1.1 Identify the requirements of current legislation in Home Nations in relation to inclusive practice

Unit summary

This unit provides the knowledge and understanding to provide support for children and young people with special educational needs and disabilities (SEND) in the learning environment.

Credit value

4

Guided learning hours

25

Level

3

Mandatory/optional

Mandatory for Diploma

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand the principles of inclusive practice and the rights of disabled children and young people and those with special educational needs

1.1 Identify the requirements of current legislation in Home Nations in relation to inclusive practice

1.2 Summarise the rights of children and young people with special educational needs and disabilities

1.3 Summarise the provision, assessment and intervention frameworks for children with special educational needs and disabilities

1.4 Explain the importance of early recognition and intervention for children with special educational needs and disabilities

1.5 Identify barriers to participation for children with special educational needs and disabilities

2. Understand how to obtain information about individual needs, capabilities and interests of disabled children and young people, and those with special educational needs

2.1 Outline how to observe and identify the needs, capabilities and interests of children with special educational needs and disabilities

2.2 Explain the roles and responsibilities of others who contribute to the support of children and young people with special educational needs and disabilities

2.3 Evaluate the benefit of working with others to support children and young people with special educational needs and disabilities

3. Understand the special educational needs of children and young people with cognition and learning needs

3.1 Describe the range of cognitive skills necessary for effective learning

3.2 Identify the significant differences between global and specific learning difficulties

3.3 Explain how cognitive difficulties impact upon the development of language and communication and how this might affect learning

4. Understand the special educational needs of children and young people with emotional, behavioural and social development needs

4.1 Explain how aspects of upbringing, home circumstances and physical and emotional health of children and young people can affect their ability to relate to others

4.2 Explain how mental health could impact on a child or young person’s life

4.3 Explain how to work with children, young people and others to identify and set behaviour goals and boundaries for children and young people with emotional, behavioural and social development needs

4.4 Reflect on ways of developing self- reliance and self-esteem to support children and young people with emotional, behavioural and social development needs

5. Understand the special educational needs of learners with sensory and/or physical needs

5.1 Explain the effect of a primary disability on children and young people’s development

5.2 Describe a range of specialist equipment and technology resources available for children and young people with special educational needs and disabilities and reflect on how they help to overcome or reduce the impact of sensory or physical impairment

6. Understand the kinds of strategies needed to support children and young people with special educational needs and disabilities

6.1 Explain how to work with children and young people using strategies to support their learning and development

Delivery and assessment

1.5 Barriers to participation: Anything that prevents a child or young person participating fully in activities and experiences offered by the setting or service.

2.2 Others may be:

• family members

• teachers/specialist teachers

• other adults in the setting, eg SENCO

• professionals external to the setting, eg educational psychologist

• health professionals.

5.1  Effect of a primary disability to include the effect of:

• physical disability

• long-standing or progressive conditions

• chronic illness, pain and fatigue.

Assessment tasks STL3D14: Understand how to support learning of children and young people with special educational needs and disabilities

These non-mandatory tasks have been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1 (AC 1.1, 1.2, 1.3)

Produce a series of factsheets for support staff in schools or colleges. The fact sheets must:

• identify the requirements of current legislation in Home Nations in relation to exclusive practice
• summarise the rights of children and young people with special education needs and disabilities
• summarise the provision, assessment and intervention frameworks for children with special educational needs and disabilities.

Task 2 links to learning outcome 1 (AC 1.4, 1.5)

• Produce a resource to share with new support staff that identifies barriers to participation for children with special educational needs and disabilities. The resources should also explain the importance of early recognition and interventions.

Task 3 links to learning outcome 2 (AC 2.1, 2.2, 2.3) and learning outcome 6 (AC 6.1)

In preparation for this task, speak to your line manager to gain understanding of the methods used to observe children and young people in order to identify their needs, capabilities and interests.

Revisit your job description and reflect on working with others to support children and young people.

Read the scenario first before attempting the task.

You are asked to support a new member of staff who will be working with children and young people with special educational needs and disabilities.

Develop a guidance resource for your colleague to refer to. This resource should:

• outline how to observe and identify the needs, capabilities and interests of children and young people with special educational needs and disabilities

• explain the roles and responsibilities of a minimum of two (2) other professionals who contribute to the support of children and young people with special educational needs and disabilities

• evaluate the benefit of working with others to support children and young people with special educational needs and disabilities

• explain a minimum of three (3) strategies support workers can use when working with children and young people with special educational needs and disabilities to support their learning and development.

Task 4 links to learning outcome 3 (AC 3.1, 3.2, 3.3)

Undertake some research into the needs of children and young people with cognition and learning needs and reflect on own experiences in the work place.

• Describe the range of cognitive skills necessary for effective learning.
• Identify the significant differences between global and specific learning difficulties.
• Explain how cognitive difficulties impact upon the development of language and communication and how this might affect learning.

Task 5 links to learning outcome 4 (AC 4.1, 4.2, 4.3, 4.4)

Read the case studies before attempting the task.

1. Kia is 4 years old and has 3 older siblings. The family are waiting to move to a larger house as they have outgrown the flat they currently live in. Kia is deaf and is being considered for a cochlear implant.
2. Sarah is 9 years old and just emigrated to the UK from Asia. During the school assessment it was identified that Sarah is Dyslexic and she requires support for this as well as her command of the English language. Sarah is finding the transition difficult. She doesn’t want to go to school and is becoming over-reliant on her mother.
3. The parents of Simon seek advice from you when they come to collect him. Simon is 8 years old and demonstrates behaviour that challenges both at home and school. Simon is on the autistic spectrum.

Reflect on the 3 case studies, as well as own experiences in the workplace.

• Explain how aspects of upbringing, home circumstances and physical and emotional health of children and young people can affect their ability to relate to others. Add real examples where possible.
• Explain how mental health could impact on a child or young person’s life.
• Explain how to work with children and young people and others to set behaviour goals and boundaries for children and young people with emotional, behavioural and social development needs.
• Reflect on a minimum of two (2) ways of developing self-reliance and self-esteem to support children and young people with emotional, behavioural and social development needs.

Wherever possible, examples and reflections from experience in a real work environment should contribute to evidence for the criteria.

Task 6 links to learning outcome 5 (AC 5.1, 5.2)

Undertake some research into the different types of specialist equipment and technology resources available for children and young people with special educational needs and disabilities.

• Prepare a resource pack for school/college staff to refer to which describes the range of specialist equipment for those with sensory or physical needs and reflect on how these resources help overcome or reduce the impact of sensory or physical impairment.

This resource should also explain the effect of a primary disability on children and young people’s development.