Support Children and Young People with Disabilities and Special Educational Needs

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

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.

This helps practitioner’s work together for the welfare of children. It promotes the Every Child Matters outcomes to reinforcing how important it is for all child careers to work together.

The Act requires public bodies to promote equality of opportunity for disabled people, and also gives rights to them in areas such as employment and education;

Disabled children and young people have the same right, as non-disabled children and young people to participate in decisions and issues that affect them. This is outlined in both the UN Convention on the Rights of Children (UNCRC) and in the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Despite this, disabled children and young people continue to face significant barriers and challenges to participation.

Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behavior in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation develop through many years and experiences, and mistakes, that underpin the working practices that are used today.

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

Background and Facts: The Education for All Handicapped Children Act was passed in 1975. It required public schools to give equal educational opportunities for children who suffered from a disability. The school would work together with the child’s parents to form an educational plan. An important piece of this law was the ‘stay-put’ provision. During a dispute of a disabled child’s educational placement, the child was entitled to remain in their current setting until the matter was resolved.

Outcome 1 Understand the legislation and policies that support the human rights ind inclusion of individuals with learning disabilities

1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs.

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.

Identify four legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities

vii) The Education Act 1944 the act required that educational provision for those children considered to be handicapped should be included in the way in which primary and secondary provisions were formulated. The act and its regulations also included in the category of educationally sub normal those children who lived with adverse family and home circumstances as well as those of limited ability. Special school provision was split into residential and day school and children were considered to be eligible for these if their IQ was between 55-70 and if their parental support was

Additionally using a holistic method which starts with principles and approaches that put children’s rights at the centre of preparation children are supported in developing their skills, knowledge, attitudes and values that will in turn support them to make sense of the world. The setting that holds this Rights approach will value all supporters of the public and their involvement. That will be imitated

This right is available to all special needs children at no cost. The child’s education is not only free – it must also be well planned and appropriate. Each child must be carefully assessed to evaluate his present level and identify his long term and short term goals. Consequently, each individual student must be assisted by a carefully drawn annual, step by step plan. Very importantly, this I.E.P. must specifically identify the special equipment, unique provisions and special services that will be guaranteed to the special needs student during the I.E.P. period of