Ocr Unit 22 Level 3 Teaching Assistant
OCR UNIT 22
Disabled children and young people with special educational needs are entitled to access to children’s services, an education, health services, housing and Equality and non-discrimination entitlement. (The Disability Discrimination Act DDA) These arise when one or more public body has a relevant duty – whether this duty is owed to all disabled children or only to some, for example those with a certain level of need or those in a certain age group. It is vitally important ant that recognition of these needs are met early because those children who may show early signs of learning disabilities it is essential for children to obtain the support they need to be successful school. Identifying the symptoms early is key to ensuring the child reaches his/her potential. Early diagnosis leads to earlier support and greater opportunity to ensure the needs are met regardless of the learning disability. Much research indicates greater student success occurs with early identification and intervention. It is so important that the children’s first experience of education is successful and enjoyable and teachers can recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child’s early school success.
In general terms, disabled children are entitled to have their needs assessed and a person-centred plan put in place to ensure these needs are met, if found to be sufficiently substantial by the assessment. Local areas may seek to address needs using less formal arrangements than those prescribed by the law, for instance by applying the Common Assessment Framework (which has no statutory basis) rather than carrying out an initial or core assessment. To the extent that disabled children and families are satisfied with the outcomes of these arrangements, this may be acceptable. However, if (as is too frequently the case) disputes emerge between families and public bodies as to the level of services and support to In
Disabled children and young people with special educational needs are entitled to access to children’s services, an education, health services, housing and Equality and non-discrimination entitlement. (The Disability Discrimination Act DDA) These arise when one or more public body has a relevant duty – whether this duty is owed to all disabled children or only to some, for example those with a certain level of need or those in a certain age group. It is vitally important ant that recognition of these needs are met early because those children who may show early signs of learning disabilities it is essential for children to obtain the support they need to be successful school. Identifying the symptoms early is key to ensuring the child reaches his/her potential. Early diagnosis leads to earlier support and greater opportunity to ensure the needs are met regardless of the learning disability. Much research indicates greater student success occurs with early identification and intervention. It is so important that the children’s first experience of education is successful and enjoyable and teachers can recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child’s early school success.
In general terms, disabled children are entitled to have their needs assessed and a person-centred plan put in place to ensure these needs are met, if found to be sufficiently substantial by the assessment. Local areas may seek to address needs using less formal arrangements than those prescribed by the law, for instance by applying the Common Assessment Framework (which has no statutory basis) rather than carrying out an initial or core assessment. To the extent that disabled children and families are satisfied with the outcomes of these arrangements, this may be acceptable. However, if (as is too frequently the case) disputes emerge between families and public bodies as to the level of services and support to In