Effects Of Additional Needs

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 case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.

At my placement, we don’t think of children as special needs, we think of them as children with specific and/or additional needs. We aim to give every child equal opportunities. Children in my setting are not singled out because of their different needs. If a child requires 1:1 support we will keep them within the classroom in their groups and they will receive extra support, we do not remove them from their peers and single them out. In order for children to have opportunities for making progress it is important practitioners identify and implement adaptions to ensure the work is accessible to all children.

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

Since the government decided inclusions of the special needs children in a regular classroom, the general education teachers shall be mandated to study how to cope and deal with these children with disabilities. The government perhaps should provide additional training to these teachers. Schools aren’t equipped, teachers are not trained to handle children with such different

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.

Preparing regular education teachers to address the diverse needs of children with special needs in inclusive set up.

Children with disabilities need to be recognized as individuals as well as be valued for the people they will grow to be. In the classroom the growing process can be difficult to achieve depending on the nature and severity of the disability. Not all children will be served by full inclusion, some students have disabilities that require medical attention or physical facilities such as specially equipped bathrooms, ramps or elevators that may not be found in the traditional school building. For example, a child with severe cerebral palsy with severe limb constriction, lack of bowel control, inability to feed themselves and confined to a wheelchair, inclusion could cause more harm than good. This student requires medical aid to care for physical

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s

Education is the key to a fulfilling life. But for children with special educational needs and disabilities,

Safeguarding of children and young people throughout their school years can only be provided by a strong relationship between the individuals and organisations that are responsible for their development in the different age groups. All children should be dealt with as individuals as they all have different problems. Some children have to be dealt with by specialists who have training in a specific area. Teaching staff must be able to recognise when children require specialised help, and they must support the work of these specialists. Staff at the school and specialist support workers must work together in partnership to ensure that the best service is being provided for students. Teachers must share all applicable information about children

Practitioners must look at all of these aspects, in order to protect children and young people’s educational needs schools and any other agencies, such as doctors, consultants, speech therapists, physio therapists need to come together and the multi-agencies then need to ensure specific needs are being identified and then catered to accordingly,

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

All states and territories have their own anti-discrimination legislation, (e.g. Tasmania: Anti-Discrimination Act 1998), and in addition each jurisdiction has its own legislation in the areas of education, child protection, disability services, and privacy (Ashman & Elkin, 2012). As teaching professional, we are obligated to comply with the Australian Professional Standards for Teachers - Australian Institute for School Teaching and Leadership Ltd (AITSL, 2014). According to Forlin & Forlin (1998, p. 209), ‘Regardless of training, all teachers owe a legal duty of care to all their students. In order to carry out this duty teachers need to understand the special needs of each child so that reasonable care may be taken to ensure the child’s safety’. A lack of suitable training is no excuse at law to avoid this liability.