In Association With Learning work book to contribute to the

Transcription

In Association With
Learning work book to contribute to the
achievement of the underpinning
knowledge for unit: CYP 3.7
Understand how to support
positive outcomes for children
and young people
Credit value 3
All rights reserved, no parts of this publication may be
reproduced, copied, stored or transmitted without the prior
permission of
The Learning Company Ltd
Version 1- 01/04/10
© The Learning Company Ltd
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C/D in CCLD L3 Licensed until Feb 12
Unit CYP 3.7
Page 2
INTRODUCTION
This workbook provides the learning you need to help you to
achieve a unit towards your qualification. Your qualification on the
Qualification and Credit Framework (QCF) is made up of units, each
with their own credit value; some units might be worth 3 credits,
some might have 6 credits, and so on. Each credit represents 10
hours of learning and so gives you an idea of how long the unit will
take to achieve.
Qualification rules state how many credits you need to achieve and
at what levels, but your assessor or tutor will help you with this.
Awarding Organisation rules state that you need to gather evidence
from a range of sources. This means that, in addition to completing
this workbook, you should also find other ways to gather evidence
for your tutor/assessor such as observed activity; again, your
assessor will help you to plan this.
To pass your qualification, you need to achieve
all of the learning outcomes and/or performance
criteria for each unit. Your qualification may
contain essential units and optional units. You’ll
need to complete a certain amount of units with
the correct credit value to achieve your
qualification. Your tutor/assessor can talk to you more about this if
you’re worried and they’ll let you know how you’re doing as you
progress.
This workbook has been provided to your learning provider under
licence by The Learning Company Ltd; your training provider is
responsible for assessing this qualification. Both your provider and
your Awarding Organisation are then responsible for validating it.
THE STUDY PROGRAMME
This unit is designed for individuals who are working in or wish to
pursue a career in their chosen sector. It will provide a valuable,
detailed and informative insight into that sector and is an
interesting and enjoyable way to learn.
Your study programme will increase your knowledge, understanding
and abilities in your industry and help you to become more
confident, by underpinning any practical experience you may have
with sound theoretical knowledge.
Unit CYP 3.7
Page 3
WHERE TO STUDY
The best way to complete this workbook
is on your computer. That way you can
type in your responses to each activity
and go back and change it if you want
to. Remember, you can study at home,
work, your local library or wherever you
have access to the internet. You can also
print out this workbook and read through
it in paper form if you prefer. If you choose to do this, you’ll have to
type up your answers onto the version saved on your computer
before you send it to your tutor/assessor (or handwrite them and
post the pages).
WHEN TO STUDY
It’s best to study when you know you have time to yourself. Your
tutor/assessor will help you to set some realistic targets for you to
finish each unit, so you don’t have to worry about rushing anything.
Your tutor/assessor will also let you know when they’ll next be
visiting or assessing you. It’s really important that you stick to the
deadlines you’ve agreed so that you can achieve your qualification
on time.
HOW TO STUDY
Your tutor/assessor will agree with you the
order for the workbooks to be completed;
this should match up with the other
assessments
you
are
having.
Your
tutor/assessor will discuss each workbook
with you before you start working on it,
they will explain the book’s content and
how they will assess your workbook once you have completed it.
Your Assessor will also advise you of the sort of evidence they will
be expecting from you and how this will map to the knowledge and
understanding of your chosen qualification. You may also have a
mentor appointed to you. This will normally be a line manager who
can support you in your tutor/assessor’s absence; they will also
confirm and sign off your evidence.
Unit CYP 3.7
Page 4
You should be happy that you have enough information, advice and
guidance from your tutor/assessor before beginning a workbook. If
you are experienced within your job and familiar with the
qualification process, your tutor/assessor may agree that you can
attempt workbooks without the detailed information, advice and
guidance.
THE UNITS
We’ll start by introducing the unit and clearly explaining the
learning outcomes you’ll have achieved by the end of the unit.
There is a learner details page at the front of each
workbook. Please ensure you fill all of the details
in as this will help when your workbooks go
through the verification process and ensure that
they are returned to you safely. If you do not
have all of the information, e.g. your learner
number, ask your tutor/assessor.
To begin with, just read through the workbook. You’ll come across
different activities for you to try. These activities won’t count
towards your qualification but they’ll help you to check your
learning.
You’ll also see small sections of text called “did you know?” These
are short, interesting facts to keep you interested and to help you
enjoy the workbook and your learning.
At the end of this workbook you’ll find a section called
‘assessments’. This section is for you to fill in so that you can prove
you’ve got the knowledge and evidence for your chosen
qualification. They’re designed to assess your learning, knowledge
and understanding of the unit and will prove that you can complete
all of the learning outcomes.
Each Unit should take you about 3 to 4 hours to complete,
although some will take longer than others. The important
thing is that you understand, learn and work at your own
pace.
YOU WILL RECEIVE HELP AND SUPPORT
If you find that you need a bit of help and guidance with your
learning, then please get in touch with your tutor/assessor.
If you know anyone else doing the same programme as you, then
you might find it very useful to talk to them too.
Unit CYP 3.7
Page 5
Certification
When
you
complete
your
workbook,
your
tutor/assessor will check your work. They will then sign
off each unit before you move on to the next one.
When you’ve completed all of the required workbooks
and associated evidence for each unit, your assessor
will submit your work to the Internal Verifier for
validation. If it is validated, your training provider will then apply for
your certificate. Your centre will send your certificate to you when
they receive it from your awarding organisation. Your tutor/assessor
will be able to tell you how long this might take.
Unit CYP 3.7
Page 6
Unit CYP 3.7: Understand how to support positive outcomes
for children and young people
About this unit
This unit aims to provide members of the children and young
people’s workforce with an understanding of the factors that can
impact, both negatively and positively, on the outcomes and life
chances of children and young people. It includes approaches to
supporting positive outcomes including disability and specific
requirements (Additional needs)
Learning outcomes
There are four learning outcomes to this unit. The learner will be
able to:
1. Understand how the social, economic and cultural environment
can impact on the outcomes and life chances of children and young
people
2. Understand how practitioners can make a positive difference in
outcomes for children
and young people
3. Understand the possible impact of disability, special requirements
(additional needs) and attitudes on positive outcomes for children
and young people
4. Understand the importance of equality, diversity and inclusion in
promoting positive outcomes for children and young people.
Factors impacting on children and young people’s lives
While family members have the greatest impact on the lives of
babies and very young children it doesn't take long for the outside
world to become influential, as well. The social development of
children will surely be impacted by factors that are out of the
control
of
parents,
either
positively
or
negatively.
School is Important
For children, school is about much more than
academics. It is also the place where they learn to develop some of
their first important friendships, learn that the world may not see
them in the same way that their family does, and in time, come to
appreciate the feelings and input of others. Sensitive, caring
teachers are blessings, especially in the early grades.
Unit CYP 3.7
Page 7
Many children stumble a bit as they learn to make friends and be a
good friend. Young children are very self-focused, so the notion that
there is a whole world of people out there that they must learn to
cooperate and compromise with can be a bit unsettling at times.
