Nvq 2

Topics: Disability, Special education, Childhood Pages: 3 (1092 words) Published: June 24, 2013
Support children and young people with disabilities and special educational needs. 1.1 School are required to provide additional resources and equipment or additional support to meet children and young people’s needs. Also to be responsible for children with special educational needs. Special Educational Needs and Disability Act 2001 confirm that it is against the law for educational providers to discriminate against pupils with a special educational need or a disability.

1.2 The assessment and intervention framework is described as a pre-assessment checklist for children and young people to see if they would benefit from a common assessment; this is for young people aged 0-5. Each child has different needs, there are ways in we use to assess the child which are: 1. See the child 2. Talk to the child and Parents 3. Listen to the child and parents. Once the assessment has been completed then parents, carers and family need to look at different ways for the child to learn. All children need help with work especially children and young people with special educational needs.

1.3 The early recognition for disabled children and young people is important so that they can be helped with their work even may be eligible for 1 to 1 support. Those that are disabled may need more help so the child would not be held back in there classes when going into school if not identified early may causes problems in reading and writing.

1.4 Using an IEP will help the child get the right support they need from their key worker and parents. Before the IEP can be put together information is gathered on what is important to the child and what they like to do as well as what support is needed. Individual Plans are reviewed with the child or young person at regular intervals to see if they is any significant change in his or her circumstances this will help in proceeding with the development of the child or young person so that they can reach...
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