An Educational Setting Supporting Young People With Additional Support Needs

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

In Scotland there is the Curriculum for Excellence which aims to achieve a transformation in education by providing a coherent, more flexible and enriched curriculum from 3 to 18.

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered.

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.

The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for ages 3-18. It intends to progress the standards of education and learning in the country by moving away from more traditional methods of teaching. This strategy, developed by the Scottish Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is important to employ methods which prepare children from a young age for a life of work. In order to do so, the curriculum is based on seven key principles which are designed to provide young people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt through experiences and opportunities which are carefully planned for each age group, encouraging space for learning out with the standard school subject boundaries. The programme has four main outcomes prompting children to become successful learners, confident individuals, responsible citizens and effective contributors. Once an individual has completed the education programme, reflections of the curriculum’s purpose can be assessed in the child or young person to see if they have met the proposed outcomes and therefore determining the overall success.

Arrangements for individual learner needs can be monitored and any additional resources or support can be discussed.

2.3 Explain how theorise of development and frame works to support Development. Family and Social Relationships:How stable and affectionate is the young person’s relationship with parents, staff, peers, as manager I would analyse if the interaction is of age appropriate with peers and other significant persons in the child’s lifeTheir understanding of the way in which appearance, behaviour and any impairment are perceived by the outside world will be addressed. Their appropriateness regarding dress for their age and gender. Their personal hygiene and cleanliness routine will also addressed. And finally, an overview of their placement with us, their behaviour, and concerns any future recommendations. Educational needs will be assessed and how they respond to this, and their capabilities.Fairbridge is a government run initiative where it promotes young people to make life changes regarding their own lives. It offers life skills, along with activities to enhance their communications and listening skills. Fairbridge will also do exercises, which incorporate trust along with integration with other young people with the same background.The child’s growing sense of self as a separate and valued individual person. Their own views of self-image and self-esteem. If their self-worth is how a lot of work will be undertaken by the team to ensure it is boosted. Race, religion, age, gender, sexuality and disability may contribute to this feeling of

High schools work to offer more learning materials, however, it will only benefit those who attempt to receive guidance. One of the programs states, “We try to build some relevance into their experience to go along with the regular curriculum... So many of these ninth graders- particularly in high-poverty areas-just do not see any reason to stay in school” (Willens para 11). Students in the ninth grade are given the chance to grow better as a student and benefit them and “goals are set for every student, and the aides are available 24/7 and serve as links between child and school, parent and school, and child and parent” (Willens para

Scotland’s Curriculum for Excellence was published in 2004 following the National Debate on Education: AifL in 2002 and the establishment of a curriculum review group in 2003. Since 2004, Curriculum for Excellence has been tried, tested and modified and in 2010 Scottish schools experienced the full implementation of Curriculum for Excellence. Curriculum for Excellence was designed in order to transform Scottish education and according to Education Scotland, the main aim of Curriculum for Excellence is helping children and young people aged 3-18 years gain the necessary knowledge, skills and attributes for life outside of school. This was put into practise in all learning environments by providing a more flexible and enriched education.

Aim: Identify and discuss the trends related to support services that promote wellbeing to children with special needs and to plan and create learning.

Excellence for students is the ability for them to strive to be the best they can be. This is

One needs to know what help or support will address one’s needs, like tutoring or a classroom accommodation.

The aim of this assignment is to identify the different theories of Personalised Learning for a specific student with Special Educational Needs or a disability. Through attempting different practices that have been assigned by the SENCo at my chosen Educational Establishment, alongside my own theories that I will be using, I aim to analyse the impact of these practices which will enable me to evaluate the ambiguities and limitations to my research. I hope to use the findings from this thesis to further develop my strategies for working with students with different SEN needs, and to be able to alter them depending on the specific needs of a variety of pupils.

The classroom chosen is one out of a rural community public school in New South Wales, Australia. The socioeconomic context of the community is a strong one where the approach, even in the corporate world, is family-oriented and most of the people living in the community work there as well and hence have an interconnected association. The overall school is medium-sized with nearly 100 enrolments every year and a total student body comprising of the special needs students who have either physical or mental shortcomings and require specially designed learning structures. The school mostly tackles with younger children from the pre-school age of 3 to the middle school age of 16-17 across different grades. The overall percentage of boys and girls is 2:3;