Benefits Of Support For Sen And Disabilities

Adults with learning disabilities can be very vulnerable and when they are accommodated in supported living, it is possible that they become exposed to further difficulties. Although the principles of the MCA set out to promote the independence of adults with learning disability whom obtain capacity, as outlined earlier, whilst they are living within supported accommodation they may have a loss of freedom and/or a reduction in choices and decisions, because although an individual may have the capacity to identify their needs and establish what they would ‘like’ to do, it is not always possible, again because of austerity measures and cut-backs which effectively impact staffing levels.

Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils.

The Act requires public bodies to promote equality of opportunity for disabled people, and also gives rights to them in areas such as employment and education;

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

All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities.

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.

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

Outcome 1 Understand the legislation and policies that support the human rights ind inclusion of individuals with learning disabilities

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.

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

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.

Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities.

The Special Educational Needs and Disability Act 2001 (SENDA) introduces the right for disabled students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies’, including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against.  Making reasonable adjustments could include;

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

Every person in the organization with a disability has a different need. Organizations work around the clock in many occasions to comply with the accommodations of each individual in the organization. Educating staff in how to comply with the requirements of ADA can be quite challenging. Organizations are afraid to hire, retain or accommodate workers with disabilities because of lack of awareness of disability and accommodations issues, concern over costs, and legal liability (Kaye et al., 2011). It is therefore the responsibility of the organization to educate management about the law and train on disabilities and accommodations. The guidelines, regulations, and building codes should be implemented to make the facility more welcoming and inviting to workers with disabilities (Stryker, R. (2013).