Explain How Multi Agency Teams Work Together To Create An Individual Learning Plan

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

A child or young person with speech, language and communication delay will usually have a Multi Element Plan (M.E.P.). If they do not seem to be making enough progress or they need a lot of extra help the school SENCO will contact the Local Authority and ask them to carry out a statutory assessment. This is only usually required for children who have the most significant and long-term special educational needs which require a very detailed assessment. It can be a long process and both the school and parents are involved. If a statement of Special Educational Needs (SEN) is issued, this will take

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination if the provision made for individual children with special educational needs, working closely with staff, parents/carers and other agencies.

The SENCo also provides related professional guidance to colleagues with the aim of securing high quality teaching for children with SEN.

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.

A multi-agency approach is a range of professionals including speech therapists, Special Educational Needs Co-coordinator (SENCO) , key workers or physiotherapists etc. that all work together and support children and their families in provisions that need to be made in order to support a child with special needs. Working within close partnership with parents is expected for all babies and children within the Early Years Foundation Stage (EYFS)

Set up meetings to talk to other adult if has been miscommunication. Seek advice from SENCO if need help off another agency such as a speech or language consultant. Clarify role in communicating with parents or colleagues within setting. Department of Education gives information about other local agencies that will help to communicate with families from a variety of religions and cultures. |

Lynmore Nursery , like other settings have the following policies in place – SEN, Inclusion and Equality Opportunity policies in place, with procedures for access and support for children with specific needs. Lynmore Nursery has a designated special educational needs coordinator (SENCO) – the manager who is responsibility for children with specialist needs. The SENCO’s refers children to specialists with parental permission and advising parents of additional support in the area, such as support groups.

Special Educational Needs Co-ordinators is the term which defines SENCO. SENCO co-ordinators are teachers who are in charge aimed at schools for special educational needs and work in connection with the managers, teachers, parents, governing body and other agencies. (Cowne. E, 2013, pg1-2). Under The Education Regulations 2008 it is essential a SENCO must be a qualified teacher, head teacher, chosen acting head teacher or aiming to become a qualified teacher. Therefore SENCO play an important role in adjusting and expanding policy and provision in schools for the development of children with Special Educational Needs, the SENCO has a responsibility for the way staff and the school itself operate in terms of working with children with SEN. (Cowne. E, 2013,

Iris, Ms. Kathy and Ms. Hilary all had helpful pointers for a speech-language pathology assistant, SLPA. Ms. Iris explained that working directly with the students is the most beneficial thing an SLPA can do, and that paperwork and organization is meaningless without knowing the student, their needs, their family, their background and their goals. Ms. Hilary and Ms. Kathy told me to keep a broad focus, and to keep ears open for others even when I am working with one student. She mentioned it is also important to keep the whole child in mind like what else may help them to become more successful. I completely agree with the because I do not think that you are ever just working on social skills, or just speech skills. I think that there are many other factors that it is critical to look at the whole child, like Ms. Hilary said, instead of each area

For example, if a practitioner has a child with a hearing impairment then, the practitioner with work with the settings Special Education Needs Coordinator (SENCO). They will both work together in order to give the child the best support possible and they will also provide the children with the necessary resources and supplies that the child needs for them to develop at the right stage as the other children.

In the early years, collaboration between all members of the education team should be involved (Rosas, Winterman, Droeger & Jones, 2009, p. 48). The educational team consists of professionals working respectfully with family members to help them achieve their goals for their child (Wong, 2016, p. 198). A respectful discussion would occur with the parents about the direction they would like to take. Informing the parents of the observations made during school hours and then provide recommendations of support services to help Zac develop his language skills. For Zac’s particular case, the teacher would recommend visiting a doctor to discuss his language development, they can then provide a referral to a speech pathologist and to get a hearing

The first strength is that the researchers establish a baseline. It is important for Speech-Language Pathologists (SLPs) to establish baselines to see where they need to start with the child and where to set their goals. They are also used to establish how much improvement has been made. Another strength this study has is that it sets goals for the children. An example are the goals set before the children can move onto the next phase. These goals are the short term goals. The long term goal is that the children improve their ability to understand and establish narratives on their own. It is important for SLPs to set goals for their clients because it shows the child that they can achieve their goals in small steps. Lastly, this study shows how a session design works. The research study shows that the clinician presents a stimulus, they ask the children to explain the icons, the clinician responds to their answers and record the children’s responses, then either remove the stimulus or give the children extra practice. SLPs are always using session designs so it is good to see how they are used in different situations with different types of

separated responsibilities to each of them to reach the same goal. The concept is that

During the transition between primary and secondary the SEN team work closely with statemented children, they have close contact with parents, the primary school and a variety of other professionals in order to identify individual needs. Within the English department there are ranges of specialist teaching support. A nurture group is beneficial as pupils can work in small groups with a literacy based tutor. The department operates a Fresh Start group; a phonics based learning scheme for SEN pupils or those with below average reading skills. It helps to improve skills in