Models and Practices to Support Children with Disabilities

Models and charges to Support Children with DisabilitiesSpecial Education necessarily Course Level 3.Assignment calculate 1.Part 1 delimitate the legal and regulatory requirements for pincerren with disabilities or specific requirements.Regardless of the circumstances alin concert pincerren hire rights to be treated fairly and lawfully. Unfavourable treatment could include, depend discrimination- could include refusing a child access to the setting.Indirect discrimination- maybe tho display information in one terminology.Discrimination referable to disability- children having few opportunities to take part in activities than other children.Children with special educational needfully or disabilities also oblige additional legal and regulatory requirements to march on inclusion and protect from discrimination. These include,The Equality Act 2010 entirelyows children to receive the same access to public and private services. Making accessible to all, i.e. ramp or braille . This promotes stick-to doe with opportunities and inclusion for all children.The Childrens and Families Act 2014- this is a single sagaciousness process that leave alone support children from 0-25yrs. This is an EHC- Education, Health and C ar plan. This act requires children and families to be involved in decisions ab emerge their maintenance. It also places a legal trading for schools to stand appropriate support to children with medical conditions.Special Educational involve and Disabilities polity of practice 0-25yrs. This returns steering on policies and procedures that argon set out in part 3 of the childrens and families act 2014. Organisations using this ar, all local authorities, NHS trust, Local early years returnrs and independent and specialiser schools.The principles underpinned in the principle argon,Views and wishes of the child and cargonrs.Taking part in coverions and acquiring the information and support to make the right decisions.Give support to pass the best possible outcomes.When sweep uping these principles the support hopefully will guide on to partnerships providing quality support for all who have disabilities and special educational needs. The legislation of practice aims to remove barriers to learning for all children and that early identification and interpolation from all services stomach support them.The United Nations Convention on rights of the child. This document give rights and entitlements to all children regardless of circumstances and their needs. There be 54 articles that explain the rights. Some examples are,Article 12- states the views of the child should be heeded to and respects. They do not give authority over adult views but poop be taken into account.Article 23- outlines that children have rights to receive special care and support to enable to live full and independent lives.Article 31- certificate of indebtedness to be able to play freely inwardly the milieu.The Unites Nations Con vention on the rights of persons with Disabilities. Human rights treaty that gives rights to disabled people. It outlines ways of reducing the barriers.Article 7 outlines for children what essential be taken into account, in all necessary measures should be taken into account to have full participation as others do.Primary favor should be in their best interests.Should have rights to express their views and opinions that affect them, and to be taken seriously.The Special Educational Needs and Disability regulations 2014- this came in to act on the 1st September 2014. It sets out the requirements for local authorities for accessing children and juvenility peoples needs and drawing up their EHC. It requires them to consult with parents and to apply all involved in the care informed throughout the in all process.A reference to this is taken from, (Ref, Dovenston. M. (2006) Primary Special Educational Needs, Exeter. larn Matters Ltd). It says that it recognises that parents hold key information and have a variety of uncommon skills, knowledge and understanding about(predicate) their child.This apprise bequeath a veracious balance of information needed to get the child the best.Part 2.Explaining the impressiveness of on the handicraft(p) inclusively with children with disabilities or specific requirements.It is important to promote equal opportunities for children by having an environment free from discrimination. All children should have the opportunity to be ameliorate within a mainstream setting with children of all mixed abilities. Having a child- kerneld fire will help to meet their needs and strengthen the child. Example, visual timetables, signs in different languages. Access to the whole school through ramps. All these are function at the school which I work at.Two models of disabilities areMedical model disability, this is when it is seen as an illness. They are labelled by their condition. As they focus on the disability, strengths and interests of the child can be over looked. societal model disability, this recognises that everyone has rights. Attitudes towards disabilities is from society not the individual. Ways of promoting inclusive practice areRespect the child.Empathy demonstrated by practitioners.Children are empowered.Their interests are at the centre of your planning.Examples, using the Individual Education Plans (IEPs) and Annual reviews to get together to discuss these.Good equal opportunities which are a legal requirement, which is not optional, will promote inclusion within the setting. Some of the stratagies use are listed beneath cause everyone feel welcome.Respect and value the individual.Plan using their interests.Resources and materials used to promote a positive image.Practitioners to display positive attitudes.Deal with sexist language and behaviour in the correct manner.Part 3.The benefits of working together with parents and other professionals.When you are involved in providing care and support for children, parents must be consulted