Learning Partnerships, Unit Catalogue 2008/09 |
AS20079 Special children, special needs |
| Credits: 10 |
| Level: Intermediate |
| Semester: 2 at Swindon College |
| Assessment: CW 100% |
| Requisites: |
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Aims: (to enable the student to)
* understand the legislative requirements of Code of Practice of Special Educational Needs; * recognise the importance and value of listening to and finding out from families, knowledge which enables the workplace to best meet the needs of children; * develop and promote effective strategies for working with and supporting families with children with special educational needs; * recognise when to refer to other professionals for advice on children's learning or development; * understand the importance and value of observations and record keeping in the workplace; * work with other agencies concerned with the best interests of the child. Learning Outcomes: * demonstrate knowledge and understanding of the requirements of the Code of Practice 02 and the use the sections of the SENCO Toolkit appropriate to the workplace; * identify appropriate resources for promoting an inclusive learning environment; * demonstrate an understanding of the needs of families with children with special educational needs; * celebrate, value and acknowledge the skills and abilities of all children. Skills: Accuracy, observation, record keeping, working to legislative frameworks, sensitivity, confidentiality, working with others. Content: This unit will introduce the student to the Code of Practice 02 in more depth, defining special educational needs, the statementing process and the role of the workplace SENCO. Disability and discrimination will be explored in the context of legislative frameworks and promoting inclusivity. A range of learning difficulties, physical, mental, medical or health problems, sensory impairments, and behavioural or emotional problems will be explored. Strategies for promoting inclusivity and creating appropriate, accessible play spaces and resources will be key. The needs of parents, the role of professionals and the responsibility of the early years setting will be discussed. |