• Child Care
    TEACHING AND LEARNING IN SCHOOLS Support disabled children and young people and those with special educational needs Outline the legal entitlements of disabled children or those with SEN (1.1) Legislation | Details | Education Act (Handicapped Children) 1970 | | The Warnock Report (1978) |...
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  • Support Children and Young People with Disabilities and Special Educational Needs.
    Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies...
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  • Support Children and Young People with Disabilities and Special Educational Needs
    Outline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation...
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  • Course
    Start Date: Ofqual Accreditation End Date: Ofqual Certification End Date: 31/07/2010 31/07/2014 31/07/2016 O:\ASCENTIS\Programmes\Vocational\Educational and Training\Support Staff in Schools\L2 MandatoryOptional Unit Booklet Support Work in Schools.doc Page 1 of 63 Version1-28 Feb 2011 ASCENTIS...
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  • Miss
    TDA 2.4. Equality, diversity and inclusion in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity. In the past decade there has been a major change about children’s rights. Previously...
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  • Inclusiong vs. Exclusion
    education students with special needs. Many people state, “the children are future,” so educators should provide children with the education all students deserve. Students, who are qualified for the inclusion program, are placed in a general education classroom and are provided special accommodations to meet...
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  • Miss
    Equality, diversity and inclusion in work with children and young people. 1.1.Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. Each school must produce a range of policies which formally...
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  • Approaches to Inclusion
    for the needs of all children, including those with sensory and learning needs, gifted children, and children from remote and nomadic populations, children from linguistic, ethnic or religious minorities and children from other disadvantaged or marginalised areas or groups. For the purpose of this report...
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  • CU2645 move and position individuals in accordance with their plan of care
    support all Early years’ Settings in receipt of the Free Entitlement (Nursery Education Grant) to meet their responsibilities under the Special Educational Needs Code of Practice (2001). It is designed to complement existing guidance such as the SEN Code of Practice (2001); SEN toolkit and Wiltshire...
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  • Support and Spiration
    Foreword This Green Paper is about all the children and young people in this country who are disabled, or identified as having a special educational need. It is about their aspirations and their hopes. Their desire to become, like every child and young person, independent and successful in their chosen...
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  • different types of schools
    change the lengths of school terms. Academies follow the national curriculum. 2. Community Secondary schools Community schools accept children who are between the ages of 11 -1 6 .Potential students are more likely to be admitted if they live near the school. Community schools teach the national...
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  • Schools as Organisations Level 3
    Further Education Sixth form, College, university 1.2 Describe the characteristics of the different types of schools in relation to educational stage and school governance Local Authority Nurseries * Usually cater for children aged 3-5yrs, can be attached to a primary school or children’s...
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  • Nvq Level 3
    Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit 53: Promote Positive Behaviour. Learning outcome 1: Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation, frameworks, codes of practice...
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  • Health Care
    Unit 14 working with children with special needs E1 There are two models or ways of thinking about disablility. The medical model of disability and social model of disability. Understanding both models is important as they reflect underlying attitudes towards disability as a practitioner. Social model-...
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  • Removing Barriers
    | | |A report on developing good practice for children with special needs in early years childcare and education in the | | |private and voluntary sectors ...
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  • TDA 3.1
    under the copyright law and can not be reproduced, copied or manipulated in any form. This includes the use of any image or part of an image in individual or group projects and assessment materials. Qualification reference numbers: CACHE Level 3 Diploma in Specialist Support for Teaching and Learning...
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  • Inclusion and Equality
    in the boxes below: |Diversity |The difference between individuals and groups in society e.g cultures and religion | |Equality |To see each child as an individual and help them achieve what they are good at ...
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  • Tda 2.5
    schools 2.1 Describe the characteristics of the different types of schools in relation to educational stages and school governance Nursery schools provide pre-school education for children aged between 0-5 years. They are staffed by professionals who encourage and supervise educational play, rather...
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  • Essay
    Disability Strategy and Action Plan 2012 – 2015 February 2012 List of Contents Foreword Executive Summary 1.0 2.0 3.0 4.0 5.0 6.0 7.0 Page No Vision and Values ...................................................................................8 Prevalence and Need ............................
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  • Assist in Preparing and Maintaining the Learning Environment
    that the class is Safe and clean • Make sure that there is enough materials and equipment if not then I need to let the class teacher know • When starting a lesson I need to get all materials needed ready for use • If there is a shortage off Materials and If I know where to go...
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