Explain How Different Types of Interventions Can Promote Positive Outcomes for Children and Young People Where Development Is Not Following the Expected Pattern.

If a student is not successful in Tier 3, he/she will be considered for special education testing. The classroom teacher is responsible for communicating is developed through the School Assessment Team (S.A.T.), which is comprised of the school administrators, the teacher of the student being assessed, reading specialist, interventionist, ESL teacher, special education teacher, speech teacher school, psycologist and social worker. Based on the findings, a home visit with a translator, special education teacher and social worker will perform a home visit. This is in order to determine where the child is developmentally in language and academically. The instructional team will also monitor instruction and provide feedback. Encore time embedded into the resource schedule for students will provide additional support for students as needed. The Response to Intervention (RTI) and the S.A.T. will work with teachers to meet the needs of the learner. School audits and walk -through will be on

Disability can impact on many areas of a child’s life and it is essential that we plan and support the child in all these areas so they can achieve realistic goals for thir age and abilities.

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.

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.

Having a Special Educations Needs Co-ordinator in a school is a legal requirement along with a Head Teacher and a Deputy Head. Another statutory role in a primary school is a Foundation Stage Manager. The SENCO is responsible for monitoring and managing the provision for pupils with special educational needs. Their duties will include liaising with other professionals and parents with regard to pupils with special educational needs, providing support and advice, ensuring that all relevant background information about individual children with special educational needs is collected, updated and recorded, ensuring Individual Education Plans are in place. An Individual Education Plan has targets and planned

The setting has Special Educational Need Co-ordinator (SENCO) involved in supporting the teacher and /or parents. The SENCO organises further assessment of the child’s needs if required.

The special needs coordinator can be an aide to the classroom teacher in planning lessons that include all the students in that particular classroom. First, the

The use of support staff in the classroom to assist students who experience some kind of difficulty in learning or physical disability is common practise in many schools these days. Almost all teachers will have daily contact with TAs and many have some management responsibilities for TAs as they direct them in their classes.

School Age: In mainstream schools special needs are dealt with by a SENCO (special educational needs co-ordinator). They will manage all individual children with special needs, regardless of needs, age or class. If a child has special needs this must be assessed by an ‘Educational Psychologist’ who will decide the child's needs and identify them if not already discovered. If needs are considered to need extra serious time to ease the education of the child, then a ‘Statement of Educational Needs’ will be gathered. From this the essential extra hours of a small group or 1:1 work will be decided and applied correctly to build towards targets to improve the child's coping ability in school. Every year a review will take place and this will include you and teachers (incl. SENCO) and may also include; social workers, speech therapists, people from parent support programmes (which the SENCO can recommend you). Everyone decides how the child is coping. If the child is not coping the school they can then seek help from an outreach service from a local special school or support group. If the child still doesn’t cope they may consider placement at a special school.

Learning support– extra learning support can be provided by reducing numbers in a class, by having specific groupings or settings within that class,or by working separately in small groups or one to one with extra staff.

In supporting children with disabilities its imperative to be flexible to support children with disabilities. Teachers need to find out methods to help guide them and help them with teaching the lessons. The child’s success can depend on the support and dedication families and teachers provide for them.

There are a lot of interventions that can promote a more positive outcome on a child/young person’s development where development is not following the expected pattern.

Many different types of development are important for helping children to be successful through their schooling, and even later on into their lives. In the following paragraphs, I will discuss strategies that I would like to use in my future classroom to help students with their emotional, literacy, cognitive, and social development to help my future students to succeed.

The Speech and Language Therapist will monitor the child in the classroom setting and assess them to devise a therapy programme directed at their individual needs. These programmes are then delivered by health care professionals and school staff and are evaluated and modified over time depending on the child`s development and progress. They will work very closely with school staff (especially the SENCO) and demonstrate strategies needed to help staff to deliver the therapy programme to enhance the child`s skills and learning.

Disabled children’s need for support can be recognised late; families are develop to put up with a culture of little prospects about what their child can attain at school; parents don’t have fine knowledge about what they can and have in way of options about the most excellent schools and care for their child; and families are required to discuss every bit of their support independently, with a range of professionals.