Alison Brownfield 05/05/2010 Level 2 NVQ in Supporting Teaching and Learning L2 Unit 12 – Support a child with disabilities or special

education needs Task Sheet 2 – Supporting pupils with special needs K5, K6, K8, K9, K10, K12 1. As a parent of a SEN (Special Education Needs) child with cerebral palsy (appendix 1 definition of cerebral palsy) it would be understandable that the parents may have feelings of guilt, failure or anger that they had been responsible for their child being different to other children and requires Special Educational Needs. These feelings can manifest into high stress levels, depression or lack of tolerance and should be monitored by the parents G.P. It is important that a parent doesn’t blame himself or herself, and they identify that their child has a special need and is diagnosed accordingly. Once diagnosed only then can the parents seek specialist help and support. Having a child within the family with cerebral palsy (dependent of the severity of the condition) can impact the family in a variety of different ways. If there are other siblings within the family it is important that they receive quality time with their parents and that sibling rivalry does not become an issue with the child with cerebral palsy getting constant attention and care. A sibling could suffer from behavioural issues if they thought that they would receive attention by being naughty. Other people’s ignorance and fear of children with special needs can lead to isolation of families, children and siblings and they, may find that their children are left out of invitations and social events. Day to day organisation of a family with a child with cerebral palsy can be difficult. Dependent on the severity special transport might be required and the family’s finances might not allow for this. If the parent’s are both working before and after school care for a SEN child can be difficult to find, appointments which need to be kept can become hard to manage with an unsympathetic employer and again stress levels may be raised within the family home. It is important for parents with a SEN child with cerebral palsy to seek support as a family and find ways on how to access this. Once diagnosed the G.P will be able to confirm the extent of the child’s condition. Once this has been ascertained then it can be determined the impact that this will have on the family. Transportation, care and funding can be addressed through the local Citizens Advice Bureau (CAB) and the G.P can assist with information from the health authority in regards to home assistance, care and specialist equipment. Information on the local authority in regards to benefits and care assistance can be gained through the CAB and the family can also find information on local support groups through the CAB. (Cont/)

Points of reference used:www. Louise Burnham .gov. The school nurse and the nurse within the G.uk ).P practice will have numbers for local and national support groups and agencies which offer specialist care and leisure breaks for children with cerebral palsy and other disabilities.uk Yahoo search engine for support with cerebral palsy.Alison Brownfield 05/05/2010 The Internet is an incredible tool in regards to local support groups. Most staff within the libraries are happy to assist with training on Internet use should this be required. If the child is of school age then the school itself will have communication between the family of the child and the child’s teacher. Knowledge Point K12 addressed above. By typing in the search engine of yahoo 11 pages of support groups emerged. If a child has been issued with a statement then the parents will have been advised about the National Parent Partnership Network (NPPN. www. parent partnership.parentpartnership.direct.org. head and the SENCo member of staff. The communication between these staff members and parents is invaluable for the child to be included within the school setting to the best of everyone’s ability. SNAP The Teaching Assistant’s Handbook. networks and support groups for people and families suffering from SEN or disabilities. If the family does not have a computer within the home then most local libraries are not only a place for accessing books on a subject but have free Internet access and printing facilities.

Once this is known then it will form the basis for SEN children within the school being included and given an equal opportunity to learn the same as their peers. their individual profiles and an understanding of their needs and IEP / IBP (individual education plan / individual behaviour plan). As a TA in a class it is important that there is a good working relationship between you and the class teacher and that you are aware of the children within the class setting. This information should be communicated to the TA and a weekly meeting prior to the start of each week should be had to decide what is to be taught. which need to be shared. If specialist equipment and resources are required. adaptation of activities and the class setting. how it is to be taught and if there are children with special education needs how the weekly schedule will be adapted to include these children. timetabled into the LSA’s week and is the safety of the child guaranteed. K8 (Cont/) . term and academic year. Children with physical disabilities may require assistance for physical activities and it might be required that you have training on lifting or that the child in question needs additional support in achieving a better level of coordination. K6 The class teacher will have a schedule and plan of the week. even if adapted from the main stream teaching methods used for the other children within the class. This information may come from the class teacher or an outside practitioner such as a physiotherapist. The SEN Code of Practice 2001 also enlightens parents and carers as to their rights for their child to have access to mainstream education. Benefits of this might include such things as resources. are they available and if the child has a requirement for an LSA is this available. It might be that the TA will need training on the use of specialist equipment or learning aids which are required for certain children. It is important that when employed as a class TA that you are aware of current legislation in regards to inclusion of SEN children (The 2003 green paper ‘Every Child Matters’) and the schools policy for Inclusion and Discrimination. K5 It is imperative that the class teacher and SENCo of the school makes the TA aware of the SEN needs of each individual child so that the TA is aware of the range of abilities for each child and can make differentiation of the class so that tasks can be adapted accordingly and the correct resources sourced.Alison Brownfield 05/05/2010 2. their individual characters and any special needs of the children within the class setting. It is imperative that you are aware of these polices and codes of practice so that when working with the class teacher the integration of SEN children within the class can be included and tasks can be adapted to include all children. Likewise it might be the children are differentiated and grouped together for certain activities and learning scenarios. Communication and information sharing is a key factor between the class teacher and TA so that each child has access to the same education. It is important that you have access to the background of these children. specialist teachers with limited time.

In the case of children with SEN needs which have been recognised it therefore falls to the class teacher and TA to adapt tasks accordingly and differentiate the class into groups who are developmentally similar so that resources and specialist teaching help can be utilised to the best of their ability in accomplishing set tasks. The syllabus for each year group should be evaluated and discussed so that resources and adaptation of tasks can be made in advance. Resources for SEN children such as one to one support can also be barrier to effective teaching of diverse needs within a class. It is the school’s responsibility then to provide opportunities so that each child has access to an education. as taken from The Teaching Assistant’s Handbook.Alison Brownfield 05/05/2010 As already mentioned every child has the right to the same education as the next child and should not be discriminated against or excluded. however it is actioned. diagram illustrating barriers to inclusion. and tasks. or are ignorant to special needs and disabilities or fear them can also be a factor to consider. Encouragement and a positive attitude along with encouragement of independence are also key factors. K9 (appendix 2. Correct communication between the class teacher and TA may identify any child within the class setting that you are concerned about and their development or it might be that the child has come into the class with a recognised SEN need. The school should promote a positive and tolerant approach to children with SEN needs both within the school (with other children) and outside communication to parents and carers. K10 Points of reference used:The Teaching Assistant’s Handbook. the strands for mathematics and literacy and in my case the EYFS profile. which is diverse. so that the child in questions feels a sense of accomplishment and positivity towards the learning process. If a child consistently fails at something then they become despondent. This may lead to some parents feeling that their own child who does not have special needs is not gaining the full attention of the class teacher / TA. Louise Burnham) It is important that you are aware of the level of expected development for the age group and class that you are working with. negative and insular. Other parents who may not be understanding. which must be taken into account when looking at the curriculum. and where possible excludes barriers to participation and develops a positive approach to the inclusion of SEN children. which need to be actioned. Therefore the school should make every conceivable effort to include every child to an equal education. The class teacher will be following the Primary National Strategy. It is important that a task is achievable. Louise Burnham .

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