Effects Of Additional Needs

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 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.

The work of Wright and Wright relates that individuals who have children with special needs are well aware of the requirement that they comprehend the laws relating to those special needs in education and the rights of their children. The parents of special needs children know that testing is the primary factor in determining the educational needs and benefits as well as the advancement or alternatively the lack of advancement of their child in the educational endeavor. Wright and Wright note that decisions concerning the child's education is such that must be formulated on the basis of ""¦objective information and facts" rather than reactions and beliefs that are subjective and emotionally based.

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

This case study involves a male student with juvenile arthritis who has two younger brothers who also have this condition. This individual wants to be a pilot. The parents are supportive of this student's plans for his future. This study will answer: (1) what is the impact of having a disability and what might be the different perspectives of stakeholders involved in the inclusion of students with special needs? and (2) What can be learned from listening to the voices of those with disabilities? This study will develop a 'mind map' to synthesize and critique some of the issues learned through listening to the voices of those with disabilities. Finally, this study will answer as what resources are available to inform teachers?

Scottish policies understand that children and young people may need additional support within the classroom throughout their school career, thus the introduction of the Additional Support for Learning Act in 2004 (ASL) (The Scottish Executive, 2005; Riddell, 2014). This Act recognises that anybody may require assistance in the classroom at any time whether the child is learning English as a second language, if there are family difficulties such as parental divorce or bereavement, or if the child has special educational needs (Riddell, 2014; Riddell and Weedon, 2009). It is placed under a much wider group of children and not just those who have ‘special educational need’ (Riddell et al., 2009; Barrett et al., 2015). The purpose of this act was to eliminate the preconceptions others can have when they know if someone has ‘special educational needs’ (Riddell, 2014; Cline and Frederickson

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 purpose of this assigment was to explore the emotions and perspectives of a parent raising a child with a visual impairemet and additional disability. To ask in depth questions about their journey through their child’s diagnoses and education. How as a parent they have had to advocated for their child’s education. The accommodations that are made in the home evironment to support expanded core learning. What resources the parent finds useful and what supports they have used along their journey.

This experience will influence me as a teacher by reminding me not to go into a situation with a preconceived notion. To understand the child’s disability, to treat the child as I would every other student but understand that modification’s will be needed to create a stable and healthy learning environment for the child and most importantly teach the other students to be compassionate to those that need extra

How prepared are you to support children in your classroom who may have either a visible or invisible need? What areas do you need to work on in order to be sure that you are doing all that you can to support children with special needs and their families, and have you considered the children who may have parents who have disabilities or special needs? What changes might you need to consider in relation to: curriculum, environment, classroom materials, time allocations, family communication, family involvement and volunteer opportunities,

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

The National Center for Education Statistics states, “in 2014–15, the number of children and youth ages 3–21 receiving special education services was 6.6 million, or 13 percent of all public-school students. Among children and youth receiving special education services, 35 percent had specific learning disabilities” () Special education teachers teach a variety of different individuals. These students can have learning, mental, emotional, or physical disabilities. Their disabilities can range from mild to moderate. Everyone is different in many ways, and may need to be taught in diverse ways. I would say that teaching special needs individuals can be a challenging task for anyone. Some of the challenging tasks are; interpreting, and implementing the child’s Individualized Education Plan (IEP), as well as staying abreast of the continual changes being made to the implementation of education. It is important for rising teachers to know upfront and understand what is expected of them upon accepting employment.

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

. Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At