Rachid Chaoaibi 140055

Supporting Special Educational Needs in Supplementary Schools

Open College Network Level 2

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Name of learner _Rachid Chaoaibi_ 140055

Date submitted _8th May 2020__________________________

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I have read and understand the assessment and appeals procedures.

Signature _Rachid Choaibi___________________________________

Learning Outcome Assessment criteria Assignment – should be about 300 Date

words completed
1. Understand 1.1. Identify three Make a list of three types of Special 07/05/2020
specific areas of common types of Educational Need and for each one
Special Educational special educational describe what you might observe in
Need and Disability need the classroom if one of the children
(SEND) in your class had this special need
or disability.
1.2. Describe the four Name the four categories. For each 07/05/2020
categories of SEN and category, describe a child who has
disability a special need or disability. How
might they behave in the
classroom? How might they be
helped?
2. Understand the 2.1. Identify reasons Why might some children with 07/05/2020
impact of SEND on for inappropriate special needs or disabilities find it
learning and behaviour in children more difficult than other children
behaviour with SEND to behave in an appropriate way
in the classroom? Give some
examples.
2.2. Describe the Think of a child who has needs 07/05/2020
impact of (learning, developmental and/or a
developmental issues disability) that makes their
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on children’s learning development slower than others in

and behaviour the same class. How does this
affect their behaviour? their
learning? their relationships?
3. Understand the 3.1. Define inclusion Say what is meant by “inclusion.” 07/05/2020
concept of inclusion identifying categories Name some categories of children
of children who need who might be excluded from
to be included lessons or activities and say why.
3.2. Describe steps Give examples from lessons you 07/05/2020
that can be taken to have taught and children in your
ensure inclusion in class showing how you include all
own setting children. You might give examples
of different tasks, extra resources,
a different learning style, more
support from other people, having
different rules
4. Know about 4.1. Describe the Make a table listing the most 07/05/2020
legislation, policies legislation, policies important laws that schools have
and procedures and procedures used to obey. For each law say what
used in schools to in schools to work does it mean for mainstream
work with SEN and with SEN and schools? What policies should a
disability disability school have in place? What
procedures should the schools
should have in place?
How do laws, policies and
procedures used in schools to work
with pupils with SEN and disability
promote their wellbeing and
achievement?
5. Know about 5.1. Identify Name three professionals who 07/05/2020
professionals professionals working work with children; say what their
working with with children with jobs would involve
children with SEN SEN and/or disability
and/or disabilities
5.2. Describe the role Think of a child who has a special 07/05/2020
of a professional who need or disability and needs the
works with children support of a professional. Describe
with SEN and/or what the professional person would
disability do. How would they work with the
child? The parents? The
mainstream school teacher? A
supplementary school?
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1.1. Identify three common types of special educational need

Make a list of three types of Special Educational Need and for each one describe what you
might observe in the classroom if one of the children in your class had this special need or
disability.
Dyslexia is a cognition and learning difficulty that impacts on literacy learning and spelling words. A
child in the classroom may be observed to have reading difficulties and unable to remember words.
ADHD learners may have difficulty concentrating and controlling impulsive behaviour. You may also
observe them being inattentive in class, and struggling to being organised and doing tasks in logical
orders.
SEMH learners may struggle with social and emotional needs that effect mental health. Children may
respond differently form peers, in that their emotional responses and behaviour may be disruptive.
They may be frustrated and angry in class, and extra support may be need to maintain relationships.

1.2. Describe the four categories of SEN and disability

Name the four categories. For each category, describe a child who has a special need or
disability. How might they behave in the classroom? How might they be helped?
Cognitive & Learning: Special educational needs around understanding, memorising, and learning
concepts within the curriculum. The child may work at a slower rate and learning may differ
considerably from others in their age group. There may be big differences in performances between
literacy and numeracy. They may be helped by providing counting objects to aid arithmetic learning
and role paly to cement learning of new concepts.

Communication & Interaction: Speech, language, and communications needs and difficulties. Child
may find it difficult to express themselves and communicate clearly. They can be helped by using
visual and hearing aid e.g. Headphones. Extra support in explaining instructions clearly and ensuring
they are received well.

