Effective Assessment Methods For Individuals And Groups Of Children

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span.

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

Q1. Are alternative assessments more valid tools when addressing differences such as learning styles, cultural expectations, ethnicity, gender, or age? Why?

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with

The SEN code of practice suggests that interventions are the best thing to do as they can help the child or young person to make progress. Before they undertake a formal multi agency education, health and care assessment. But the main aim is to help the child as much as they can, but not to the extent that they need to intervene unnecessarily.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without

James is a 13 year old Haitian American male living with his biological mother. Youth’s biological father remarried about two years ago and has a younger half-sister and 2 younger step-brothers. Youth has found it difficult to have siblings and sharing his father's love, however feels like he is getting better at it. Youth spends the weekends at his father's home. Youth was referred from an emergency service. Family identified the presenting problem to be youth getting bullied at school, poor communication with mother at home, and experiencing anger. Youth identified his mother and students at school "picking on him" as triggers. Youth stated he becomes triggered by students picking on him in the classroom as well as on

The government are committed to developing an education service that provides equality of opportunity and high achievement for all children (Gov.uk, 2018). The Special Educational Needs Code of Practice (SEN) plays a vital role promoting this commitment. This code of practice now endorses a uniformity approach to meeting children’s special educational needs and places the rights of children with special educational needs at the heart of the process, allowing them to be heard and to take part in decisions about their education (Gov.uk, 2018). The old SEN Code of Practice is for any children that come under the needs for extra help while in a school setting and have been assessed, any children that are assessed now will come under the new SEND Code of Practice 2018 (Gov.uk, 2018). A child or young person has a special educational need or disability (SEND) if he or she has a learning difficulty, which calls for special provision to be made for him or her.

The framework was set out in three different themes: understanding learning, social justice and active professionalism. Under each theme, Florain and Spratt (2013), analysed a previous PGDE (Post Graduate Diploma in Education) student’s inclusive pedagogy. Under the first theme, Florain and Spratt (2013), noted that the teacher took time out and was planning for ‘everybody’, rather than set groups. This was an important factor, which had a positive impact on the class. Jones and Frederickson (2010), argue that all individual learners are different and therefore teachers should have to make time to prepare for each child. Secondly, Florain and Spratt (2013), noted that ‘co-agency’ was an important professional impact. And lastly, under the final theme, offering choice to the students and being able to professionally justify your decisions was the final implication. The exploration of an inclusive pedagogy showed the implications teachers may face to create and inclusive classroom, which will create educational equality for the next generation (Florain & Spratt

This brief write-up reiterates the messages regarding special educational needs (SEN) by using some basic remedial techniques that will be useful for both teachers and parents. Attentive teachers and parents can transform the life of a student with SEN. The term SEN refers to the needs of children with learning difficulties or disabilities; these children find learning more difficult than most children of the same age. Many children have special needs of some type at some time during their education. This brief write-up will create awareness among parents and teachers regarding SEN.

It is important to access young children’s learning in the classroom so that you can evaluate the children progress. In order to evaluate a child’s progress, you must guide them first. When a teacher guides, this will help identify children who may need special care. Another reason is so that the teacher will report the kid’s behavior and progress to parents. In order for all these options to come together, the teacher must know the strengths and weakness of each child. One method of evaluating children is by performing a Diagnostic Assessment. This type of assessment is determined by whether a child has special needs and requires a lot of data and sources. It also points out a child’s weakness and strengths by allowing you to compare the child’s