Children And Young People With Disabilities

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 Common Assessment Framework 2009 aims to identify additional need and promotes information sharing and coordination of services. Working Together to Safeguard 2003 outlines legal requirements for safeguarding, promoting welfare, roles and responsibilities of professionals and working together to keep children safe. The Munro Review 2012 regards the rights, wishes and feelings to shape the provision of services. The Safeguarding and Welfare Requirements of the Statutory Framework for EYFS 2014 outlines responsibilities for childcare providers for children 0-5 years. Special Educational Needs and Disability Code 2014 provides guidance relating to promoting the welfare of children and young people with special educational needs and

The publication of the Warnock Report in 1978 caused ground-breaking changes to the education system. It changed the way in which society viewed children and young people with disabilities, and, moved towards a philosophy for an inclusive education (Moore 2009). Warnock (2010) states that many reports and a considerable amount of legislation have emerged since then, These include, 1981 Education Act establishing the recommendation 's, The National Curriculum 1988, The Education Act 1993, 1994 Code of Practice on the Identification and Assessment of Special Educational Needs, Excellence for All Children 1997, 2001 SEN and Disability Act, ‘Barriers to Inclusion ' (Department for Education and Skills 2004) ‘Special Educational Needs: A New Look (2005). In the 2005 review Warnock suggests that there should be no priority made to mainstream or special schools, only the needs of the child, also, either setting should be considered as long as it has provision to support the needs of the pupil (Warnock, Norwich and Terzi, 2010) HAVE I REF ALL ABOVE CORRECTLY???????

In the US around 4.6 million people are identified as having an intellectual disability and 25 to 33 % children are born with mental disabilities. Resch J, Benz M, Elliott T. (2012). Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18. In order to determine if a child has intellectual disabilities the child will take a series of test such as an IQ test if the child score below a 70 he/she would be categorize a limitation in intellectual functioning. Beside the IQ test Conceptual skills, social skills, practical skills. Some common types of intellectual

Coordinated admissions aim to ensure that as far as is practical, every child in a local authority area who has applied in the admissions round receives a place. And with the exception of grammar schools, who do not have to take pupils who are not up to scratch academically, schools must take all comers. Even those with challenging behaviour. Youngsters with special educational needs who don’t have a statement are treated in the same way as everyone else although this may sometimes require reasonable adjustments for them in the school or particular support for any special educational needs, as defined in the Disability Discrimination Act 1995.

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.

Background and Facts: The Education for All Handicapped Children Act was passed in 1975. It required public schools to give equal educational opportunities for children who suffered from a disability. The school would work together with the child’s parents to form an educational plan. An important piece of this law was the ‘stay-put’ provision. During a dispute of a disabled child’s educational placement, the child was entitled to remain in their current setting until the matter was resolved.

The way we interact with our colleagues and others in society is regulated by law. The Equality Act 2010 brings together all previous acts relating to equality and discrimination. The Act applies to all services provided to the public. The Act protects all individuals and groups from discrimination. Early years settings must be aware of these laws and have a policy in place regarding equality of opportunities and for supporting

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

SEND provision is essential in ensuring that all children have the same opportunities for progress and achievement despite their personal needs. It is here that SEND and inclusion therefore go hand in hand. Schools must be aware that, without this equality, ‘pupils can move from demoralisation to disruptive behaviour and truancy’ because they are made to feel like “failures” for having learning difficulties and/or disabilities (DfE 1997). It is also important to recognise that this support must be evident outside of academia. The Warnock Report states that provision needs to be integrated into the physical and social as well as educational activities of a school, enabling the child concerned to equally

The life of an individual born with developmental disabilities 50 years ago differs greatly from an individual born today. A lot of progress has been made in the field of mental health over the past half decade. Many new or revised acts have improved the attitude towards individuals with disabilities and the aid that is available to them.

What assets appear to be a recognized and logical resource for people with a developmental

The health of adults with developmental disabilities (DD) is an understudied topic in medicine and public health. DD’s are a group of severe, chronic conditions that can impair cognitive and/or physical functioning. DD’s manifest prior to the age of 22 and result in significant functional limitations in 3 or more of the following activities of daily living: self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, and economic self-sufficiency. This leads to the need for interdisciplinary services, individualized supports, and other forms of assistance through the lifetime.1 Many intellectual disabilities (ID) such as Down syndrome and fetal alcohol syndrome fall within the

Children who suffer with learning disabilities struggle with communicating not only at school, but even within their very own family. The desired lifesaving cure may not exist yet, but with the help of a community, a child can develop the imperative skills he or she desperately needs to become literate. Literacy means to be able to participate in a society. It does not matter if someone’s language is perfect without a grammatical error in sight or if their language is filled with insufficient mistakes. All that matters is if a person is capable of understanding the other’s main concept. I recently learned this eye-opening lesson about literacy from my three year old cousin battling with a recent diagnosis of autism.

There is always more than meets the eye when spotlighting different realms. I wanted this paper to meet more than just the standards set by my professor. I wanted to be able to lean towards or away from a career choice. Being able to step outside of my own world into one where I would truly try to understand people with disabilities in their lives was what I had chosen. Spending a day in the Mary Cariola Children’s Center allowed me to do this by interacting with children at various different levels and learning disabilities. I have quite a bit of knowledge on children with special needs but have never truly been able to interact with them further than my cousin who has been confined to a wheelchair (for reasons unknown to any doctor).