![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](https://image.slidesharecdn.com/unitop1pp-supportingchildrenwithadditionalneeds-141209150624-conversion-gate02/85/Unit-op-1-pp-supporting-children-with-additional-needs-13-320.jpg)
Unit op 1 pp supporting children with additional needs
- 1. Supporting children with additional needs Unit OP 1 Session 1
- 2. 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
- 3. 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
- 4. 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
- 5. Emotional difficulties Behavioural Expressive SEBD (Social, Emotional and Behavioural Difficulties) Anger management Attention seeking What behaviour may you witness?
- 6. Physical / Genetic Impairment Wheelchair user Fore shortened arm/leg Cerebral palsy (research) Downs Syndrome (research) Hydrocephalus (research)
- 7. Sensory Impairment Visual Hearing Speech Smell How could you adapt different activities?
- 8. Specific Learning difficulties Dyslexia (research) Dyspraxia (research) Dyscalculia (research) Specific language impairment
- 9. Autistic Spectrum ADHD Asperger Syndrome ADD
- 10. 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
- 12. Match up – Correct terminology Avoid Use (the) handicapped, (the) disabled disabled (people) Work in three’s to complete the match up activity
- 13. 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
- 14. 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
- 15. 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.
- 16. Supporting children with additional needs Unit OP 1 Session 2
- 17. Starter Activity – What do you see? 1 2 3 4 5 6
- 18. 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
- 19. 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
- 20. What beliefs, values and experience s, have affected you so far in life?
- 22. 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
- 23. 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?
- 24. Poster – Welcome In pairs create a welcome poster offering social inclusion, be as creative as possible.
- 25. 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.
- 26. 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
- 27. Supporting children with additional needs Unit OP 1 Session 3
- 28. Starter Activity - Recap unit 10 What is Early Intervention?
- 29. 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
- 30. 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.
- 31. 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
- 32. 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
- 33. 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.
- 34. 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
- 35. 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
- 36. 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?
- 37. 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
- 38. NHS Children with disability https://www.youtube.com/watch?v=Ggs31Tf3 ztY
- 39. 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.
- 40. Supporting children with additional needs Unit OP 1 Session 4
- 41. Starter Activity Talking to Kids About Disability and He-Who-Must-Not-Be-Named
- 42. 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.
- 43. Guest Speaker – Nursery SENCO YouTube clip if speaker is not available https://www.youtube.com/watch?v=TURUPRHmRE4
- 44. 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
- 45. Opportunities to communicate Open evening At the open days Workshops Parents Evening 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 Prospectus School Reports
- 46. 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
- 47. 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
- 48. 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
- 49. 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
- 50. 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
- 51. 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
- 52. 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.
- 53. Assessment task support Assessment is due in Formative – 16th January Final deadline – 6th Febuary