Meeting Learning Needs Case Study

Meeting breeding of necessity Case Study In this rationale I conceive to discuss Why we do what we do when it comes to cellular inclusion and Special educational Needs (SEN). This go out be a case study of a pupil with SEN attending the trail in which I manoeuver. It will commencement outline the nature of the pupils Special instructional Needs and then critic in ally examine how these postulate argon being met. The role of multi-agency approaches in providing confirm to the pupil and parental involvement will also be analysed. all told kidskinren, wherever they are educated, need to be able to learn, play and break-dance alongside each other within their local community of naturalizes (Dfes 2004 p5), spill further to state that inclusion is active much more than the token of inculcate that chelaren attend it is well-nigh the quality of their experience how they are helped to learn, hand and participate fully in the life of the school (p25). http//sen. ttrb. ac. uk/ ViewArticle2. aspx? ContentId=15915 (Accessed on 20/01/11)The case study I carried out was on nightstick who is 9 years old, wand was diagnosed with Autism at the aged 4 shortly afterwards he started mainstream school in reception. Autism is a type of disability. There are m either populate with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 passel has autism. You cannot always tell that someone has autism just by looking at them. Autism lasts for all of a persons life. But they can as yet do a lot of things and learn a lot of skills.The deuce-ace main areas of difficulty which all people with autism share are sometimes known as the triad of impairments which are Social Communication, Social fundamental interaction and Social Imagination. The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different. To en able the reach to take in Billys barriers to accomplishment we firstly ar postd a meet at his home with him and his parents and the Special Needs Coordinator (SENCo).At the meeting we discussed Billys tuition and personal needs, at first we concentrated on Billys routine at home enabling us to see how he dealt with everyday issues. It is vital that we alleviate confusion and pull up stakes Billy a sense of security. This will be done by preparing Billy whenever possible if his routine is going to be broken, someone will talk him through what is going to happen. We also intend to invite Billy into the setting to meet his new teacher, and will be providing him with photographs of the settings and his support workers to still him in familiarise himself with his new setting.We work taken photographs to allow us to personalise the scholarship spaces with pictorial sequences, rule reminders, schedules and labels. A space in the classroom will be made available for Billy to work w ith his one-to-one support and peers where possible. By using these strategies Billys learning can be structured to support his need for routine. Being intelligibly and consistent is supportive to all learners in the classroom but will be congenital for the child with an autistic spectrum disorder G, Knowles, Supporting comprehensive Practice (p. 16) I feel that it is very important that all children reserve the right to be included in mainstream school and where possible they should be able to meet there learning needs and the targets set in the National Curriculum. One of the fundamental principles of the Special Education Needs write in code of Practice is the needs of children and young people with Special Educational Needs are identified and assessed quickly and matched by appropriate provision (Department for Education and Skills, 2001 p. 9).I believe that it should be a collaboration between the teachers, the parents of the child and the child themselves who decides whe ther they would benefit from being in mainstream school or not. massive research studies have been undertaken to determine the effectiveness of integrating and including savants with severe disabilities. screwbean mesquite (1994) feels that, teachers are required to direct inordinate attention to a few, thereby decreasing the amount of time and energy directed toward the rest of the class.Indeed, the range of abilities is just too great for one teacher to adequately teach. Consequently, the mandates for great academic accountability and achievement are unable to be met. http//www. sedl. org/ swop/issues/issues43/concerns. hypertext mark-up language (accessed on 30/01/11) During my research into Inclusion in mainstream school I found that, some parents of students with more severe disabilities are implicated about the opportunities their children will have to develop basic life skills in a regular classroom setting.They are also cautious about inclusion because of fears that th eir children will be ridiculed by other students. Its at this efflorescence I feel it necessary to state that Inclusion is not about fashioning sure all children are taught the curriculum in the classroom, it is making sure that all individuals be they disabled or non disabled have access to the curriculum, and that learning is speedd to suit their learning needs. The next step to facilitate Billys learning needs is to draw up an exclusive Education Plan (IEP).An IEP describes the educational program that has been designed to meet that childs comical needs. An Individual Education Plan is an assessment, planning, teaching and reviewing tool which records specific learning goals, teaching requirements and review arrangements to help a pupil with SEN which are excess to and different from those of most pupils, to make progress in key areas of learning (Dovestone, Cullingford-Agnew, 2006, p. 23).Each child who receives special education and related services moldiness have an IEP. Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.As stated in the SEN ordinance of Practise (2001) where possible, children and young people with SEN should participate in all the decision-making processes that occur in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes. Following the initial meeting we set up for Billy and his parents to visit the setting for a day allowing them the opportunity to assess the setting.All areas of the school were made accessible to them so they could see h ow Inclusion of all students is important too us as a setting. It is essential that Billys parents are involved in every order of Billys integration into the setting as stated in the SEN Code of Practice(2001) It is vitally important that schools welcome and encourage parents to participate from the start-off and throughout their childs educational career at the school. In my setting we encourage parents to come to us with any questions or concerns they may have about there child/children and we persevere to let in their needs.It is vitally important for parents to be involved with every stage of their childs education as Parents are the most important people after the child. They know there child best and know what they require out of the staff and the school. (As stated in my settings Inclusion Policy) It is our responsibility as a setting to realise that parents are aware of the Partnership with Parents (PwP). PwP aims to ensure that parents are able to play an informed par t in any decisions about the educational provision made to meet their child SEN and to ca-ca partnerships between parents, the Local Education Authority (LEA) and schools.WORD COUNT 1343 quality List and Bibliography Department for Education and Skills. (2001). Special Educational Needs Code of Practice. capital of the United Kingdom DfES. Dovestone, M, Cullingford-Agnew, S. (2006) Becoming a Primary Higher Level teach Assistant Primary Special Educational Needs. Exeter Learning Matters Ltd. http//www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) http//sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (accessed on 20/01/11) Knowles, G. (2006) Supporting Inclusive Practise. David Fulton Publishers Ltd. London