Additional Support Needs: Outline Key Policies And Principles Of Practice

Additional Support Needs; Principles of Practice
June Johnston

Outline Key policies/legislation - Historical perspective of Additional Support Needs.

19th Century
In the 19th century people with additional support needs were segregated from society. These people were shut away in single sex institutions for life or sterilised. Separate “Special Schools” and day centres were set up that denied both disabled and non-disabled people the day to day experience of living and growing up together. Purpose built institutions (Asylums) housed people who were described as “mad or feeble minded”, the residents had little choice and were not valued as people.

20th Century
In the 20th century segregation was still in force although there were attempts to integrate people into society. Institutions were renamed Colonies, proposals were introduced to round up and separate families of “feeble minded people”. In the 1920’s First World War veterans campaigned for the “Right to Work” which was to become known
as the first disability movement in the country. This lead to legislation being implemented by the Government to ensure employers took on a 3% quota of staff with disabilities. The introduction of the NHS in 1946 and the Medical Model of Disability had an impact. Medical Model; “Whereby disability does not refer to the individuals impairment but to the limits placed upon the individual by society.”

Institutions turned overnight into hospitals with the emphasis now on caring for their residents.
People with a learning disability remained segregated and isolated, and the standard of care was extremely poor. This remained the case right up until the closure of the long-stay hospitals. In 1971 the Government published a paper “Better Services for the Mentally Handicapped” this paper laid foundations for “Care in the Community” with the expectation that half of the people living in Hospitals should be living in the local community by 1990. In 1973 Margaret Thatcher proposed to review educational provision for children and young people handicapped by disabilities of body or mind. This lead to the Warnock Report 1978, the key principles were to integrate disabled children into mainstream schools and looked at the importance of consulting parents in decision making. Terminology also changed from handicapped to Special Educational
Needs.
The Disability Discrimination Act 1995 made it unlawful for employers and schools to discriminate against a person because of their disability. Schools were to provide equal access and society was to be seen as a more “inclusive” place for people with disabilities. The Social Model- “Whereby disability does not refer to the individuals impairment but to the limits placed upon the individual by society“. The Education (Additional Support for Learning Act 2004) introduced a new statutory framework for supporting children and young people in their school education. This acts aims to ensure that all children receive the necessary support to help them achieve their fullest potential. Parents views are also taken into account and a range of other support services are available. Co-ordinated Support Plans and Individual Education Plans are put in place for the individual to ensure the authority is meeting the needs of the child. It promotes integrated working across agencies and ensures the child involved can express their views on decisions affecting them and are listened to.

Advocacy
Advocate; somebody giving support: somebody who supports or speaks in favour of something

Advocacy is carried out with children who have a disability and/or additional support need on a one to one basis within the school environment. In my role as an ASNA I have carried out an advocacy role in supporting a young person with Autism.

I worked alongside the young person to produce a communication passport, this was a practical, person centred way of supporting the child as he found it difficult to communicate through speech or find the right words. This was created with the child and helped to share information about his needs, communication difficulties, his family, what subjects he liked and disliked and how you could best help him if you were working with him, there was lots of relevant information and we both enjoyed working on it. It was put together in an easy to read booklet with pictures and could be shared with anyone who came into contact with the child. Part of growing up is becoming independent and for disabled children this can be particularly difficult. Their independence often has to be negotiated with parents or carers and service providers. Being independent does not mean doing everything for yourself but being in charge of who does what and when.

Skills required by staff supporting learners
Build up a relationship with individual.
Be trustworthy, respectful and sensitive to the needs of the individual.
Enable learner to learn, while creating a positive attitude to school work.
Be approachable, have good communication skills, listen and advise appropriately.
Know when the child can work independently and walk away.
Respond and not react to situations.
Be a good role model with an ability to instil confidence in the child.
Praise, reward and consistent approaches to discipline.

Word count;1051