215: Case Study Essay
Paige Allen Tuesday 14th April 2015
Support Children with Disabilities and SEN
Units 215.2.2, 215.2.3, 215.3.1, 215.3.3, 215.3.4, 215.4.1, 215.4.2, 215.4.4, Implicit 215.4.3 & 215.1.5
Obtain an IEP/EHCP and use it as a case study. You should highlight and annotate certain areas and then complete a reflective account to show how it is used.
Give details of:
The nature of the particular disability and/or SEN.
The special provision required.
Where the information comes from (e.g. child/young person; family members; colleagues; external support agencies; other).
What the barriers to participation are.
What you do to remove these barriers (including …show more content…
Child A’s parents have had regular contact with his current school. Child A’s story:
Child A and his one older sister, Child B, all live at home with Mum and Dad. It was first noticed that Child A had additional needs when he started nursery, where he didn’t settle or mix with the other children. Child A was diagnosed with Autistic Spectrum Disorder (ASD) in 2011; he also experiences a lot of difficulties with anxiety. While there are some things that are known triggers for the anxiety, such as being touched, it is often not clear what has caused it. This means that some of Child A’s behaviour, actions and reactions can also be inconsistent and unpredictable. (Reference K2)
Child A’s views interests and aspirations:
Child A loves playing Minecraft. Using the computer, especially playing games, as well as being something Child A enjoys doing, can help him to calm down. He also loves drawing, especially dinosaurs. Child A likes to isolate himself when distressed to help him calm down. At home he will go somewhere (such as his bedroom) where he knows no-one else will …show more content…
This works.
Mum and Dad both agree that helping child A manage his anxiety is really important, that this is necessary in order for him to then be able to access the curriculum and learn as effectively as he can. Currently, his levels of anxiety at school are so high that they appear to be preventing him from actually learning. Child A can be flexible, when his level of anxiety allows.
The school have been supportive, and have tried everything they can, including some of Mum’s suggestions, to help Child A. Mum feels the school have done well with Child A and have done their very best to support him, but it is not working any more. Mum fears Child A will not cope going into Year 4, as he is not coping now. Mum feels that his needs would be better met in a smaller class of children. Mum thinks that learning might work better for Child A if it is in smaller chunks over a period of time, that this could allow time and space for him to calm down and reduce his levels of
Support Children with Disabilities and SEN
Units 215.2.2, 215.2.3, 215.3.1, 215.3.3, 215.3.4, 215.4.1, 215.4.2, 215.4.4, Implicit 215.4.3 & 215.1.5
Obtain an IEP/EHCP and use it as a case study. You should highlight and annotate certain areas and then complete a reflective account to show how it is used.
Give details of:
The nature of the particular disability and/or SEN.
The special provision required.
Where the information comes from (e.g. child/young person; family members; colleagues; external support agencies; other).
What the barriers to participation are.
What you do to remove these barriers (including …show more content…
Child A’s parents have had regular contact with his current school. Child A’s story:
Child A and his one older sister, Child B, all live at home with Mum and Dad. It was first noticed that Child A had additional needs when he started nursery, where he didn’t settle or mix with the other children. Child A was diagnosed with Autistic Spectrum Disorder (ASD) in 2011; he also experiences a lot of difficulties with anxiety. While there are some things that are known triggers for the anxiety, such as being touched, it is often not clear what has caused it. This means that some of Child A’s behaviour, actions and reactions can also be inconsistent and unpredictable. (Reference K2)
Child A’s views interests and aspirations:
Child A loves playing Minecraft. Using the computer, especially playing games, as well as being something Child A enjoys doing, can help him to calm down. He also loves drawing, especially dinosaurs. Child A likes to isolate himself when distressed to help him calm down. At home he will go somewhere (such as his bedroom) where he knows no-one else will …show more content…
This works.
Mum and Dad both agree that helping child A manage his anxiety is really important, that this is necessary in order for him to then be able to access the curriculum and learn as effectively as he can. Currently, his levels of anxiety at school are so high that they appear to be preventing him from actually learning. Child A can be flexible, when his level of anxiety allows.
The school have been supportive, and have tried everything they can, including some of Mum’s suggestions, to help Child A. Mum feels the school have done well with Child A and have done their very best to support him, but it is not working any more. Mum fears Child A will not cope going into Year 4, as he is not coping now. Mum feels that his needs would be better met in a smaller class of children. Mum thinks that learning might work better for Child A if it is in smaller chunks over a period of time, that this could allow time and space for him to calm down and reduce his levels of