Teachers who provide patient guidance and understanding as the
children learn to socialise well can help kids to learn important
lessons about thoughtfulness, sharing, forgiveness, and acceptance.
Economic Factors
Studies show that children who live in impoverished areas have a
harder time socialising than their more affluent peers. There may be
several factors to account for the differences, but one of the most
important is that the community as a whole likely has limited access
to social opportunities. In towns with a comfortable economic
demographic, there are typically many organisations that offer fun
and enriching experiences for children, but in communities where
money is especially tight, residents do not have the necessary funds
to support music lessons, art classes, children's clubs, athletic
opportunities, or other extra-curricular activities that provide kids
with opportunities for social development.
Fitting In
While parents are always inclined to see the
unique beauty of their children, other children may
not be quite as accepting. While it is certainly
unfair, there will always be some children who
seem to be singled out by their peers-- less
accepted because they are "different." Bullying and playground
taunting seem to be universal experiences amongst school aged
children, and there is often little that parents can do to stop it once
it has begun. What they can do is to offer their own children the
tools that they need to cope and flourish, despite the negative
responses that they endure from other kids, while enlisting the help
of school officials in controlling the behaviour of school bullies.
Encouraging kids to seek out a few loyal friends, developing each
child's personal strengths in order to build self-esteem, and
providing opportunities for non-school related activities where
children can grow socially can all be helpful steps to let a bullied
child understand that they are special and worthy.
Stress
A generation ago, the word "stress" was reserved for adults, but
these days, kids are often subjected to their own stressors.
Unit CYP 3.7
Page 8
Over-scheduling, family difficulties, school and social commitments,
limited outlets for active play, and exposure to frightening media
influences can all be sources of stress for children.
Children are highly susceptible to the constant barrage of news,
advertising, and celebrity influences that are common in the lives of
today's kids. Parents would be wise to closely monitor their
children's exposure to media since kids don't always have a clear
understanding of the stories and images that they see.
Frightening movies, violent video games, and even news broadcasts
can all leave kids feeling uncertain and insecure. Providing kids with
a solid, secure base is vital for healthy emotional development and
without this foundation, social development is negatively impacted.
Children who are nervous about their own safety cannot be free to
focus on the joys of being kids -- playing, making friends, and
developing a good sense of self. Taking steps to assure that kids
feel safe and secure is one of the most important jobs of parents
and others who are interested in the welfare of children.
Cultural factors
Culture influences every aspect if human
development and is reflected in families child
rearing beliefs and practices. As our society has
become more diverse, there is a greater variety
of practices we need to be familiar with.
Most
of the customs of any given society, however
peculiar or unnatural they may seem, are effective in raising
healthy and competence children.
You should provide children with the level and type of individual
attention as specified by the class teacher. This may include
supporting individual children to enable them to participate in
learning activities, for example: helping the child to focus on the
task in hand; repeating or explaining instructions provided by the
teacher; helping children with disabilities prepare for PE or
manipulate equipment; assisting the child when moving between
classrooms; escorting a child during an educational visit.
A teaching assistant may provide more intensive support for an
individual or small group of children, allowing the teacher to
concentrate on teaching the rest of the class. This ensures that the
needs of all children can be met in an inclusive way. Many teaching
assistants work as part of the special educational needs team.
Unit CYP 3.7
Page 9
Their role involves supporting children identified as having special
educational needs including those with Individual Education Plans
(IEPs), Behaviour Support Plans (BSPs) and/or Statements of
special educational needs.
It is important to show sensitivity to the needs of all children. All
children need to feel valued and accepted by others especially if
they might feel different from the rest of the class due to a
disability/learning difficulty or because of their race/culture.
Teaching assistants must have a positive attitude and be able to
learn how to maximise children ’ individual potential including those
with special educational needs.
To assist with the care and support of individual children you need
to:
Show sensitivity to the child’s individual needs
Listen to the child
Enable the child to access the curriculum
Respect and value the child
Gain the child’s trust and confidence
Understand the child’s learning support needs
Respond appropriately to the child’s physical
needs
Encourage the child’s independence
Promote acceptance by the rest of the class
Use plenty of praise and rewards.
Equal Opportunities
Adults working in schools must have an awareness of the relevant
legislation relating to equality of opportunity and anti-discriminatory
practice. The Sex Discrimination Act 1975 (Amendment)
Regulations 2003 made it unlawful to discriminate against people on
the grounds of their sex. The Race Relations Act 1976 (Amendment)
Regulations 2003 made it illegal to treat any person less favourably
than others because of race, skin colour, nationality or ethnic origin.
The Disability Discrimination Act 1995 protects people with
disabilities from unfair discrimination in areas such as employment,
and access to goods and services.
These Acts and their subsequent amendments establish certain
legal requirements to: prevent discrimination; promote equality of
opportunity; provide redress against discrimination. The Sex
Discrimination Act and The Race Relations Act have developed and
extended antidiscrimination legislation.
Unit CYP 3.7
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The Special Educational Needs and Disability Act 2001 promotes
better equality of opportunity for people with disabilities by
establishing their legal right to equal access to schools, colleges and
universities.
Under a European Union directive the grounds for discrimination go
beyond the three main areas of race, disability and gender (which
are discussed in this unit) to include age, religious belief and sexual
orientation. The rights of the individual are also protected by The
Data Protection Act 1998, The Human Rights Act 1998 and The
Freedom of Information Act 2000.
In your role you must know and understand the school’s policies for
inclusion including equal opportunities and special educational
needs. These policies should incorporate the legal requirements that
schools must follow and include the procedures for putting the
policies into practice within the school.
Race and culture
Children are influenced by images, ideas and
attributes that may create prejudice and lead to
discrimination or disadvantage. Research shows
that by the age of 5 years, many white children
believe black people are inferior, while many
black children believe that they are viewed with less respect than
white people. Children are not born with these attitudes; they learn
them. Unfortunately, racism does exist in both urban and rural
communities. All schools, even those with few or no ethnic minority
children, must take action to challenge and prevent racism.
Since The Race Relations Act came into force all public authorities
including schools and local education authorities (LEAs) must have
‘due regard to the need to eliminate unlawful racial discrimination
and promote equality of opportunity and good relations between
persons of different racial groups’.
The OFSTED inspection framework also includes examining the way
in which schools actively encourage children ’ personal
development: children ’ spiritual, moral, social and cultural
development; the promotion of respect and tolerance; and the use
of resources that reflect sensitivity to people from different groups,
cultures and social backgrounds.
Unit CYP 3.7
Page 11
Education has a central role in valuing cultural diversity and
eliminating racism. Adults in schools have an essential part to play
in promoting children ’ positive attitudes towards themselves, other
people and different cultures. Being proud of one’s own identity is
not the same as thinking you are superior to others.
Working with the teacher, you should: recognise and eliminate
racial discrimination; maximise each child’s motivation and
potential; encourage every child to feel a positive sense of identity;
ensure the school environment reflects children and their cultures
in positive ways.