Behavioural, Emotional & Social Development: Child may have difficulty with emotional regulation,
controlling behaviour, and managing relationships. The child may be withdrawn and isolated, as well
as experience anxiety. Providing low-key tasks and increased structure and predictability may help.
Help can be around building trust and confidence, engaging with learning and help to not distract
others. The child can be encouraged to remove themselves to an agreed calm-down area if
necessary.

Sensory & Physical Impairments: Child may have visual, haring and/or physical disabilities that
impact on learning. The child may have difficulty in hearing or seeing instructions. They may need
specialist equipment like bigger screens, ear phones, and being sat closer to the teacher.

2.1. Identify reasons for inappropriate behaviour in children with SEND

Why might some children with special needs or disabilities find it more difficult than other
children to behave in an appropriate way in the classroom? Give some examples.
Children with SEND are often prevented from learning at the same rate of learning as their peers.
This may result in a sense of frustration and inadequacy which causes behaviours of attention
seeking and disruption. Those with behavioural, emotional and social development difficulties, as
well as cognitive and learning difficulties may in particular may struggle with emotional regulation
and therefore difficulties in showing appropriate behaviour.
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2.2. Describe the impact of developmental issues on children’s learning and behaviour

Think of a child who has needs (learning, developmental and/or a disability) that makes
their development slower than others in the same class. How does this affect their
behaviour? their learning? their relationships?
A child whose development is slower than others their age may struggle with social and emotional
needs that effect mental health, behaviour and relationship with teachers and peers. Children may
struggle in that their emotional responses and their behaviour may be disruptive. The child may
already find the processing of information and recalling information challenging, but they may be
also be frustrated and angry in class. This may result in teachers having to manage behaviour, and
extra support to maintain relationships at the expense of quality teaching time. The child’s learning
may be further effected.

I recently worked with a child who was very withdrawn and avoidant of staff and other children, but
would have sudden outburst of hyperactivity that distracted other pupils. He had no friends and
often sat alone despite my efforts to sit him with peers. I balanced encouraging and rewarding
engagement with other children and learning by giving compliments, awarding srtickers, and getting
pupils to clap for his contributions. Other pupils were sometimes annoyed at his disruptive
behaviour, other times they laughed at him, and even felt jealous he was getting “preferential
treatment”. I attempted to counter this by explaining to them how developmental issues can effect
emotions and behaviour, and why it was important to support the pupil in question and make him
feel comfortable. I also tried my best to reinforce to the pupil with devlopmental needs that
disruptibve behaviour wasn’t accepted, and the importance of participating in calss where possible
by sitting next to him and constantly reminding him and trying to sit him with an calm, mature pupil.

3.1. Define inclusion identifying categories of children who need to be included

Say what is meant by “inclusion.” Name some categories of children who might be
excluded from lessons or activities and say why.
Inclusion refers to including and involving SEND pupils in main classroom activities whenever
possible using appropriate differentiation of tasks and materials. Inclusive activities can involve many
engaging activities using adjustments and aids to encourage participation. Reasonable adjustments
and appropriate differentiation are now an anticipatory duty, although reasonable is not defined in
law. . Children with physical and sensory impairments might be excluded from activities that may
cause danger or harm to them. Rea

