Supporting Families’ Understanding & Decision Making
S pecial E ducational N eeds Welcomes You to 2
Aims of the Session The aims of this workshop is to: Raise awareness of Special Educational Needs. Provide an understanding of how the Special Educational Code of Practice for Wales, 2002 affects early years settings. Help Families to become more confident in decision-making 3
SEN Definitions Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. (Special Educational Needs Code of Practice for Wales 2002, 1:3) What is a learning difficulty? What is special educational provision? 4
SEN Legislation (Key Dates) 1978- Warnock Report 1981- The Education Act 1993/1996 - The Education Act 2001 Special Educational Needs & Disability Act (SENDA) 2001 2002- SEN Code of Practice for Wales 5
Special Educational Needs Code of Practice for Wales 2002. What is the Code of Practice? Legal Status? Focus is on: Partnership with Parents. Voice of the child. Graduated Response. Introduction of guidance on identifying and meeting S pecial E ducational N eeds in early years settings. 6
Basic Requirements of Settings Awareness.... All funded providers must: Have regard to the Code of Practice. Have clear definition of SEN ‘Adequate Progress’. Have awareness of Parent Partnership Services. Know the importance of passing on relevant information to school (Transition). 7
Basic Requirements of Settings Action.... All funded providers must: Have written SEN Policy . e.g. MYM/PPA. Work closely with parents and inform them if making special educational provision. Use a graduated response- ‘Early Years Action’ ‘Early Years Action Plus’. Have clearly set out procedures. Individual Education Plan (IEP) reviewed at least 3 times per year. Consider Statutory Assessment if previous interventions are unsuccessful. Identify SEN Co-ordinator (with time allowed). 8
Role of the SENCO 9
10 Role of the SENCO
I feel very, very ….he doesn’t seem to nervous, I think like joining in with the his mum is a other children. Sometimes professional. They think I’m a he doesn’t seem to hear, bad parent. what do you think? I don’t know why you wanted to see me, he’s fine at home. Working with parents 11
The Graduated Response A process of Identification, assessment and provision There are 2 key phases: Early Years Action. Early Years Action Plus. 12
Early Years Action Why? When an early education practitioner who works day-to day with the child, or the SENCO, identifies a child with special educational needs, they should devise interventions that are additional to or different from those provided as part of the setting’s usual curriculum offer and strategies (Early Years Action). 13
Early Years Action When? The basis for intervention through Early Years Action could be the practitioner’s or parent’s concern about a child who despite receiving appropriate early education experiences: makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified area of difficulty. continues working at levels significantly below those expected for children of a similar age in certain areas. presents persistent emotional and/or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the setting. has sensory or physical problems, and continues to make little or no progress despite the provision of personal aids and equipment. has communication and/or interaction difficulties, and requires specific individual interventions in order to access learning. 14
Early Years Action What is Adequate Progress? 15
Is child making Adequate Progress? ‘Adequate Progress’ might be defined as progress that: closes attainment gap between child and child’s peers. prevents the attainment gap growing wider. is similar to that of peers starting from same attainment base- line, but less than that of the majority of peers. matches or betters the child’s previous rate of progress. ensures access to the full curriculum. Demonstrates an improvement in self-help, social or personal skills. Demonstrates improvements in the pupil’s behaviour. 16
Early Years Action How? 17
Early Years Action How? Extra Adult Time. Different Learning Materials/Equipment. Some Individual or Group Support. Training i.e. Staff Development. Speedy Access for one off advice. Recording concerns & Strategies(Individual Education Plan, IEP). Planning & reviewing Individual Education Plan. 18
Early Years Action Plus When? Despite receiving IEP the child: continues to make little or no progress in specific areas over a long period. continues working at an early years curriculum substantially below that expected of children of a similar age. has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the group, despite having an individualised behaviour management programme. has sensory or physical needs, and requires additional equipment or regular visits for direct intervention or advice by practitioners from a specialist service. has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning. 19
Early Years Action Plus How? Early Years Action Plus is characterised by involvement of external support services. 20
Who Knows This Child? Amy is aged 2. She has Cerebral Palsy. Amy has a statement. She has speech/language and physical difficulties. Amy lives at home with her mother and her father lives nearby with her brother and step-mother. Amy attends a church playgroup twice a week, a nursery three times a week and has respite with foster carers every six weeks. Taxi is Amy’s main source of transport as Amy’s mother does not drive. 21
Individual Education Plan (IEP ) S.M.A.R.T Targets IEP Targets S pecific S should be: M easurable M A chievable A R ealistic R T ime measurable T 22
Individual Education Plan (IEP) Should record: voice of child . what is different or additional . aims: 3 or 4 short-term targets. teaching strategies and the provision to be put in place. date of review. review of action taken. The Code of Practice suggests that: REVIEWS - at least three times a year, in consultation with parents and child . 23
Observation Sheet Record just what you see of the child’s play, be as factual as possible. Try to include samples of their language. 24
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Graduated Response ( in a nut-shell ) 26
THANK YOU for listening 27
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