Gender issues
Research shows that by the age of 5 years gender identity is clearly
established as children think that girls are more polite, easily hurt
and open about showing their feelings, while boys are more
capable, stronger and aggressive. The origins of these perceived
differences between boys and girls can be difficult to work out,
because social conditioning begins from birth, especially the
expectations for female and male behaviour. These expectations are
reinforced throughout childhood by parents, siblings, other family
members, as well as by other adults and children in the following
ways: the clothes and toys given to children; comments on
children’s behaviour; expectations for children’s play and learning.
Stereotyped gender expectations are
also
reinforced
through
advertising,
television
programmes, magazines, comics and books.
Gender stereotyping is especially damaging to the
self-image and identity of girls because it can
lessen their confidence and lower their self-esteem. Boys, too can
be limited by gender stereotypes by being forced to behave in tough
or less caring ways in order to conform and be accepted by others.
Working with the teacher, you should: challenge gender stereotypes
in the media, literature and everyday life; give all children the
opportunities to play with a wide variety of toys and games; provide
role play opportunities (including dressing-up clothes), especially for
younger children , which allow them to explore different roles; deal
explicitly with gender issues in PSHE including peer pressure;
ensure that neither gender thinks they are superior to the other;
expect the same standards of behaviour from all children
regardless of gender.
Unit CYP 3.7
Page 12
Disability awareness
People have varying perceptions of disability based on their
personal experiences and knowledge. A lack of knowledge and
understanding about people with disabilities can result in prejudice
and intolerance towards them. People with disabilities may seem
‘invisible’ to some people, for example, when they do not have easy
access to the local facilities planned and built by able-bodied people.
Legislation and campaigns by disability organisations are leading to
better access for people with disabilities, for example, ramps into
public buildings such as libraries, ‘kneeling’ buses with easy access
and space for wheelchair users.
Children with disabilities can also be affected by stereotypical
images. For example: seeing stereotyped images of disability in the
media (or the total absence of people with special needs, especially
in magazines); being labelled by their special needs rather than
viewed as an individual; having restricted or limited choices; being
viewed as ’handicapped’; being seen as disabled and therefore
having to fit into the ‘able’ world.
The Special Educational Needs and Disability Act 2001
amends Part 4 of the Disability Discrimination Act 1995
to prevent discrimination against disabled people in
their access to education.
From September 2002 new duties have been
introduced to provide better support to children with
disabilities in schools. It introduces new duties in three main areas:
the duty not to discriminate; the planning duties upon educational
establishments; the Special Educational Needs (SEN) framework.
As part of the revised National Curriculum (1999) the inclusion
statement was introduced as a statutory requirement for schools to
provide effective learning opportunities for all children as part of a
broad and balanced curriculum. As the starting point for planning
learning within the school environment the National Curriculum
must meet the specific needs of individuals and groups of children .
The inclusion statement outlines how teachers can adapt, where
necessary, the National Curriculum programmes of study to provide
all children with appropriate learning challenges for each key stage.
Unit CYP 3.7
Page 13
Working with the teacher, you should: recognise the child as an
individual not by their condition or impairment (e.g. child with
autistic tendencies not autistic child); provide positive role models
of people with disabilities; recognise the potential of all children;
have high but realistic expectations for all children; encourage the
‘able’ world to adapt to children with disabilities not the other way
round.
Your role in promoting inclusion
You must know the role required of you in promoting inclusion. You
should be able to demonstrate that you support inclusion and
diversity through your words, actions and behaviours. Inclusion is
about children's and young people’s right to: attend their local
mainstream settings; be valued for who they are; be provided with
all the support they need to thrive in a mainstream setting.
Inclusive provision should be seen as an extension of the school's
equal opportunities policy and practice. It requires a commitment
from the whole staff, parents, children and young people to include
the full diversity of children and young people in the local
community. This may require planned restructuring of the whole
school. You should also know the types of support that children
may need to access and make the best use of learning opportunities
within the school e.g. adapting activities, equipment, materials and
timing as necessary to meet the individual needs of children .
Inclusion Indicators
1. Visitors can see: nobody makes a fuss about
the presence of disabled children; activities
are designed around the interests and
enthusiasms of all children who attend and
with regard to any dislikes or impairments
they may have; each person, adult or child,
is welcomed on arrival; all children, including disabled
children, have choices and are able to exercise those choices.
2. The head teacher/SENCO/manager: has sought out families,
schools and services for disabled children and built links to
promote the involvement of disabled children; holds regular
staff meetings that are designed to enable staff to reflect on
their practice together and develop good future practice; can
identify action taken and progress made towards inclusion,
and also the things s/he still needs and plans to do to make
the setting more inclusive.
Unit CYP 3.7
Page 14
3. The staff: have received disability equality training and/or
attitudinal training and continue to undertake other training
relating to inclusion; feel that they are consulted and
informed by the headteacher/SENCO.
4. Disabled and non-disabled children: report being involved in
making rules/policies or ‘having a say in what goes on’; say
they are generally happy with the setting.
5. Parents of disabled and non-disabled children: feel welcome
and valued; say they are consulted about how best to meet
their children’s needs.
6. Policies and paperwork indicate that: a commitment to
inclusion is explicit in public and internal documentation; staff
who have particular support roles with individual disabled
children are full members of the team and have job
descriptions which stress the inclusion of the child rather than
just one-to-one support.
DID YOU KNOW?
The shortest war in history was between
Zanzibar and England in 1896. Zanzibar
surrendered after 38 minutes.
ACTIVITY ONE
Circle the words or phrases you would associate with
indicators of inclusion
Ice cream
Policies
Visitors
Support
Jelly
Members
Involved
Descriptions
Birthday cake
You can help to promote inclusion by:
1.
Sharing books and stories about real-life situations with
people the children can identify with.
Unit CYP 3.7
Page 15
2.
Displaying posters, pictures, photographs, displays, jigsaws,
puzzles, toys and other learning materials which reflect positive
images of race, culture, gender and disability.
3.
Providing activities that encourage children to focus on their
skills and abilities in positive ways e.g. “I can …” tree with positive
statements about what each child can do.
4.
Encouraging children to share experiences about themselves
and their families through topics like All about me and by inviting
family members such as parents/grandparents to come into the
school to talk about themselves and their backgrounds.
5.
Providing opportunities for imaginative/role play or drama
which encourages children to explore different roles in positive
ways e.g. dressing-up clothes, cooking utensils, dolls and puppets
that reflect different cultures.
6.
Visiting
local
shops,
businesses
and
community groups that reflect the cultural
diversity of the school and the local community.
7.
Inviting visitors into the school to talk
positively about their roles and lives e.g.(female)
police officer or fire fighter, (male) nurse, people with disabilities or
from ethnic minorities. (Note: Avoid tokenism; include these visitors
as part of on-going topics.)
8.
Celebrating cultural diversity by celebrating the major
festivals of the faiths in the local community e.g. Diwali (Hindu),
Channuka (Jewish), Christmas (Christian), Eid (Muslim).
