unit op 1 pp supporting children with additional needs

Supporting children with

additional needs

Unit OP 1

Session

1

Starter Activity – Discuss on

tables

On your tables, discuss and list

as many additional needs, you

think you may come across when

caring for children

Prepare to feedback

Aims and Objectives for session

Identify additional needs

Outline different emotional difficulties

Outline different sensory impairments

Identify difficulties on the autistic spectrum

Outline cognitive difficulties

Identify correct terminology used in Early Years settings

Describe factors where children need additional support in both short term and long term

A child may have ........

Emotional difficulties Physical impairment Sensory impairment Learning difficulties (specific) Moderate, severe, profound learning

difficulties Be on the autistic spectrum Speech and language difficulties Cognition difficulties Health difficulties

Emotional difficulties

Behavioural

Expressive

SEBD (Social, Emotional and Behavioural Difficulties)

Anger management

Attention seeking

What

behaviour

may you

witness?

Physical / Genetic Impairment

Wheelchair user

Fore shortened arm/leg

Cerebral palsy (research)

Downs Syndrome (research)

Hydrocephalus (research)

Sensory Impairment

Visual

Hearing

Speech

Smell

How could

you adapt

different

activities?

Specific Learning difficulties

Dyslexia (research)

Dyspraxia (research)

Dyscalculia (research)

Specific language impairment

Autistic Spectrum

ADHD

Asperger Syndrome

ADD

Cognitive difficulties

Cognitive development – the way we think

and process information, apply knowledge,

think or react.

Memory and reasoning skills

Sequencing and organisational skills

Understanding of number

Problem solving and concept development

Match up – Correct terminology

Avoid Use

(the) handicapped, (the) disabled disabled (people)

Work in three’s to complete the

match up activity

Avoid Use

(the) handicapped, (the) disabled disabled (people)

afflicted by, suffers from, victim of has [name of condition or impairment]

confined to a wheelchair, wheelchair-bound wheelchair user

mentally handicapped, mentally defective,

retarded, subnormal

with a learning disability (singular) with learning

disabilities (plural)

cripple, invalid disabled person

spastic person with cerebral palsy

able-bodied non-disabled

mental patient, insane, mad person with a mental health condition

deaf and dumb; deaf mute deaf, user of British sign language, person with

a hearing impairment

the blind people with visual impairments; blind people;

blind and partially sighted people

An epileptic, diabetic, depressive, etc person with epilepsy / diabetes / depression or

someone who has epilepsy / diabetes /

depression

dwarf; midget someone with restricted growth or short stature

fits, spells, attacks seizures

Factors which may result in children

needing additional support

Short Term

Moving house

Transition

Broken arm

Long Term

Bereavement

Chronic illness

Disability

Add some more of your own ideas into a table

Case Studies

Lets have a look at some case studies

Luke is four.

Maria is five years old.

Lets see how we can support their additional needs and your role as the early years practitioner.

Supporting children with

additional needs

Unit OP 1

Session

2

Starter Activity – What do you

see?1 2 3

45

6

Aims and Objectives for session

Identify how beliefs, values and

experiences, affect lives

Outline key ways of being

inclusive

Identifying how early years

practitioners ensure that

practice is inclusive and non-

biased

I was lost on a beach as

a child

I worry about working

alone

I believe children should eat

all their dinner before

getting pudding, this

happened when I was

young

I have read research

about how important

outdoor play is. I now

take children out all the

time

I hated going to my child

minder as a child. My own

children will never go to a

child minder

What

beliefs,

values and

experience

s, have

affected

you so far

in life?

An inclusive setting

Children and young people services must promote inclusion to offer equality of opportunities for all.

All inclusive services work hard to;

- Identify and remove barriers

- Enable children and families to use a full range of services and facilities

- Welcome, value and support everyone who uses the setting

Class forum

It is important that as Early Years Practitioners you are able to reflect on your own personal experiences, values and beliefs, explaining how these can impact on your practice.

Log onto Oracle to contribute to the padlet blog page, under unit Op1.

Identifying how early years practitioners ensure that practice is inclusive and non-biased in their placement?

Poster – Welcome

In pairs create a welcome poster

offering social inclusion, be as

creative as possible.

Research

Work in pairs to find information about inclusive practice from within the Early Years Foundations Stage and the National Curriculum.

Using this information, as an individual create a checklist for inclusion.

When you have finished the checklist, you will need to take it into your placement and chat to staff about how the early years setting provides for an inclusive environment for children. Share findings in class.

Sharing good practice

Share your individually created checklists with the group, to allow good practice for inclusion to be shared.

Add any additional information to your own checklist.