3.2. Describe steps that can be taken to ensure inclusion in own setting
Give examples from lessons you have taught and children in your class showing how you
include all children. You might give examples of different tasks, extra resources, a
different learning style, more support from other people, having different rules
I have previously made classroom adjustments based on learners’ leaning styles and development
needs. This has sometimes also included making appropriate differentiation based on visual,
auditory and tactile needs of children. I have introduced resources and support that allow children
with SEN to be included an participate as much an possible. Specifically, the use of tablets loaded
with programmes that aid impaired vision, using role play to cement learning new topics, assigning
extra support staff during challenging activities for children requiring tactile learning styles have all
been used to include children in learning. Giving children with SEN more time to complete tasks and
tests works well if all children underrated why differentiation is required.
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4.1. Describe the legislation, policies and procedures used in schools to work with SEN & disability
Make a table listing the most important laws that schools have to obey. For each law say
what does it mean for mainstream schools? What policies should a school have in place?
What procedures should the schools should have in place?
How do laws, policies and procedures used in schools to work with pupils with SEN and
disability promote their wellbeing and achievement?
Law Significance/Meaning
Children Act 2004 Declared that Education, Health & Social Care services must
collaborate and work together for improved communication.
UN Convention 2006 Provided a commitment to inclusive education and the removal of
barriers to learning
NHS Act 2006 Gave a voice to pupils by stating individuals must be involved in the
planning of their own services. Encouraged parents to also be
involved form the beginning.
Equality Act 2010 Provided a consolidation of previous legislation including the
Disability Discrimination Act. The Law covers school admissions as
well as exclusions. Provided protection from discrimination for
disabled people The Act covered access to services and facilities, as
well as the delivery of curriculum content.
Children & Families Act Stated that SEN children to be educated in mainstream schools. Also,
2014 local authorities must ensure that education, health and social care
work must be aligned and work together.
SEND Code of Practice Changed approach of pre-2015. Specified a defined code of practice
2015 at intervention at different levels for assessing SEN, creating
individual plans, and reviewing them. Schools are obliged to make
reasonable adjustments and differentiation of tasks and resources to
include SEND pupils.
Working Together to Further created a firm understanding that it is a duty for local
Safeguard Children 2018 agencies, including voluntary groups, to work together to ensure the
welfare of children.
School SEND Policies, Procedures & Practice:
Send Policies for each school should set out how members of staff will be supported in providing
positive whole school polices regarding the learning, progress and achievement of SEND pupils
Local Offers aim to bring important information regarding SEND, education, health and social care
within one website. Local offers provide information on a range of local service providers who can
support children with SEND, as well as other advice and guidance.
Safeguarding Policies set out how pupils in schools will be safeguarded and protected in line with
local authorities’ protocols. They should consider SEND pupils, particularly around their needs and
discrimination.
School SEN Information Reports are required by each school to give information for parents on how
they support SEND children. School websites should include SEN policies along with SEN Information
Reports as two distinct documents
Education, Health & Care (EHC) Plans are created by a local authority once an assessment is done.
They help parents and teachers identify the pupils needs and interventions needed to meet them.
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SEND Support Plans can be drawn up by class teachers with the advice of an SENDCo where
appropriate.

5.1. Identify professionals working with children with SEN and/or disability
Name three professionals who work with children; say what their jobs would involve
SENDCO: teachers refer pupils to SENDCOs when they have not responded positively to graduated
responses in class. SENDCOs will provide support and advice on needs, carry out screenings and
assessments, and recommend individuals plans for pupils. They may also need to refer children to
outside agencies and professionals for advice.
Speech & Language Therapists: SLTs support and work with children who’s learning is effected by or
have speech, language, and/or communication needs. Very often SLTs work with children with
autism to help them adjust and participate in classrooms.
Physiotherapists: Physios work with and support pupils who have physical disabilities, such as
dyspraxia and cerebral palsy, that effect their learning and educational development.

5.2. Describe the role of a professional who works with children with SEN and/or disability
Think of a child who has a special need or disability and needs the support of a professional.
Describe what the professional person would do. How would they work with the child? The parents?
The mainstream school teacher? A supplementary school?
A SENDCo is often an early point of contact at a school when a child with SEND needs support. If a
child with dyslexia arrives at a school, they would explain to the parents and preferably the child
what their role is and how they can support. They would explain how to access the Local offer and
their school’s SEN information Report.
The SENDCo would work with the parent and child to assess learning needs and identify specific
challenges that need interventions and adjustments in the classroom. They would further explain
how an individual care plan may be put together, who will be involved, how it will be implemented
and what the rights of the child and parents are.
A SENDCo will often assess dyslexic pupils for initial word/letter sequencing, phonological skills,
memory and recall. They may also have to explain to the child and parents that they will be referring
the pupil to an Educational Psychologist (EP) for a more detailed diagnostic assessment. The EP
carries out additional cognitive ability tests to identify associated learning difficulties and complex
needs. The tests will determine what other factors could be affecting the child’s learning, and
identify what Reasonable Adjustments need to be placed in the childs’ classroom and school.
An SENDCo or specialist teacher will often have a better understanding of the dyslexic child’s
background and class room envornemnt. Along with the the EP, they can make specific
recommenations for education support. The SENDCo will communicate with the EP who after
assessing the child will advise on support needed for social and emotional impact of dyslexia. The
SENDCO, with advice form the PE and any other outside professional and agencies involved, will
advise the child and parents and arrange any further specialist support that may be needed.