9.
Valuing language diversity by displaying welcome signs and
other information in community languages.
10. Providing positive examples of: Black/Asian people and
women from all ethnic groups in prominent roles in society e.g.
politicians, doctors, lawyers, business, teachers; Black/Asian
people’s past contributions to politics, medicine, science, education,
etc. Look at important historical figures like Martin Luther King,
Mahatma Gandhi, and Mary Seacole; people with disabilities
participating fully in modern society such as Stephen Hawking,
David Blunkett and Marlee Matlin as well as famous people from the
past like Louis Braille, Helen Keller and Franklin D. Roosevelt.
In schools all teachers will differentiate their approaches to learning
activities to meet the needs of individual children . The strategies
used to enable individual children with special educational needs
(SEN) to make progress during learning activities should be set out
in an individual education plan (IEP). A child’s IEP should identify
three or four individual targets in specific key areas, for example,
communication, literacy, numeracy or behaviour and social skills.
Unit CYP 3.7
Page 16
A child’s IEP should include the following information:
The short-term targets for the child
The teaching strategies to be used
The educational provision to be put in place
When the plan is to be reviewed
The outcome of any action taken.
Effective Communication
The first step towards effective communication with children is
being able to listen attentively to what they have to say.
You can demonstrate effective communication skills by:
Making time to listen.
Concentrating on what children are saying.
Using appropriate non-verbal skills e.g. facing the child,
leaning slightly towards them, smiling, nodding and using
open-handed gestures.
Following the rules of turn taking in discussions.
Being polite and courteous e.g. no
shouting; no talking over children;
avoiding
sarcasm
(especially
with
younger children, who do not understand
it and can be frightened by your strange
tone of voice).
Being relaxed, confident and articulate.
Using an appropriate vocabulary for the children you work
with.
Encouraging children to talk by asking ‘open’ questions.
Responding positively to what children say.
Being receptive to new ideas.
Being sympathetic to other viewpoints.
Providing opportunities for meaningful communication to take
place.
Interactions with children
If you are working in a nursery or school your relationships with
children must be professional without being too distant. To develop
effective working relationships with children you need to know and
understand:
The teacher’s intentions for the child(s)
The level of support to give to the child(s)
When and how to intervene
Unit CYP 3.7
Page 17
What to do if the child cannot do the required task
How and to whom to report any changes concerning a child’s
behaviour
The school behaviour management policy and the strategies
for managing difficult behaviour
The school special educational needs policy
The school child protection policy and the procedures to follow
if a child tells you something that you feel concerned about
(see below)
The school confidentiality policy
When working with individual children or small groups of children
you should remember these important points:
Use the child’s preferred first name (e.g. a boy named
Thomas may be known as Tom or a girl named Christine may
be known as Chris).
Ensure that children know the name you use in school, that is
Miss, Ms, Mrs or Mr plus your surname. Do not let children
(even ones who know you outside of school) call you by your
first name, as this would be unprofessional.
Make sure you ask the teacher about the type and level of
support the child requires.
Talk to the child(s) about your role, the
support you will be giving and the kinds of
activities you will be doing.
Encourage the child(s) to be open and
honest about any likes and dislikes, help
them to identify their strengths and weaknesses and to build
on their achievements.
Give the child(s) appropriate praise and rewards.
Treat each child with respect.
Encourage children to be independent as appropriate to their
age, level of development and any special needs.
Follow the school policy and procedures for behaviour
management even when you are working with a child on a
one-to-one basis.
Have regular discussions/meetings with the child’s class
teacher, the SENCO and any specialist teachers so that you
can provide feedback on the child’s achievements and/or
difficulties.
Unit CYP 3.7
Page 18
Encouraging children’s independence
Encouraging independence (or self-reliance) involves helping the
child to develop: dependence on own capabilities and personal
resources; autonomy e.g. the ability to think and act for oneself;
competence in looking after self; trust in own judgement and
actions; confidence in own abilities and actions.
Children gain independence by: developing self-help skills; making
choices and decisions; taking responsibility for own actions.
Children need the freedom to develop their independence in ways
appropriate to their overall development. Some children may need
more encouragement than others to become increasingly more
independent and less reliant on other people.
Eight Tips for encouraging a child’s independence
You can encourage individual children to become more independent
by:
1.
Providing freedom for the child to become more independent.
2.
Being patient and providing time for the child to do things for
themselves e.g. let a younger child dress themselves before and
after PE, although it takes longer, as it is an essential self-help skill;
with practice the child will get faster so do not rush them. A child
with physical disabilities may need sensitive support in this area.
3.
Praising and encouraging the child’s efforts at becoming more
independent.
4.
Being aware of the child’s individual needs
for independence; each child is different and will
require
encouragement
relevant
to
their
particular level of development. Do not insist a
child be more independent in a particular area
until they are ready.
5.
Being sensitive to the child’s changing needs for
independence. Remember a child who is tired, distressed or unwell
may require more adult assistance than usual.
6.
Offering limited choices to make the child feel more in control.
As the child develops, increase the scope of choices.
7.
Providing opportunities for play for the child that encourage
independence e.g. dressing-up is a fun way to help younger children
learn to dress independently.
8.
Using technology to enable the child to work more
independently e.g. self-correcting computer tasks; voice-activated
word processing; motorised wheelchairs.
Unit CYP 3.7
Page 19
DID YOU KNOW?
A polar bear's skin is black. Its fur is not
white, but actually clear.
ACTIVITY TWO
independence
Technology
Bus
Independently
Car
Sensitive
Needs
Aware
Assistance
Boat
Promoting positive images
You should know and understand the setting’s policies relating to
inclusion, including disability awareness, equal opportunities and
multiculturalism and the implications of these for working with
groups of children e.g. the school’s commitment to promoting
children ’ understanding of the principles and practices of equality
and inclusion. The school environment influences the developing
attitudes of the children within it and can be a powerful vehicle for
the promotion of understanding and practice of equal opportunities.
Children must be made aware that all members of the school are
regarded as of equal worth and importance, irrespective of their
religion, culture, class, race, gender, sexuality and/or disability.
You should provide positive images of gender, race and disability to
act as positive influences on child behaviour and self-esteem. For
example, use your own behaviour and attitudes as well as books,
videos and other learning materials to provide positive images of:
Gender: positive role models that show gender should not
matter in terms of jobs, etc; examples of people being secure
and confident as a strong woman or a sensitive, caring man;
the importance of both men and women (boys and girls)
being assertive.
Unit CYP 3.7
Page 20
Race: positive role models of people from different racial
groups e.g. Black, Asian, Chinese, European, etc; race should
not matter in terms of education and careers.
Nationality: in Britain a clear sense of identity usually includes
being British regardless of race and culture; pride in their
nationality without feeling superior; welcoming people of
other nationalities.
Culture: a clear cultural identity; pride in their cultural
heritage; celebrating a variety of festivals; pride in their dress
and other symbols of culture; accepting other people from
different cultures.
