will also liaise with the school regarding looked after children (LACs. Occasionally school s may contact social services directly if they have concerns about a child and their home environment .
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. 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.
The SDQ is a brief behavioural screening questionnaire for children and adolescents that is widely used in CAMHS. The SDA covers many areas which young people may be struggling with on a day- to – day basis. McDougall, Armstrong, Trainer (2010). That tool can be completed by parents, teachers, and youths themselves. The use of structure assessment tool inform decisions about the most effective way to meet the young person’s needs Mitchell (2006) This scale was used however to gain a basic knowledge of outcome whilst not overlooking the family meetings as a measure of outcome.