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Unit 14- Working with children with special needs
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The other is the social model of disability, which views a
disability as a problem with society and the way they provide for and view people with disabilities
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The
expectation is that achieving by adaption takes place for example adjusting events and environments to enable
children to take part
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The Special Educational Needs and Disability
Act 2005 aims to try and meet the needs of children with SEN within mainstream schools through the reviewing
and changing of current policies and procedures to suit the needs of the child- practitioners should also adapt
their planning of provision to suit these needs
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The Disability Discrimination Act 2005 puts responsibility on local authorities to promote equal opportunities for
all children, they must also take steps to eliminate discrimination within society and ensure adequate help is
available to children, and families, with a learning need
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This means that, in
and out of the childcare setting, children (and anybody associated with them) cannot be discriminated against
on the grounds that they possess one or more of these characteristics whether it is direct or indirect
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Special Educational Needs and Disability Act, like The Equality Act 2010, sets out rules on the prevention of
discrimination against disabled students
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Services must keep in close contact with the parents of the students with SEN sharing all
relevant information with them and other services involved with the child’s care, this includes sharing
information with a new school to which the child is going to in order to make the transition as easy for the child
as possible
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A child’s special educational needs should be assessed in order
to determine what type of provision they require, authorities must always try and cater to a child’s needs within
a mainstream school where appropriate as stated in Article 23 of The UNCRC:
“All children with special educational needs who do not have statements must be educated in a mainstream
school… a child with a statement of special educational needs will be educated in a mainstream school unless
it is incompatible with the wishes of the parent, or the provision of efficient education for other children at the
school
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If a child’s needs can’t be provided for within a mainstream school they may attend a specialist
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school; trained practitioners within these schools have a better understanding of different disabilities
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Specialist schools often have a range of specialist facilities to help with the children’s
development, soft play areas and pools offer enriched experiences and help for children who suffer with
physical disabilities
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Children with severe educational and/or medical needs may stay in residential care, these settings are staffed by
trained professionals who can cater to different needs of the child, professionals such as play therapists and
nurses can help the children with all areas of their care and development
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Respite Care offers short breaks for both the child and the family when it’s believed that this might allow carers
to improve care for the child
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Where possible, care
should be provided within the child’s home rather than placing the child in special care
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The early stages of development from embryo
and foetus, to baby at birth are designed and controlled by genes
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As well as determining basic information such as eye
colour, hair colour, skin tone etc
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Conditions such as Down’s syndrome, Cystic
Fibrosis and Muscular Dystrophy are all hereditary, being passed on via genes
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Areas of development can cover the spectrum of sensory (touch, taste, smell, visions and
hearing), communication eg listening and talking, and in other areas such as feeding, self-care, the ability to
think and use fundamental cognitive functional and reasoning, social skills development, emotional and
affective state development
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Statistics suggest that one person in twenty five carry the faulty
gene but both parents must carry the gene to pass on the possibility of the child developing the condition during
the pre-natal stage
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Other factors affecting a child’s ability to learn can be via developmental causes, in that during the first
trimester, a foetus is particularly vulnerable to the life style of the carrying mother
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Other issues can
affect foetal development such as the mother experiencing German measles during pregnancy (hence all girls
are immunised before the reach child bearing age within the UK)
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Loss and separation experienced
via bereavement, divorce and immigration for example can have a vast impact on the child’s ability to learn
according the their age and stage of development/ability to comprehend loss as would the circumstances of
loss, whom the loss is associated with, the effect on the overall family unit and their own feelings of self-esteem
and self-worth
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Loss associated with bereavement in
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young children can be also demonstrated by bed-wetting, loss of appetite, insomnia, attention seeking
behaviour, heightened angst, tearful outburst etc
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There does not appear to be no one cause of autism but
almost always appears before three years of age, affecting four times as many boys as girls
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Some children with autism may have accompanying learning disabilities, a
specific learning difficulty and/or additional developmental disorders
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Barriers to learning in autism can be many whereby the child may have specific issues related to social
relationships, communication, development of play and imagination, and resistance to change
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The main
legislative ‘Acts’ supporting Education provide frameworks for children with special needs regarding their care
and education, for example the Disability Discrimination Act (2005)
“placed new responsibility on local authorities: these include the requirement to:
 Eliminate unlawful discrimination against disabled children and adults
 Eliminate harassment and bullying of disabled children and adults
 Promote equality of opportunity and positive attitudes towards disabled children
 Take steps to take account of disabled children’s and adults’ impairments, even if this results in the
favourable treatment” (Meggitt, C
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Legislative provision also covers areas of relevant education and appropriate curriculum for children with
special needs, and the requirement of educational settings to ensure policy provision with information
regarding how to identify and make provision for children with special needs, what facilities are in situ that
enable rather than exclude special needs, how resources are allocated and how the governing body will
evaluates the schools success for working with children with special needs
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Strategies to
develop a child’s self-esteem by valuing the child as an individual with unique strengths which require the
ongoing focus to build confidence and successful outcomes
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The
practitioner should use positive language and facial expressions in order to communicate with the child in a
range of ways, this shows the child that what you’re doing is ok, reassuring the child, babies are often comforted
through physical contact
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Psychologist and other external services particularly for children receiving support at School Action and School
Action Plus
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Children with additional needs including behavioural problems and SEN will not achieve their potential if their
needs aren’t effectively met however it can be hard for the practitioner to identify these complex needs;
working with other agencies and professionals helps the practitioner to provide holistic care suitable to the
individual child
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They will observe and work with the child in order to understand their strengths, weaknesses, and generally get
to know the child and their needs, by getting to know the child they can form a professional relationship with
them and the child will grow to trust this person, this trust make the child feel comfortable to talk and express
their feeling
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This helps the practitioners to
understand the child’s behaviour and also ways in which to help the child with their issues and adapt their
planning to meet their needs
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The parents of the child must be kept informed of the child’s progress and encouraged to
actively aid the child outside of the childcare provision
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The practitioner
must take into account information from the parent about the child’s likes, dislikes and interests in order to
provide engaging and appropriate care for the child
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All professionals involved in information collection and sharing concerning a
child must keep all information confidential and adhere to guidelines set by The Data Protection Act 1998 which
requires information to be stored in a locked filing cabinet or a password protected computer and only shared
with relevant other authorities
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In this instance the Social Worker will communicate important
information, regarding the child, to the practitioner, informing them on some significant changes in the child’s
life and introducing methods to help the child
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The SEN Coordinator (SENCO), in collaboration with the head teacher and governing body, plays a key role in
determining the strategic development of the SEN policy and provision in the school in order to raise the
achievement of children with SEN
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The SENCO also provides related professional guidance to colleagues with the aim of
securing high quality teaching for children with SEN

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