Religion: belief in their own faith (or not) and feel free to
worship accordingly; knowledge and tolerance of other
people’s religions even if they do not share or accept those
beliefs; respecting all places of worship.
Language: pride in their home or
community language(s), dialect or accent;
communicating effectively with others;
speaking to others in positive ways.
Social Status: high expectations for life
(e.g. education, relationships, jobs) regardless of family
background; the importance of equal opportunities in terms of
education, occupations, etc.
Disability: recognising a person as an individual not a
condition (e.g. child with autistic tendencies not autistic
child); positive role models of people with disabilities e.g.
Stephen Hawking, the late Christopher Reeves, Marlee Matlin;
recognising everyone’s potential; having high expectation; the
importance of the ‘able’ world adapting to meet the needs of
people with disabilities not the other way round
Behaviour Support Plans
Persistent behavioural difficulties are recognised as special
educational needs (SEN) and children with behavioural difficulties
will require additional support in school. Teaching assistants are
often used to provide this additional support.
Children with persistent behavioural difficulties usually have an
individual education plan (IEP) and/or an individual behaviour
support plan (BSP) or a pastoral support plan (PSP) if they are at
risk of being excluded from school. These plans will give you
information about the support being provided to help the child and
will often include details of your role in giving behaviour support.
You may sometimes be involved in drawing up these plans, along
with the teacher, the child and the parents/carers.
(See section on Individual Education Plans.)
Unit CYP 3.7
Page 21
In your role you will work under the direction of the class teacher
(or subject teachers) to meet the needs of the child. You need to be
clear about your exact role in implementing the school behaviour
management policy. For example: helping the child to follow specific
routines in particular lessons; being vigilant at lesson changes,
break times and lunchtimes that can provide stress points for
children with difficult behaviour, as there is not as much structure
as in lesson times; fostering the participation of children in social
and academic processes of a school; helping the children to take a
real part in school life both through positive friendships and
achievement in learning; providing support to enable the child to
remain as a part of the full class group for as much time as
possible.
Encouraging co-operation between children
To gain a better understanding of how to encourage co-operation
between children, it is useful to know the process of group
development and how this affects group dynamics. Research
suggests that groups grow and develop through a four-stage cycle.
1.
The Forming Stage: A group starts by learning about others in
the group. First impressions are important and adults should assist
children in this early stage by providing appropriate introductions
and ‘ice breaking’ activities. You can act as the leader of the group
to ensure participation by all children.
2.
The Storming Stage: The group members
establish their positions within the group and
decide on group functions. There may be
arguments and personality clashes between
certain members of the group. You can assist by
providing opportunities for group discussion
which tackle these matters in an open and positive manner; helping
children to sort minor disagreements between themselves (as
appropriate to their age/level of development) and acting as an
impartial referee if necessary. This can be a difficult stage but is
essential to the healthy development of the group – more serious
conflicts may emerge later on if the group does not work through
this stage.
3.
The Norming Stage: The group members reach agreement on
how to work together including establishing group rules and
individual responsibilities. You may help with the formation of group
rules in line with the school/class rules as directed by the teacher.
You may also be involved in planning and organising the group’s
working
practices
including
the
timetable/provision
of
activities/subjects and the rota for routine classroom tasks such as
tidying up, collecting the register, etc.
Unit CYP 3.7
Page 22
4.
The Performing Stage: Group trust is established and the
group members work well together. At this stage the group is
usually positive, enthusiastic, co-operative and energetic with group
members supporting each other. You can assist by providing
opportunities for the group to work together in ways that foster a
spirit of co-operation rather than competition. You should use praise
and encouragement to help maintain positive group interactions.
You need to be aware of the possible problems that can arise within
groups and how to identify any signs of tension. These include:
frequent arguments about differing views and ideas; uncertainty
concerning group purpose or activity; confusion over roles and
responsibilities within the group; lack of participation by some
group members; poor concentration among group members.
Remember that children will need to work through the group stages
again when changes arise e.g. when a child leaves or joins the
group.
Group Dynamics
You also need to understand how group dynamics
affect the various stages of group development –
that is, child interaction and their behaviour within
social groups.
As well as coping with the demands of the
curriculum, children are dealing with their peers and the social
world of other children. Friendship and membership of a peer group
seem especially important. Each individual has different personal
characteristics that affect their ability to communicate effectively
and work comfortably alongside others. From your experiences of
working with children you may have identified their differing
characteristics that influence their willingness or reluctance to
interact within a group.
Where the group size is appropriate to the task and the group
dynamics are right, the contribution levels from children will be
fairly even. Children usually know when it is their turn to speak and
are aware if anyone has not had an opportunity to contribute and
will try to involve that member of the group. Most children
understand that to work together it is important to welcome
contributions from all members of the group even when this means
considering different viewpoints and conflicting ideas. To achieve
this level of positive social interaction the composition of any group
is very important. Children may not work well with certain others;
they may ask to work with children they know well in order to
make better progress.
Unit CYP 3.7
Page 23
Opportunities for learning should be flexible and available in a
variety of groupings: one-to-one; pairs; small groups; large groups;
whole class. This allows for individual differences within the class
and gives every child opportunities to develop many different
learning skills in a variety of meaningful ways. Group work allows
children to: identify and solve problems; select relevant
information; collaborate socially to increase own knowledge;
structure effective discussions; evaluate conflicting ideas; develop
communication skills.
Encouraging positive interactions between children
Babies and very young children are naturally egocentric; their belief
that the world revolves around them and their wishes often makes
them selfish and possessive. As children develop they begin to think
and care about others as well as themselves.
We have all experienced jealousy in our relationships with others
e.g. with siblings, friends, neighbours, colleagues, employers.
Unchecked jealousy can be a very destructive and hurtful emotion
that prevents children (and adults) from developing respect and
care for others.
You can help children to cope with any feelings of
jealousy they may have towards others by avoiding
comparisons between children (especially siblings).
For example, do not make comments like “You’re
not as quiet as your brother” or “Why can’t you
behave more like the children in green group?” Try
to understand the reasons for a child’s jealousy.
Children feel better when adults acknowledge their feelings. Do not
make children feel guilty about being jealous. Reassure the children
they are accepted for who they are regardless of what they do. Try
to spend a few minutes with each child in the group/class. Give
regular individual attention to help reduce jealousy and increase
children’ emotional security.
Taking turns is an essential element of learning to interact positively
with other children. From about the age of 3 young children begin
to co-operate with other children in play activities. By about 5 years
they should be quite adept at playing cooperatively with other
children. Gradually children should be able to participate in more
complex co-operative play including games with rules as their
understanding of abstract ideas increases.
Unit CYP 3.7
Page 24
We live in a highly competitive society; we all want to be the best,
fastest, strongest or cleverest. The media (television, magazines,
newspapers) focuses our attention on being the best. Most sports
and games have only one winner that means all the other
participants are losers. To win is the aim of all contestants. Winning
makes us feel: good, confident and successful; losing makes us
feel: bad, inadequate and unsuccessful. Competitive games in
schools can prepare children for the competitiveness of real life.
