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Including Children with Additional Needs

Including Children with Additional Needs. Course Introduction:. This course is particularly suitable for welfare assistants and members of mid-day supervisory teams.

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Including Children with Additional Needs

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  1. Including Children with Additional Needs Course Introduction: This course is particularly suitable for welfare assistants and members of mid-day supervisory teams. It provides an introduction to some of the more common additional needs found in mainstream schools, and how these may be better supported. The Disability Discrimination Act, its successor the Equality Act 2010, and school Access Plans are discussed. It provides an opportunity to share good practice and reflect on possible practical improvements in the delegates’ own schools. Objectives By the end of this session we will have explored: • What is meant by 'SEN' and 'Additional Needs' •  Some of the barriers to play faced by children with disabilities •  Implications of the Disability Discrimination Act (DDA), the Equality Act 2010 and the School Access Plan •  The links between the course materials, the Five Outcomes and safeguarding children •  A range of 'reasonable adjustments' for a range of additional needs

  2. Including Children with Additional Needs in the Playground Introductions.... Your trainer Do you know each other?

  3. Skills Active Overview: Access Training is accredited by SkillsActive and has signed up to its national Code of Practice SkillsActive “quality assure” the training. This training may be useful, or even count towards, other qualifications, such as NVQs.

  4. Including Children with Additional Needs in the Playground : Objectives • By the end of this session we will have explored: • What is meant by “SEN” and “Additional Needs” • Some of the barriers to play faced by children with disabilities • Implications of Equality legislation and the School Access Plan • A range of “Reasonable adjustments” for a range of additional needs

  5. How does this course support The National Picture • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children

  6. What are “SEN”, “Disability”and “Additional Needs”? • Special Educational Needs (SEN) • Defined by law. Most easily read in “Code of Practice for SEN” • Disability • Defined by law. Most easily read in “DDA Code of Practice for Schools” downloadable at: http://www.drc-gb.org/thelaw/practice.asp • Additional Needs • A wider range • (Watch out for the Equality Act Code, due late 2011)

  7. What are the Barriers? • Physical environment • Systems • Attitudes

  8. Increasing Access: The law • Disability Discrimination Act (DDA) and 2010 Equality Act (Replaces the DDA, being phased in Oct 10 to 2013) • Access Plan • Reasonable Adjustments What is “inclusion”?

  9. Is this “Less Favourable Treatment”? • A father seeks admission to a primary school for his son, who has epilepsy. The school tells him that they cannot take the boy unless he stops having fits. • An eleven-year-old girl is admitted to a secondary school. The school wants her to have all her lessons in a separate room in case she frightens other children with her muscle spasms and her involuntary noises.

  10. Is this “Less Favourable Treatment”? • A mother seeks admission to a nursery school for her son who has Hirschprung's disease. The school explains that they could not admit him until he is toilet trained. That is their policy for all children.

  11. Reasonable Adjustments • A child with SEN • A child with a disability • A child we are concerned about • What may we need to change to better include the child?

  12. Gaining Information • You NEED to know who the children are in your school with SEN or a disability. • You NEED to know what reasonable adjustments to make. • Who will tell you, and when?

  13. School trips and “reasonable adjustments” Listen to the scenario & discuss • Risk assessment • Staffing • Costs • Other implications

  14. Additional Needs in Your School • How many children/needs can you identify? • What training have you had to cope with specific individuals’ needs?

  15. ADHD • A 6 year old with ADHD finds waiting in the dinner queue impossible. • A child with ADHD wants their medication at the end of lunchtime. The school rule is for medications at the start of lunchtime.

  16. Autism • A child with autism screams and kicks mid day staff who try to get him into the dining room.

  17. Asperger’s & Semantic-Pragmatic Disorder • Communication: • Language impairment in speech, intonation, gesture, body language and facial expression • Imagination: • Rigid, inflexible thought processes, resistance to change, often with ritualistic behaviours or obsessions (often trains, buses, maps, timetables or other mechanical/systemmatic items) • Socialisation: • Difficulties with social releationships, eye contact, empathy, “tactile defensive”

  18. Asperger’s & Semantic-Pragmatic Disorder • A child with Asperger’s is washing up paint pots at the end of a wet lunchtime. Water is emptying as fast as the tap fills the sink. • Supervisor suggests child puts the plug in. • Child puts plug of kettle into the sink, and continues to wash up. • Supervisor tells child off for this stupid act. Discuss reasonable adjustments and follow-up action

  19. Dyspraxia A child known to have dyspraxia (gross motor difficulties) stands in the playground as a “loner”. Reasonable adjustments?

  20. Speech & Language Impairments • All children at end of lunch are told to put coats on and go out to play. • Joe goes straight out to play, and after a short while asks to go in to get his coat.

  21. Visual Impairments • The popular sport in Summer term playtime is Rounders. • You have a child who is totally blind in the school, who wants to join in.

  22. Key Points • The main things I have learned are:

  23. Headings for Action Plan • Name of school Date • Priorities for change • What might you want to experiment with in order to improve effectiveness? • Agreement about any common approaches you are ready to adopt • Agreements re: • commitments to any further explorations/piloting of change • identify any support you need • How will you track your progress and share experience? • Date of review

  24. How can we now better support The National Picture • The Five Outcomes: • be healthy • stay safe • enjoy and achieve • make a positive contribution • achieve economic well-being. • Safeguarding Children

  25. Questions & Further Help • Access Training: www.trainyourschool.co.uk • 229 Scraptoft Lane, Leicester LE5 2HT • 0116 241 5801 • Tear-off slip at bottom of evaluation form • Resources: Handouts- & ideas for further reading

  26. Conclusion • ACTION and KNOWLEDGE to improve our ability to support children with additional needs • Evaluation Sheets • Certificates • Notes, Bibliography, Web Site • Action Plans

  27. Including Children with Additional Needs in the Playground : Objectives • By the end of this session we will have explored: • What is meant by “SEN” and “Additional Needs” • Some of the barriers to play faced by children with disabilities • Implications of Disability Discrimination Act (DDA), Equality Act 2010 and the School Access Plan • A range of “Reasonable adjustments” for a range of additional needs

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