Meeting Learning Needs Case Study

Meeting Learning require Case Study In this rationale I intend to discuss Why we do what we do when it comes to Inclusion and especial(a) Educational Needs (SEN). This allow be a case study of a pupil with SEN attending the teach in which I work. It will first eruptline the nature of the pupils especial(a) Educational Needs and then critically examine how these unavoidably be being met. The role of multi-agency approaches in providing support to the pupil and p arental involvement will also be analysed. All children, wherever they are educated, need to be able to learn, play and develop alongside each other within their local community of tutors (Dfes 2004 p5), going further to state that inclusion is close to much more than the type of school that children attend it is about the quality of their experience how they are attend toed to learn, achieve and participate fully in the smell of the school (p25). http//sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (Accessed on 20/01/11)The case study I carried out was on Billy who is 9 years old, Billy was diagnosed with Autism at the aged 4 shortly after he started mainstream school in reception. Autism is a type of disability. There are many slew with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism ripe by looking at them. Autism lasts for all of a persons life. But they can still do a lot of things and learn a lot of skills.The three main areas of difficulty which all people with autism share are sometimes cognize as the triad of impairments which are Social Communication, Social Interaction and Social Imagination. The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different. To enable the linguistic context to recall Billys barriers to reading we firstly ar ranged a meeting at his home with him and his parents and the supernumerary Needs Coordinator (SENCo).At the meeting we discussed Billys learning and personal needs, at first we pure on Billys routine at home enabling us to see how he dealt with everyday issues. It is vital that we alleviate confusion and give Billy a sense of security. This will be done by preparing Billy whenever possible if his routine is going to be broken, someone will run out him through what is going to happen. We also intend to invite Billy into the setting to meet his new teacher, and will be providing him with photographs of the settings and his support workers to facilitate him in familiarise himself with his new setting.We realize taken photographs to allow us to personalise the learning spaces with pictorial sequences, rule reminders, schedules and labels. A space in the classroom will be made available for Billy to work with his one-to-one support and peers where possible. By using these strategies Billys learning can be structured to support his need for routine. Being clear and consistent is adjunct to all learners in the classroom but will be essential for the child with an autistic spectrum disturbance G, Knowles, Supporting inclusive Practice (p. 16) I witness that it is very grievous that all children wee the remediate to be included in mainstream school and where possible they should be able to meet there learning needs and the targets set in the National Curriculum. One of the fundamental principles of the Special Education Needs label of Practice is the needs of children and young people with Special Educational Needs are identified and assessed rapidly and matched by appropriate provision (Department for Education and Skills, 2001 p. 9).I believe that it should be a collaboration among the teachers, the parents of the child and the child themselves who decides whether they would benefit from being in mainstream school or not. Extensive research studies have been undertaken to determine the effectiveness of integrating and including students with severe disabilities. Tornillo (1994) feels that, teachers are required to direct inordinate economic aid to a few, thereby decreasing the amount of time and energy directed toward the rest of the class.Indeed, the range of abilities is just too great for one teacher to adequately teach. Consequently, the mandates for greater academic accountability and achievement are unable to be met. http//www. sedl. org/change/issues/issues43/concerns. html ( deviled on 30/01/11) During my research into Inclusion in mainstream school I found that, some parents of students with more severe disabilities are concerned about the opportunities their children will have to develop basic life skills in a regular classroom setting.They are also on the lookout about inclusion because of fears that their children will be ridiculed by other students. Its at this point I feel it necessary to state that Inclusion is no t about making sure all children are taught the program in the classroom, it is making sure that all individuals be they disabled or non disabled have access to the curriculum, and that learning is facilitated to suit their learning needs. The next step to facilitate Billys learning needs is to draw up an Individual Education Plan (IEP).An IEP describes the educational program that has been designed to meet that childs queer needs. An Individual Education Plan is an assessment, planning, teaching and reviewing tool which records specific learning goals, teaching requirements and review arrangements to help a pupil with SEN which are additional to and different from those of most pupils, to make progress in severalise areas of learning (Dovestone, Cullingford-Agnew, 2006, p. 23). apiece child who receives special education and related services must have an IEP. Each IEP must be designed for one student and must be a truly secernate document. The IEP creates an probability for te achers, parents, school administrators, related services personnel, and students (when age appropriate) to work together to improve educational results for children with disabilities. The IEP is the keister of a quality education for each child with a disability.As stated in the SEN enactment of Practise (2001) where possible, children and young people with SEN should participate in all the decision-making processes that occur in education including the setting of learning targets and contributing to IEPs, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and modulation processes. Following the initial meeting we arranged for Billy and his parents to visit the setting for a day allowing them the opportunity to assess the setting.All areas of the school were made accessible to them so they could see how Inclusion of all students is historic too us as a setting. It is essential that Billys parents are involved in every stag e of Billys integration into the setting as stated in the SEN autograph of Practice(2001) It is vitally important that schools welcome and encourage parents to participate from the outset and throughout their childs educational career at the school. In my setting we encourage parents to come to us with any questions or concerns they may have about there child/children and we persevere to accommodate their needs.It is vitally important for parents to be involved with every stage of their childs education as Parents are the most important people after the child. They know there child best and know what they want out of the staff and the school. (As stated in my settings Inclusion Policy) It is our responsibility as a setting to ensure that parents are cognizant of the Partnership with Parents (PwP). PwP aims to ensure that parents are able to play an informed part in any decisions about the educational provision made to meet their child SEN and to build partnerships between parents , the Local Education potence (LEA) and schools.WORD COUNT 1343 Reference List and Bibliography Department for Education and Skills. (2001). Special Educational Needs commandment of Practice. London DfES. Dovestone, M, Cullingford-Agnew, S. (2006) Becoming a Primary Higher Level Teaching Assistant Primary Special Educational Needs. Exeter Learning Matters Ltd. http//www. sedl. org/change/issues/issues43/concerns. html (accessed on 30/01/11) http//sen. ttrb. ac. uk/ViewArticle2. aspx? ContentId=15915 (accessed on 20/01/11) Knowles, G. (2006) Supporting Inclusive Practise. David Fulton Publishers Ltd. London