However, competition can also contribute to a child’s: poor selfimage and low self-esteem; aggressive behaviour; lack of
compassion for others; overwhelming desire to win at any cost.
Competitive sports and games have their place and can be
beneficial to children as long as they emphasise: co-operation;
working as a team; mutual respect; agreeing on rules and following
them; participation and the pleasure of taking part are more
important than winning; doing our personal best.
As well as being competitive people can also be
sociable and cooperative; we like to be part of a
group
or
groups.
Co-operative
activities
encourage children to: be self-confident; have
high self-esteem; relate positively to others; work
together and help others; make joint decisions; participate fully (no
one is left out or eliminated); have a sense of belonging.
Praise and encouragement
Praise and encouragement are essential components when
supporting children’ behaviour. All children need immediate and
positive affirmations or rewards to show that their behaviour and
learning is progressing in accordance with expectations. You should
emphasise the positive aspects of each child’s attempts at
demonstrating appropriate behaviour and learning. Children must
be praised and/or rewarded for effort not just achievement. Use
praise to encourage children to behave in acceptable ways and to
raise their self-esteem.
There are four main methods used to praise and encourage children
1. Verbal e.g. “Well done, Tom! You sat still and listened
carefully during the story.”, ‘praise’ assemblies, news time,
‘circle’ time, and tutorials.
2. Non-verbal e.g. body language: leaning forward or turning
towards a child to show interest in what the child is
communicating; facial expressions: smiling; using sign
language: ‘good boy/girl!’
Unit CYP 3.7
Page 25
3. Symbolic e.g. ‘smiley faces’ for behaving appropriately
during learning activities; stickers for being a good listener
or for working co-operatively in a group; stars or merit
points for achieving tasks/goals.
4. Written e.g. comments written (or stamped) on child’s
work such as “Well done!”; merit certificates; comments in
headteacher’s book; newsletter recording achievements.
Praise and encouragement promote positive behaviour in children
by encouraging: emotional well-being and high self-esteem; strong
motivation for behaving in positive ways; positive attitudes to
behaviour and learning; effective communication and social
interaction.
Using positive reinforcement to promote
positive behaviour can make an enormous
difference to the atmosphere of a school, to
children ’ concentration levels and learning
abilities.
The
principles
of
positive
reinforcement include: positive expectations
lead to positive behaviour; rules, goals and boundaries are framed
in positive and realistic terms; positive feedback leads to positive
behaviour; effort is as important as achieving goals or desired
behaviour; rewards encourage or reinforce appropriate behaviour;
sanctions are kept to a minimum.
Eight Tips for
interactions
encouraging
co-operation
and
effective
You can encourage co-operation and effective interactions through
praise by:
1. Encouraging children to focus on their own abilities.
Emphasise
co-operation
and
sharing
rather
than
competition. Comparisons should be related to improving
their own individual skills. Class star charts are too
competitive, individual books are better.
2. Treating all children with respect and fairness. Take
children ’ individual needs into account. Children may
require different amounts of adult attention at different
times. Equality of opportunity does not mean treating
everyone exactly the same, as this would mean ignoring
individual needs; it means treating individuals fairly and
providing the same chances.
Unit CYP 3.7
Page 26
3. Welcoming and celebrating individual differences; all
children are important, valued and unique individuals.
Encourage children to recognise and respect the culture
and beliefs of others (whether they share them or not).
4. Encouraging children to listen and be attentive to what
others have to communicate.
5. Regarding and valuing the needs and rights of children.
Encourage children to be considerate and courteous
towards others.
6. Encouraging children to help and care for each other as
much as they are able.
7. Encouraging children to co-operate and work together to
reach the best solutions; remember compromise equals
wise.
8. Praising and encouraging children to raise their selfesteem.
DID YOU KNOW?
The word "lethologica" describes the state
of not being able to remember the word
you want.
ACTIVITY THREE
interactions
Kebab
Co-operate
Compromise
Burger
Differences
Focus
Pizza
Self-esteem
Encourage
Behaviour management strategies
You need to be familiar with the ways individuals deal with children
who demonstrate difficult behaviour to avoid giving conflicting
messages to children.
Unit CYP 3.7
Page 27
While all staff should work within the framework of the setting’s
behaviour management policy, individuals may have different
approaches to responding to difficult behaviour based on their own
working style and the individual needs of their children.
As part of your role you will be promoting the policies regarding
child behaviour by consistently and effectively implementing agreed
behaviour strategies as directed by the class teacher or your
manager, SENCO or other professional. In addition to helping
children to follow the code of conduct and class rules, you will also
help them work towards specific goals and within certain boundaries
set including individual, group or class targets for behaviour. Goals
are the expectations for behaviour; usually starting with
‘Do…’ Boundaries are the limitations to behaviour, often starting
with ‘Don’t…’
You should set goals and boundaries for the children that take into
account: their ages/levels of development; their individual needs
and abilities in different areas of the curriculum; the social context
e.g. the learning activity, group size.
Some children may not recognise or accept school/class rules or
share the same views as to what is acceptable behaviour.
Remember children from different social or cultural backgrounds
may have different expectations regarding behaviour.
Where children are given clear guidelines for behaviour at home,
they are much more likely to understand and keep to rules, goals
and boundaries in the school. Adults within the school also need to
be good role models for behaviour. Your use of inter-personal skills
with children and other members of staff should provide a positive
role model for behaviour and effective working relationships.
Many children find it difficult to settle in school
and to concentrate on their work because of
behaviour problems. These children often
challenge the authority of the teacher and the
teaching assistant as well as their parents.
Teachers and teaching assistants need to help
these children learn how to behave in class because difficult
behaviour makes it hard for teaching and learning to take place. In
addition, disruptive behaviour demonstrated by one or two children
can affect the learning opportunities for other children . Improving
the behaviour of individual children helps schools to raise the
educational standards for all children.
Unit CYP 3.7
Page 28
Most behaviour problems in class are of a low level type that can be
easily managed when teachers and teaching assistants use the
correct strategies. However, if this low level of behaviour is
incorrectly managed then challenging confrontations can result.
Learning to behave appropriately in school is essential because
unless children can settle to learn they will not reach their full
academic potential.
The school should have a range of strategies for responding to
children who demonstrate difficult or inappropriate behaviour
including:
Regular pastoral reviews to identify children most at risk
Contact with parents in the early stages of any problem
Referrals for specialist advice from agencies
linked to the school (e.g. LEA Behavior
Support Team or Educational Psychology
Service)
Referrals to a Learning Support Unit for a
short period of additional support outside the classroom
environment
Parent/carer consultations and family sessions
One to one counselling with a trained specialist
Support from Learning Mentors or trained Teaching
Assistants.
Sanctions
While the emphasis should be on promoting positive behaviour
through encouragement, praise and rewards (see page 00), there
may be times when these do not work.
