Tda 3.19
TDA 3.19 Support disabled children and young people and those with special education needs.
3. Be able to support the inclusion of disabled children and young people and those with special educational needs.
3.1 Obtain information about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs with whom they work.
It is important to me that I get to know pupils and find out their capabilities and interests as soon as possible, this will help me to best support them through the curriculum in extra ways. As I didn’t work with them from the beginning of their St.Felix schooling I didn’t visit them at home to speak to their parents about their needs, but I did obtain the information that I needed from their class teachers when we went through the children’s files and targets to discuss the next steps. Not long into the school term the SENCO also set up a meeting with the parents and outside agencies, (in the cases of the children that I work with, this included social worker, speech and language therapist and visual impairment adviser). In some cases the child themselves would be included but with the children I work with it is felt that this is not suitable, but I do work with them previous to the meeting to discuss what they enjoy, find difficult, would like to change etc. In these meeting we discuss the children’s individual plans and targets for the year and how we can work together to get the best results and experience for the child. At St. Felix we feel that partnerships with parents are crucial to the process of working with pupils who have special educational needs.
I work 1 to 1 with 3 different children although I was able to obtain lots of academic information about the children form colleagues that had already worked with the children, including the speech therapist, visual impairment advisor, occupational health and more recently the Autism advisors, I have found it just as
3. Be able to support the inclusion of disabled children and young people and those with special educational needs.
3.1 Obtain information about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs with whom they work.
It is important to me that I get to know pupils and find out their capabilities and interests as soon as possible, this will help me to best support them through the curriculum in extra ways. As I didn’t work with them from the beginning of their St.Felix schooling I didn’t visit them at home to speak to their parents about their needs, but I did obtain the information that I needed from their class teachers when we went through the children’s files and targets to discuss the next steps. Not long into the school term the SENCO also set up a meeting with the parents and outside agencies, (in the cases of the children that I work with, this included social worker, speech and language therapist and visual impairment adviser). In some cases the child themselves would be included but with the children I work with it is felt that this is not suitable, but I do work with them previous to the meeting to discuss what they enjoy, find difficult, would like to change etc. In these meeting we discuss the children’s individual plans and targets for the year and how we can work together to get the best results and experience for the child. At St. Felix we feel that partnerships with parents are crucial to the process of working with pupils who have special educational needs.
I work 1 to 1 with 3 different children although I was able to obtain lots of academic information about the children form colleagues that had already worked with the children, including the speech therapist, visual impairment advisor, occupational health and more recently the Autism advisors, I have found it just as