The Adult Learning Disability Service for Lancashire Care NHS is a sector in the trust’s community health services, that are there to enhance the health of individuals with a learning disability and assist them to connect them to any health care that they may need by assisting mainstream health services by creating an unbiased adaption to help people with a learning disability to access them also by producing specialist health assessments and interventions (Lancashire Care NHS, 2018). Lancashire Care promotes the thoughts that individuals with learning disabilities have a right to equal access to healthcare, respect and understanding, receive services that are in their best interests when they are not able to make decisions for themselves, …show more content…
The government are committed to developing an education service that provides equality of opportunity and high achievement for all children (Gov.uk, 2018). The Special Educational Needs Code of Practice (SEN) plays a vital role promoting this commitment. This code of practice now endorses a uniformity approach to meeting children’s special educational needs and places the rights of children with special educational needs at the heart of the process, allowing them to be heard and to take part in decisions about their education (Gov.uk, 2018). The old SEN Code of Practice is for any children that come under the needs for extra help while in a school setting and have been assessed, any children that are assessed now will come under the new SEND Code of Practice 2018 (Gov.uk, 2018). A child or young person has a special educational need or disability (SEND) if he or she has a learning difficulty, which calls for special provision to be made for him or her. (SEND, 2015). The SEND Code of Practice defines a child with a learning difficulty as a child who has greater difficulty learning than most children of the same age or has a disability which can harm or interferes with the child from making use of educational facilities provided for children of the same age (SEND, 2015). The SEND Code of Practice explains the importance of including parents and children in identifying, understanding and taking decisions about special educational needs (SEND,
This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.
The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified
The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with
The Department of Education published the Special Educational Needs and Disability Code of Practice (SEND COP) in July 2014 and it was brought into force in September 2014. This report replaced the previous 2001 code and has since been updated in January 2015. The current SEND Code of Practice covers the 0-25 age range and includes guidance relating to children and young people with a disability as well as those with SEN. The current code of practice includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care. SEN Code of Practice 2001
The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.
SEN Code of Practice 2001- The SEN code of practice 2001 provides a clear framework for identifying, assessing and meeting pupils' special educational needs.
The Special Educational Needs Code of Practice 2001 outlines the statutory guidance for policy and the procedures and responsibilities towards children and special educational needs. It includes the levels of support which should be provided to children depending upon their individual needs.
The group will have regard to SEN Code of Practice for Wales (2002)(http://wales.gov.uk) and the Disability Discrimination Act (1995) and equality act 2010 on the Identification, Assessment and Education of Children with Special Educational Needs. This is a statutory requirement
People with learning disabilities say that they want to live an ordinary life in their communities. Person centred planning can help Partnership Boards make this happen.
Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching
Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without
In the United States today, there are over fifty-one million disabled adults and children. Throughout our nation’s history, we have not allowed the best treatment and care for these numerous citizens. But, in the recent past, the government has passed laws, made exceptions, and thoroughly tried to provide accommodations to these people with special needs. While this is true, America, as a whole, still views this group as strange or different. Even though this is exceptionally normal, it is not correct. The United States needs to be opened up to the truth about their fellow American citizens. The people of America ought to understand that these disabilities affect not only those who are disabled, but that it affects the family and friends
ICF stands for International Classification of Functioning, Disability and Health. It views disability in terms of body functions and structures, activities, participation and important contextual factors, as stated in the ICF PowerPoint presentation (Francaviglia). At the top of the diagram, shown in the ICF PowerPoint presentation, the health condition is described as any disability, disorder, injury, or trauma, but also includes important conditions such as pregnancy or aging (Francaviglia). Moving to the next level of the diagram, the body structures may include the specific limb or organ deficiency, functioning defect, or impairment from the health condition. These body structures effect “the execution of a task or action by individual”
When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.
Understanding a foreign language is also not one of their strong points. A child with a learning disability does not perform well on tests, especially when they are timed, often refuses to do written work, and has trouble decoding words. This usually means that they have trouble hearing and understanding a person’s directions since they cannot decode the message properly. (Silverman)