Sometimes it is necessary to impose sanctions for children whose
behaviour goes beyond acceptable boundaries or who break the
school/class rules.
Schools should have a scale of sanctions for inappropriate
behaviour. The school behaviour management policy should explain
why these sanctions are necessary. Effective sanctions should be
designed to discourage inappropriate behaviour rather than to
punish children who break the rules. Consistency in the application
of sanctions is essential and staff should use reprimands sparingly
and fairly. Sanctions are more likely to discourage inappropriate
behaviour if children see them as fair. The school behaviour
management policy should be supported with a range of sanctions
for children
who break the rules, ranging from letters to
parents/carers, loss of privileges, detention right up to exclusion for
the most serious or persistent inappropriate behaviour.
Unit CYP 3.7
Page 29
Dealing with inappropriate behaviour using physical punishment is
also unacceptable because it teaches children that violence is an
acceptable means for getting your own way. Smacking and shouting
do not work; adults end up having to smack harder and shout
louder to get the desired behaviour. Children do not learn how to
behave better by being smacked; they are just hurt and humiliated,
which can have lasting damage on their self-esteem.
The school or setting anti-bullying policy and procedures
Bullying must be challenged effectively to improve the safety and
happiness of all children. Schools must by law have policies to
prevent all forms of bullying among children. Since September
1999, each school has specific duties to combat bullying and must
have an anti-bullying policy with clear procedures for tackling
bullying. An effective anti-bullying policy demonstrates that the
school cares and ensures that the bullies know that their behaviour
is unacceptable and will not be tolerated.
Recognising when a child is being bullied
Children who are experiencing bullying may be reluctant to attend
school and are often absent. They may be more anxious and
insecure than others, have fewer friends and often feel unhappy and
lonely. They can suffer from low self-esteem and negative selfimage; they may see themselves as failures e.g. stupid, ashamed
and unattractive.
Possible signs that a child is experiencing bullying
include: suddenly does not want to go to school
when he/she usually enjoys it; unexplained cuts
and bruises; possessions have unexplained damage
or are persistently ‘lost’; academic performance
declines for no apparent reason; becoming
withdrawn or depressed but will not say what is the
matter. While these signs may indicate that a child is being bullied,
they may also be symptomatic of other problems such as child
abuse.
When children do tell teachers or parents, they usually describe the
outcome as positive. However, a small minority of children who
reported bullying found that the situation got worse, especially
when teachers were informed. It is essential that all claims of
bullying be taken seriously, as indifferent responses can make
matters worse.
Unit CYP 3.7
Page 30
You may be able to provide support for a child who is being bullied
by: encouraging the child to talk; listening to the child’s problems;
believing the child if they say they are being bullied; providing
reassurance that it is not their fault; no one
deserves to be bullied; discussing the matter with the child‘s
teacher; taking appropriate action, following the school’s policy on
anti-bullying.
Dealing with bullying behaviour
As well as the strategies for preventing or reducing bullying, all
schools should have procedures for dealing with bullying incidents.
A range of strategies should be available to deal with actual bullying
incidents:
Ensure that staff, children and parents are familiar with the
school’s anti-bullying policy
Put in place effective recording systems, e.g. an incident
book/forms
Be aware that even young children can understand the
consequences of their actions
Listen carefully to children
and provide
opportunities for them to express their views and
opinions
The school should work with other agencies to
combat bullying e.g. the police, youth service,
housing, and others
Involve parents and the wider community
Use peer mediation to resolve conflict between children
Use surveys to find out the extent and nature of the problem
Ensure that the school site is well supervised, paying attention
to areas where children may be more vulnerable, possibly
using CCTV
Reflect on how teachers' behaviour might unintentionally
trigger bullying
Provide further staff training through INSET days on bullying.
You can help deal with bullying behaviour by: knowing the school’s
policy and strategies for dealing with bullying behaviour; using
appropriate sanctions for such behaviour; providing help for the
bully so they can recognise that this behaviour is unacceptable e.g.
discussion, mediation, peer counselling; working with teachers and
parents to establish community awareness of bullying; making sure
all children know that bullying will not be tolerated; understanding
that schools may exclude children who demonstrate persistent
bullying behaviour especially if they use physical violence towards
others in school.
Unit CYP 3.7
Page 31
Dealing with persistent and violent bullying
Where a child does not respond to the strategies to combat
bullying, the school should take tougher action to deal with
persistent and violent bullying. The school should have a range of
sanctions to deal with this type of bullying. Everyone within the
school should know what sanctions will be taken. These sanctions
should be fair and applied consistently. Sanctions for persistent and
violent bullying might include: removal from the group (in class);
withdrawal of break and lunchtime privileges; detention;
withholding participation in any school trip or sports events that are
not an essential part of the curriculum; a fixed period exclusion. In
cases involving serious violent bullying behaviour, the head teacher
is allowed to permanently exclude the child. Appeal panels have
been told that they should not seek to overrule such a decision on
appeal.
The models of disability
Medical Model of Disability
In the 1960s the thinking was that the problems lay with the
individuals who have the disabilities. The first model of disability
was called the medical model. The medical model of disability says
exactly that, and also that people with disabilities need to
accommodate society and not the other way round. It denies people
their individuality and self-worth as they are not viewed as fitting
into the norms of society. They used to talk about needing to cure
others with disabilities.
The medical model also gave people with disabilities
credit suggesting they were experts in their disabilities.
In essence, this model focuses more on the negative
attributes of people with disabilities. For instance, it
highlights that people need caring for, have trouble
going out, and things which suggest their disabilities are
the problems.
Also, non-disabled people decided what kinds of lives people with
disabilities should have in terms of, what school they should go to,
where they should live, or whether or not they should be employed.
As we can see, people with disabilities had little control over their
lives according to the medical model approach. In the 1960s, people
with disabilities were mostly shut away meaning that there was no
real need to make buildings wheelchair accessible.
Unit CYP 3.7
Page 32
The Medical model is misleading as it suggests that people with
disabilities are patients who are ill and dependent on the medical
profession.
Social Model of Disability
The Social Model of Disability was developed by UPIAS 1976. Since
then, theorists (Finklestein, 1980, Barnes, 1991, and Oliver
1990,1996) have developed it further. Mike Oliver actually drove
the model into the public eye and this is the more prevalent view. It
turns the original ideas on their heads. This model argues that the
real problem lies with society, by saying that there are various
social and physical barriers which hinder people’s lives who have
disabilities. Using a shopkeeper example, he/she should make sure
their shop is wheelchair accessible. By law all shops must be
wheelchair accessible.
There are issues with the terminology. The words, disability and
impairment have certain meanings. The word, disability refers to
disabling barriers which prohibit people from participating fully in
society, whereas the word, impairment refers to the person’s lack of
body movement or psychological state which could impair them.
The Social Model is split into two parts. There are physical barriers
and social barriers.
What are the social barriers? Social barriers hinder
people from participating in society. For example,
someone wants to go somewhere using public
transport and the bus or train does not have
wheelchair access. Another example is a shop has a
few steps to the entrance.
