Ocr Unit 22 Level 3 Teaching Assistant

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OCR UNIT 22

Disabled children and young people with special educational needs are entitled to access to children’s services, an education, health services, housing and Equality and non-discrimination entitlement. (The Disability Discrimination Act DDA) These arise when one or more public body has a relevant duty – whether this duty is owed to all disabled children or only to some, for example those with a certain level of need or those in a certain age group. It is vitally important ant that recognition of these needs are met early because those children who may show early signs of learning disabilities it is essential for children to obtain the support they need to be successful school. Identifying the symptoms early is key to ensuring the child reaches his/her potential. Early diagnosis leads to earlier support and greater opportunity to ensure the needs are met regardless of the learning disability. Much research indicates greater student success occurs with early identification and intervention. It is so important that the children’s first experience of education is successful and enjoyable and teachers can recognize that a young child may not be learning in an expected manner, they can take steps to enhance the child’s early school success.

In general terms, disabled children are entitled to have their needs assessed and a person-centred plan put in place to ensure these needs are met, if found to be sufficiently substantial by the assessment. Local areas may seek to address needs using less formal arrangements than those prescribed by the law, for instance by applying the Common Assessment Framework (which has no statutory basis) rather than carrying out an initial or core assessment. To the extent that disabled children and families are satisfied with the outcomes of these arrangements, this may be acceptable. However, if (as is too frequently the case) disputes emerge between families and public bodies as to the level of services and support to In general terms, disabled children are entitled to have their needs assessed and a person-centred plan put in place to ensure these needs are met, if found to be sufficiently substantial by the assessment. Local areas may seek to address needs using less formal arrangements than those prescribed by the law, for instance by applying the Common Assessment Framework rather than carrying out an initial or core assessment. To the extent that disabled children and families are satisfied with the outcomes of these arrangements, this may be acceptable. However; frequently disputes emerge between families and public bodies as to the level of services and support given.

Children’s services
• An initial assessment to determine what additional needs for services and support they may have. • A core assessment, if they may need support from a number of different Agencies. • A care plan following an assessment, which should be a ‘realistic plan of action (including services to be provided). • Services to meet their assessed needs, where intervention is required to secure their well-being. • Suitable accommodation, if their parent or parents are prevented (for whatever reason) from providing them with suitable accommodation or care. • A personal adviser and pathway plan after the age of 16 if they are ‘leaving care’.

Education
• A statutory assessment in relation to their special educational needs (SEN), if it may be necessary for their special educational provision to be determined by the local education authority. • A Statement of SEN, where their statutory assessment shows that it is necessary for their special educational provision to be determined by the LEA. • All the special educational provision quantified and specified in their statement. • A transition plan following the annual review of their statement at age 14. • A learning difficulty assessment in their last year of school. • Not be excluded from school, other than as a ‘last resort’. • Suitable education...
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