needs. Planning and delivering an individualised programme where appropriate. Monitoring progress. Assist with drawing up provision plans/classroom support plans for the learners they are responsible for. Contributing to the review progress. SENCo Disseminating information and awareness of additional educational needs issues throughout the school. Managing and developing the roles of Teaching Assistants. Screening and identifying learners with additional educational needs. Supporting teaching
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children and then discuss and review their progress or lack of with the teacher so that we can decide as to what the best course of action is. However‚ if a child needs more intensive/specialist intervention then this will be formally referred to the SENCO who will assign the appropriate course of action. Each day the teacher presents the lesson plans to me and for the group of children I am working with. I then have time to look at the work‚ take it in and prepare the necessary materials for the lesson
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What is meant by: - Diversity Diversity aims to recognise‚ respect and value people’s differences to contribute and realise their full potential by promoting an inclusive culture for all staff and students. Our society is made up of a wide range of characteristics and backgrounds. There are differences within our society such as gender‚ ethnic origin‚ culture‚ social and religious backgrounds and disability‚ age‚ sexuality and appearance. - Equality Equality is ensuring individuals or groups of
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permission from parents if needed for referral * Involve parents and the child with details of what they should expect and that if their child is put on an IEP that they can come off it at any time all information gained is confidential * Get SENCO to offer advice and also the head teacher to offer support to the parents and staff. * Explain that by getting outside agencies in they too can give advice to staff and parents in the best ways to deal with the situation in order for their child
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first being the class teacher‚ the class or subject teacher will report any concerns to the head teacher or to the SENCO‚ keep records of progress and keep parents informed and involved. However‚ for some students their special educational needs may only become apparent after a period of time for this reason assessment should be a continual process for early identification. The SENCO has a key role in the management of SEN provision in a school and Early Years setting and generally takes responsibility
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learning. Q4 CYP 3.1 AC 3.4 Professionals offer different types of intervention when development is not following the expected pattern. The family and child gain support and receive the best care. The support is initially co-ordinated by the in house SENCO‚ who after discussing with the family would contact appropriate professional(s) Playgroup‚ parents and the professional work together in order to benefit the child holistically. By the support and intervention given to the child will benefit and improve
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and their needs by adapting activities for them. Also children need to be challenged if the work they are given is too easy they will become bored. 4.2. How institutions‚ agencies and services can affect children and young people’s development The Senco in an educational setting give support to children and families with special needs this person/s is also responsible for identification of special needs. This might include people like teaching assistants or advisors to provide support and train staff
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We have been looking at Special Educational Needs and Disability. There are two assignments for the unit. This is the first one. You can use the framework I have attached if you wish for your assignment. The remainder of the assessment criteria are assessed in the workplace by observation‚ reflective statement or witness statement. Assignment Unit 18 Unit 18 1.1 Outline the legal entitlements of disabled children and young people and those with special educational needs You should look at the handout
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schools • Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance • Describe roles and responsibilities of: - School governors - Senior management team - Other statutory roles e.g. SENCO - Teachers • Describe the roles of external professionals who may work with a school e.g. educational psychologist • Define the meaning of: - Aims - Values • Describe with examples how schools may demonstrate and uphold their aims • Describe with
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Unit TDA 2.5: Schools as Organisations Task 1 1.1 Identify the main types of state and independent schools All children aged 5-16 are entitled to a free place at a state school and most families take up this place. Schools across England are funded and managed in different ways and will vary depending on the age of the child. There are four types of mainstream state schools funded by local authorities which are known as maintained schools. They all follow the National Curriculum and are inspected
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