Write a reflective account : give examples of inclusive practice within your

own setting

Supporting children with

additional needs

Unit OP 1

Session

3

Starter Activity - Recap unit 10

What is

Early Intervention?

Aims and Objectives for session

Identify what early intervention is.

Outline the first three stages of Early

Years Action

Outline who supports children

Describe factors which may result in

children needing additional support in

both the short and long term

Early Intervention

Where a child is experiencing

particular or general learning

difficulties, the Early Years setting or

school should offer that child different

opportunities or alternatives to learning.

Stages of Early Year Action

What are the first three stages of Early Years Action?

1.

2.

3.

What are the meanings of the below acronyms INCO SEN

Early Years Action

• This is the first stage of support available

• This is when the Early Years team or the

Inclusion coordination (INCO) identify a

child with Special educational needs (SEN)

• The parent/child will be consulted

• The child’s progress should be monitored

and reviewed

Early Years Action Plus

• This is the second stage of support

• This is when the Early Years team or INCO identify that the child requires further assistance to make progress

• This will usually take the form of external support services.

Referral Process

When you have any concerns;

It is important to work in partnership with the

parents/carer/guardians

Have evidence (observations) to show other

professionals

It is important ....

To be non – judgemental

Be realistic with goals and expectations

Apply inclusive and anti discriminatory

practice

Have an awareness of the children's

strengths, weaknesses and needs

Who can support children with

additional needs?

Parents/ carers GP Health Visitor Early Years Action Early Years Action Plus School Action School Action Plus

Can you add some more of your own to the list?

Assessment Task

Produce a colourful and eye catching

handout designed for learners studying

towards the CACHE Level 2 Certificate in an

Introduction to Early Years Education and

Care (QCF) to:

Describe factors which may result in

children needing additional support in the:

short term

long term

NHS Children with disability

https://www.youtube.com/watch?v=Ggs31Tf3

ztY

Case studies

Look through the given case studies that are

on your table

Renee is three and a half years old

Wayne is 15 months old.

Charmaine is two years of age

Omar is five years old.

Supporting children with

additional needs

Unit OP 1

Session

4

Talking to Kids About Disability and

He-Who-Must-Not-Be-Named

Starter Activity

Aims and Objectives for session

Explain the job role of a SEN worker within a

nursery setting

Identify opportunities to communicate with

parents/carers

Outline benefits of communication

Identify important points for when

communicating

Explain inclusive practice within own setting

Explain how personal experiences, values and

beliefs impact on practice.

Guest Speaker – Nursery SENCO

YouTube clip if speaker is not available

https://www.youtube.com/watch?v=TURUPRHmRE4

Activity

In small groups …….

List on one persons computer opportunities you may have to communicate with parents/carers when you are in placement.

Email your completed list to everyone in your group

Open evening

At the open days

Collecting and dropping off at school

A note home

A phone call

In a homework book

Home book

Parent helper

School trip

Awards

Special Assembly

Visits

Events

Accident slips

SEN targets

Workshops

Parents Evening

Prospectus

School Reports

Opportunities to communicate

Benefits

o Child - seeing a positive relationship

formed

o Parent - reassurance their child's needs are

met, kept up to date with any information

o Setting - will be aware of any issues that

may occur through the exchange of

information

Communicating with Parents

You will need to think about:

o Your responsibilities

o Promoting positive relationships

o Confidentiality

o Showing consideration for the child’s home

background

o The sharing of information

What could effect partnership

working?

Make a graffiti page on your computer, highlighting what could effect partnership working with parents and carers

Confidence Time

Personal Expectations Social and Cultural Beliefs

Poor Communication Poor Relationships

Key Person Approach Language Barriers

Case Study

Log onto Oracle and under unit OP1 please

work as individuals to complete the working

with parent case study, highlighting Bobby's

working practice

Inclusive checklist

Please share with the group your findings

from your completed checklist, from

placement. Highlighting your placement

provides for an inclusive environment for

children.

Update your reflective account :

Adding examples of inclusive practice within

your own setting

Placement Tasks

Meet with your mentor/supervisor at the early years

setting to:

identify the individual needs of children in own setting

work in partnership with others including parents/carers

to plan activities to support children’s additional needs

in the setting

observe the child or children during the planned activity

and share a reflective account with your

mentor/supervisor (this could be done in Teddy Tots)

reflect on own practice in meeting children’s additional

needs

thank your mentor/supervisor for any feedback, make

notes

Class forum - Unit 2.1

Our own views on how to meet children’s individual needs affect how these needs are managed.

Log onto Oracle to contribute to the online forum, under unit Op1.

Create an online forum with your peers where you can share individual explanations about:

- How personal experiences, values and beliefs impact on practice.

Assessment task support

Assessment

is due in

Formative –

16th January

Final deadline

–

6th Febuary