NVQ 3 Supporting Teaching and Learning in Schools NVQ Childrens Care, Learning and Development

UNIT STLS 20 Develop and promote positive relationships

(CCLD 301)
Questions Units KUS

Please explain relevant legal requirements covering the needs of STLS 20 K4 disabled children and young people and those with special educational needs in your setting
Legislation and Special Needs Code of practice Warnock Committee and report It was suggested that a formal staged process should be followed to identify and assess a child’s special need and to create a written record. SEN and Disability act 2001 Providers should make ‘reasonable adjustments’ to include children with SEN – e.g. provide/attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944 Children with special needs should be educated alongside their peers. The views of parents should be recognised. Children’s ‘handicap’ should be ‘diagnosed’. Care Standards Act 2000 Standards 7 (health), 9 (equal opportunities) and 10 (special needs) give minimum guidance to help those working with children who have special educational needs. Education Act 1993 (revised 1996) A code of practice must be issued, giving guidance about responsibilities to children who have special needs. Subject to the views of parents, children with SEN should be educated in mainstream schools wherever possible.

Code of practice 1994 A five-stage process to assess a child’s special needs is identified. If needed, a ‘statement’ is written to say how those needs will be met.

Disability Discrimination Act 1995 Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long-term illness. It excluded education. Code of Practice 2001 A staged system of assessment consisting of ‘Action’ and ‘Action plus’ is introduced to support children whose needs may not require a ‘Statement’ or to contribute to the process of ‘Statementing’. Education Act 1989 Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to assess a child’s needs. This includes the rights stated in the UNCRC. These children have the right to be treated with respect and dignity as well as the right to a good education. It is essential that a disabled child or a child in a wheelchair should be given the same opportunity to participate in the same activities as an able bodied child, and children with learning difficulties or special educational needs to be treated as individuals but as equally as another. The Special Educational Needs and Disability Act 2001 came into force and amended parts of the law governing the education of pupils in school who are disabled, giving pupils with disabilities the rights to main stream schooling.

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