Explain How To Support Young People With Special 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

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.

* They are kept well informed about their child progress through a good partnership with the setting.

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

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

The Special Educational Needs Code of Practice 2001 outlines the statutory guidance for policy and the procedures and responsibilities towards children and special educational needs. It includes the levels of support which should be provided to children depending upon their individual needs.

The Act prohibits discrimination against disabled people in a range of circumstances, covering employment and occupation, education, transport, and the provision of

Knowledge and understanding of the way the world works: Using materials around us to make things from our environment. Using ICT tools to gain information about life. Learning about their role in the world and what they could achieve.

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

-liaising with outside agencies with respect to a child's special educational needs (SEN) such as speech Therapist, physiotherapist..etc.

Specialised serveses could be something like a portage worker, a hydrotheripy pool or physiotheripy. A portage worker is someone who goes out to the homes of children with learning difficulties, physical disabilities or other special needs. They help the children to have fun while learning and enjoy life. A portage worker works closely with the parents as well as the child, they need to work together to find out the childs interests and use them to help the child learn. According to portage.org.uk one of their main aims is "to play a part in minimising the disabling barriers that confront young children and their families receiving Portage services." So like I've said before these very much support the social model of disability. A hydrotheripy

| |all of their special needs students to the Foundation |and available resources; strategies are then selected |

Data taken from the 1997-2008 National Health Interview Surveys of US showed that 1 out of every 6 children had developmental disabilities (Boyle et al, 2011). These disabilities included autism, autism spectrum, emotional/behavioral disorders and other forms of developmental delay. According to the survey, these disabilities increased and now require more health and education interventions. Children aged 3-17 years old participated in the survey. Parent-respondents reported their children's diagnoses as including these mentioned learning disorders and forms of developmental delay. The incidence of these disabilities increased from 12.84% to 15.94% in the last 13 years. Autism and other developmental delays increased in all socio-demographic sub-groups, except for autism among non-Hispanic black children (Boyle et al). Findings of the study and other studies suggest the need for advocacy for these children.

Parenting in Lesbian-Gay (LGBT) or Same-Sex Couple Homes. A review study (American Psychological Association, 2005) showed no evidence that lesbian or gay parents are unfit to parent children nor are the children under their care as parents are disadvantaged psychosocially or economically as compared with heterosexual couples. Nevertheless, this study admitted that data on LGBT parents are limited (American Psychological Association, 2005). The same findings were noted in another study (Telingator & Patterson,2008).