When it come to children with special needs there are different categories that the children can fall in. With in each of these categories there are different teaching methods that have to be use and different types of training that the teacher will need. Children with special needs are tested and then put into the appropriate group as to the disability that they have. There are several different types of special needs such as autism‚ behavior disorders‚ Cerebral Palsy‚ Down Syndrome‚ Alcohol
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Mainstreaming Special Needs Children In an ideal world all children would be born without disabilities. This idea is not possible though and sometimes children are born with special needs. The child could have only one disability or several. A disability can be mild and treated with medication or the disability can be severe and the child will need constant supervision. Once the child becomes of age to attend school‚ the issue of whether or not to place the child in a regular classroom or special needs
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Special Educational needs Formative assessment What have been the main models of disability recognised since the Second World War? Discuss how these different attitudes to disability might affect the intervention and support offered to young children with SEN. Disabled and special educational needs(SEN) children have been seen to go through a vast amount of change through the eyes of the government legislations and policies‚ society and schooling since the second world war. There have been a
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school on a regular basis‚ as they come in whenever needed and work with the head and other staff. There are many children in schools today with learning‚ physical and behavioural difficulties. The essential advice and support is being provided by the educational psychologists for schools/parents of children with special educational needs and work closely with the special educational needs co-ordinator. Identifying the reasons for their learning or having any behaviour problems can be established by
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birth children develop their behaviour and social skills from what they experience at home. This experience should be caring‚ loving and supportive‚ it should provide children with the opportunity to develop and interact as much as possible. Children need to be exposed to as many experiences as feasible‚ so that not only can they learn and develop‚ but they can have their main carers/parents support. This will allow a child to learn to deal with different situations. Sadly‚ for some children their
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Computers and educational technology can be powerful tools for assisting children with special needs and disabilities. Computers can help children with attention deficit disorders focus more effectively on their learning tasks and can also assist autistic children by improving their communications and interactions with peers as they use computers together. This topic became very important to me when my cousin was born deaf. He is only three now but the assistive technology that awaits him during
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Unit D6011696: Support Children and Young People ’s Health and Safety. . Learning Outcome 1: Understand how to plan and provide environments and services that support children and young people’s health and safety. 1.1 In order to ensure a safe and healthy environment and services for children/young people there are some factors which need to be taken into account. These include any equipment which they will be in contact with‚ such as electrical equipment‚ anything which may pose a fire risk
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CU1521- Support children and young people’s health and safety. 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. The factors that you would need to take into account include * Individual needs depending on their age or abilities‚ for example a child of two years may not be able to do the physical things of a child who id five years old. So you would have to set out different activities for different ages. *
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required to maintain and support relationships with children and young people. It requires demonstration of competence in communicating with children and young people‚ developing and maintaining relationships with children and young people‚ and supporting relationships between children and young people and others in the work setting. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Communicate with children and young people 2. Develop and maintain
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policy then needs to be formally approved‚ and then signed either by the Head Teacher and Chair of Governors or by the Chair of the Governors Committee with responsibility for H&S. The master copy of the policy‚ the original signed copy‚ should then be kept in a central location‚ ideally the school master policy file‚ together with copies of the relevant supporting paperwork‚ e.g. H&S Manual‚ standards and specific risk assessments referred to in the policy. A copy of the policy will then need to be brought
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