Children Of Secondary School Level, And The Process Of Referral Involved

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

They offer advice and support for schools and/or parents of those children with special educational needs. They work in close proximity with the special educational needs co-ordinator, spending time with individual children and trying to derive the reasons for their behaviour or learning problems. Once the reasons have been established, they will then present their findings to both the school and the parents. They work with schools to help assess a children’s special educational needs and to develop the necessary programmes of intervention. They may also work on a wider level, for example, helping the school to develop a communication-friendly environment.

Assignment 034 Understand the Needs of Children and Young People who are Vulnerable and Experiencing

Support is offered to children to enable them to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

Children, young people and Families: Families of children with additional needs are likely to be in contact with many different agencies and professionals - for example health, education, social services, housing and benefits. For example, families with disabled children see on average ten different professionals and have more than 20 clinic visits a year (Sloper, 2004). Often families don't understand the roles and responsibilities of different agencies and professionals; they don't know who to go to for what; they may get conflicting information; they may be passed from one agency to another. This can produce rather than alleviate stress for parents and carers, which in turn impacts on relationships with their

There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to

* Liaising with external agencies including LEA’s, support and educational psychology services, health and social services and voluntary bodies.

Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life

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.

Special Educational Needs Co-ordinator. These look into what support and resources children and young people with special educational needs need whilst at the school. They will meet with various outside school practitioners like speech and language therapists and physiotherapists. They also keep the parents informed of everything that is being done for their child and get any consent for any treatment/therapist/outing the child may need. They also set out Provision maps (formally known as IEPs - Individual Educations Plans) with help from the class teacher and if available one to one TA. The Provision plan sets out what intervention group/individual activity the child will be involved in for the coming term and what the outcome of doing this should be. The child will also be asked to sign

This assignment will show what services are available in early year’s settings and for young people to support positive development. It will show what assessments we carry out within my setting and I will also critically analyse agencies that are available for referrals, transitions and safeguarding for children and young people.

Joshua’s has been attending attends a local mainstream primary school in Sydney from kindergarten which offers a specialized education program. Joshua currently in grade 2 receives support from a strong support network of professionals which includes speech therapists, occupational therapist, psychologists, family counsellors and teacher’s aide.

These needs are addressed by individual work in the Centre, family homes and other settings, Co-Working on a multi-agency basis, and specific groups and courses to address particular needs, e.g. Parenting Courses and Young Parents Groups. A tailored package of support is available to the Service User. The Initial Assessment Team Social Worker made a request for Family Support work to help Tommy (names have been changed) and his family, under Section 17 CA1989, which states that a child shall be considered to be a Child in Need if: a) He is unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining a reasonable standard of health and development without the provision for him of such services by the local authority b)