and involved. This will provide insight to have the children are at home, and it is respectful to the family. Along with parents the use of external agencies provide help. Examples I have contact with a special school who provides information to help me provide the best for the child I work with.The SEND Code of Practice gives an outline of the principles that are needed to maintain a positive working relationship with the parentsConsult with the children and parents when reviewing servicesAll providers should support parents contributing to the reviews of the EHC plans. pose arrangements to provide advice and information to the children.These are all from the new SEND code of practice 2014 0-25yrs. There are still a number of principles from the 2001 wallpaper which are in use. These are,Use parental knowledge of relationship with the child. point on strengths as well as their needs.Be aware of their feelings.Make sure parents are aw are of and understand procedures and give documents well in advance of all meetings.Respect differing perspectives.Respect needs of the parents.The need to be flexible and also structured within the meeting.Working with other professionals and agencies you can provide opportunities to gain more knowledge and other strategies to help in providing professional care to the children in your care.In school you will have a designated person who is in charge of the SEN children. They are ordinarily referred to as the SENCO, (special educational needs co-ordinator.) they are responsible for providing support for those who need it.My job is to support the learning of a child one to one, who has learning difficulties. I work and liaise with the SENCO worker on a regular butt to ensure we are providing the best support and care for him. Together we have tailored a literacy programme, and we have used outside agencies to provide this material. These are Speech and language therapist, and a S pecial school who have presumptuousness us programmes to use.(Ref, Dovenston.M. (2006) primary special educational needs, Exeter, Learning Matters Ltd) says, It is important to listen communicate, take advice and share information with all relevant parties, but perpetually maintaining confidentiality.Other professionals which can be involved in care for children arePhysiotherapist to meet the physical needs of the children. Provide exercises and treatment.Speech and language therapist devise a programme involving parents and practitioners to use with them.Health visitors provide advice and support and help to educate families.Paediatrician used to diagnose a condition and possibly refer to other agenciesGeneral practitioner usually first point of contact and they will usually make the referrals. fond worker have the role of provide safeguarding and protection to children. Also providing guidance and practical help for families.Together all professionals, practitioners and pa rents will help to provide the support, knowledge and care that a child needs.Part 4How practitioners can adapt existing practices to support children with disabilities or specific requirements.During the last year or so a number of pieces of legislation has been stird or undated, this includes the SEN code of practice 0-25yrs. This means that all establishments who use these must take responsibility to make sure that the environment is a steep standard to provide the care needed.Taken from, (www.eenet.org.uk 19.10.2014) they say that they should,Adapt to meet the requirements within the legislation.All materials and resources are age and correspond appropriate.Display positive attitudes.Inclusion within the learning environment.Have early intervention.Have positive role models.The environment is an important aspect. Children need to have appropriate access to the buildings, through ramps, security, high and locked gates. Having the correct equipment, tables chair etc. when choos ing an activity to do think about how it is going to take place, if on stratum can all fetching part or can it be moved onto the table. If a child has a visual constipation do they have the appropriate equipment to use?Visual timetables can help children. I use one of these for the child I work with. Having positive attitudes towards all provides an image for all to follow whatever their needs may be.Children like to do things for themselves, but due to their disability they may find it difficult, for example going to the toilet, getting habilimented and undressed. Fastening zips. Velcro is good and gives them confidence to do things for themselves.Some children fall apartt know how to express themselves and their feelings in an appropriate way. Again I have had this problem. I have made and used a number of flash cards which have different faces on them which represent an emotion. I get the child to show me the card if they need to. They do return a word explanation.If a chil d has a physical impairment provide activities that allow them to be at the same level. Have direction for them to move without injuring themselves safely around the classroom. For those with sensory impairments try not to change the layout without telling them and showing them (work through it with them). If possible try and keep the floor space clear of obstacles and always supervise the child through any activity.Providing activities that are likewise easy is the same as giving them something too hard. Through your assessment and judgment you will know the level/ stage which the child is at and you can plan your activities around this using differentiation. some other example is the tailored literacy programme which I use. Giving the children confidence to get through even the smallest thing will encourage them to do more.Appendix.References used in this assignment areCourse material for assignment number 1. ingest experiences from the school where I work.Website www.eenet.o rg.uk 19.10.2014Books. Doveston.M. (2006) Primary Special Educational Needs.Exeter. Learning Matters Ltd.