One of the major social barriers is the availability for people with
disabilities to carry out social roles, such as, not being able to fulfil
certain duties, or not being able to easily lead a conversation.
Social barriers are considered to hinder the social functioning of
people with disabilities. Take the family unit for example, if the
husband has a severe disability, he would find it difficult to do
certain social roles. Similarly, in the olden days, women were seen
as housewives. So, if she had a severe disability, her duties as a
housewife might be affected.
Unit CYP 3.7
Page 33
The impact on provision
Education is the key to a better and more fulfilling future for
children, but for those with special educational needs and
disabilities, too many barriers can stand in the way of the right
education and support. Too often, the help they receive depends on
where they live rather than on their needs.
Published in February 2004, Removing Barriers to Achievement set
out the Government's vision for giving children with special needs
and disabilities the opportunity to succeed. Building on the
proposals for the reform of children's services in Every Child
Matters it set the agenda for improvement and action at national
and local level.
What the strategy means for teachers, pupils and parents
All teachers should expect to teach children with special educational
needs and all schools should play their part in educating children
from their local community, whatever their background or ability.
Training for teachers, appropriate funding for schools and
improvements in the way their achievements are judged is vital.
All children should have opportunities to learn,
play and develop alongside each other, within
their local community of schools, with shared
responsibility and a partnership approach to
their support.
Parents should feel confident that their child's
needs are being met effectively in school — without feeling that the
only way to achieve this is through a statement of special
educational needs. At local and national level work is going on to
build the skills and capacity of schools and early years settings to
meet diverse pupil needs.
A vision for improvement
This vision is being delivered by working in partnership. The
strategy provides clear national leadership supported by an
ambitious programme of sustained action and review in four key
areas:
Early intervention — to ensure that children who have
difficulties learning receive the help they need as soon as
possible and that parents of children with special educational
needs and disabilities have access to suitable childcare
Unit CYP 3.7
Page 34
Removing barriers to learning — by embedding inclusive
practice in every school and early years setting
Raising expectations and achievement — by developing
teachers' skills and strategies for meeting the needs of
children with SEN and sharpening the focus on their progress
An improved partnership approach — services working
together to meet the needs of children and families
It is the
disability
potential
adulthood
work.
ambition of the special educational needs (SEN) and
division that every child with SEN reaches their full
in school, and can make a successful transition to
and the world of further and higher education, training or
To promote the welfare and interests of disabled children, and
to improve the support they receive, this area of the site provides a
wide range of SEN and disability advice and materials for teachers,
parents, local authorities (LAs) and others working with children
with SEN in England.
The Disability Discrimination Act
The duties of schools under Part 4 of the Disability Discrimination
Act 1995 (as amended by the Special Educational Needs and
Disability Act 2001) are:
Not to treat disabled pupils 'less favourably'
To make reasonable adjustments to ensure
that disabled pupils are not at a substantial
disadvantage compared to their peers
To draw up plans to show how, over time,
they will increase access to education for
disabled pupils
To comply with the DED(Disability Equality Duty).
The Disability Equality Duty
The Disability Equality Duty (DED) forms Part 5A of the DDA 1995,
inserted by the DDA 2005. It places a general duty on schools to
have regard to the need to:
Promote equality of opportunity between disabled people and
other people
Eliminate discrimination that is unlawful under the dda 1995
(as amended)
Eliminate harassment of disabled people that is related to
their disability
Unit CYP 3.7
Page 35
Promote positive attitudes towards disabled people
Encourage participation by disabled people in public life
Take steps to meet disabled people's needs, even if this
requires more favourable treatment.
Additionally, schools also have a specific duty to develop,
implement and publish in consultation with disabled pupils, staff and
parents/carers a disability equality scheme. Schemes should be
published in a school's prospectus or on its website and hard copies
should be freely available in reception areas. Schemes should be
reviewed annually and replaced every three years.
Effectively, the general duty sets out what schools have to do and
the specific duty sets out how they are going to do it.
DID YOU KNOW?
TYPEWRITER, is the longest word that can
be made using the letters on only one row
of the keyboard.
ACTIVITY FOUR
Disability Equality Duty
Sand
Schools
Reception area
Reviewed
Waves
Replaced
Needs
Sea shells
Treatment
Unit CYP 3.7
Page 36
UNIT CYP 3.7: SIGN-OFF
Assessor’s Name:
_________________________________
Assessor’s
Signature:_________________________Date:___________
Learner’s Name: __________________________________
Learner’s Signature:_________________Date:___________
Mentor’s Name:
________________________________
Mentor’s Signature: _________________Date:___________
Unit CYP 3.7
Page 37
UNIT CYP 3.7:
ASSESSMENT
ASSESSMENT ONE
Describe the social, economic and cultural factors that will
impact on the lives of children and young people
ASSESSMENT TWO
Explain the importance and impact of poverty on outcomes
and life chances for children and young people
Unit CYP 3.7
Page 38
ASSESSMENT THREE
Explain the role of children and young people’s personal
choices and experiences on their outcomes and life chances
ASSESSMENT FOUR
Identify the positive outcomes for children and young people
that practitioners should be striving to achieve
Unit CYP 3.7
Page 39
ASSESSMENT FIVE
Explain the importance of designing services around the
needs of children and young people
ASSESSMENT SIX
Explain the importance of active participation of children and
young people in decisions affecting their lives
Unit CYP 3.7
Page 40
ASSESSMENT SEVEN
Explain how to support children and young people according
to their age, needs and abilities to make personal choices
and experiences that have a positive impact on their lives
ASSESSMENT EIGHT
Explain the potential impact of disability on the outcomes
and life chances of children and young people
Unit CYP 3.7
Page 41
ASSESSMENT NINE
Explain the importance of positive
disability and specific requirements
attitudes
towards
ASSESSMENT TEN
Explain the social and medical models of disability and the
impact of each on practice.
Unit CYP 3.7
Page 42
ASSESSMENT ELEVEN
Explain the different types of support that are available for
disabled children and young people and those with specific
requirements.
ASSESSMENT TWELVE
Explain the meaning of equality, diversity and inclusion in
the context of positive outcomes for children and young
people
Unit CYP 3.7
Page 43
ASSESSMENT THIRTEEN
Compare, giving examples, ways in which services for
children, young people and their carers take account of and
promote equality, diversity and inclusion to promote positive
outcomes
UNIT CYP 3.7: ASSESSMENT SIGN-OFF
Assessor’s Name:
_________________________________
Assessor’s Signature:________________Date:___________
Learner’s Name: __________________________________
Learner’s
Signature:_________________________Date:___________
Mentor’s Name: ___________________________________
Mentor’s Signature:__________________Date___________
Unit CYP 3.7
Page 44
All rights reserved,
No part of this publication may be reproduced, copied, stored or
transmitted without the prior permission of
website: www.thelearningcompanyuk.com
e-mail: info@thelearningcompanyuk.com
Unit CYP 3.7
Page 45

In Association With Learning work book to contribute to the

Transcription

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