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1.2 Explain The Importance Of Multi Agency Working

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There are many different principles and values that should be supported and understood by the setting when dealing with a child with such specific needs. When dealing with such a transition it is vital the setting co-inside with the main principles and values involving such things as that the practice is a child centred one and that the child’s wellbeing is always paramount. The setting must always support and uphold the rights of the child and as the child is disabled they must also ensure the Disability Discrimination Act is also followed within the setting with regards to the child who is wheelchair bound, the child will also have to be involved in the setting by their key worker and the other professionals present in order for the child to feel part of the class. They can achieve this by ensuring the child takes part in such sessions as physical education with their …show more content…

Multi-agency working is vital in such a transition as the staff in the school must work with other professionals such as the schools SENCO worker which is a Special Educational Needs Co-Ordinator. These SENCO workers can also be used to understand different strategies to be able to integrate children with special needs into the class and to be able to assist the other professionals to know how to include them in class activities such as playing with the Lego on a table rather than on the floor and allowing these specific children to create relationships with their peers as they are being included in activities alongside

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The parents of children with disabilities are dealing with grief knowing that their hopes and dreams for their child have been changed. They also may feel depressed, angry, anxious, fearful, be in denial, and feel guilty. Some parents may even feel the emotion of joy. It increases their ability to love, strengths their family ties, gives them a greater sense of pride, and teaches them to enjoy the little things in life. As a teacher, I would be great with working with parents who are dealing with the mixed

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It is important not to stereotype a child with a disability, as this can lead to low self-esteem, for example a child with specific learning needs might be expected to do poorly in all subjects at school not just the ones affected by the learning need and this is not always the case. Since I have worked in our setting I have been introduced to quite a few children which have different types of disabilities. We aim to make sure that each individual is treated the same and included in all activities by adapting the activity to the child's individual

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We believe that every child is entitled to an education no matter what background they are from. We encourage our staff to listen to the suggestions and needs of our children and take all matters seriously, building an inclusive community on trust and self-worth. The Salamaca statement and framework for action on special needs education 1994 (UNESCO, 1994) also states ‘Each child’s learning needs are different’

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Children with special education needs being included in mainstream schools and support assistants who support them. 8. Every child matters 2003 and children act 2004 updated in 2010 to help children achiever more - support children from birth to 19 years old need to be healthy stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. We should also know the national legislation and codes in the work with children, ensuring have equal opportunity for all children through the curriculum. We need to aware the impact of prejudice and discrimination, showing we promote equality and diversity through our work, encouraging

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Practitioners can support children to prepare for school by working in partnership with parent/carers, the school they will be attending, any other outside agencies including social workers, speech and language therapists, physiotherapists and most importantly the child. Practitioners need to identify the needs for the individual and cater for their needs, this relates to the practitioners practice being high quality. They could identify and cater for the needs of the child to prepare for school by reading books, talking to them about school, providing materials that they would use in school. (B3) Throughout practice, transitional objects are used in order for children to transition from home to the setting.

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Benefits and Challenges of Multi-Agency   Introduction Multi-agency can be defined as the involvement of different corporations which works together to eliminate vital issues or problems in the society. The involvement of ranges of professionals in an integrated way provides a strong platform which helps to attain a positive outcome for the young generation and the children. The working in partnership the key element of multi-agency, therefore the working of the multi-agency is faces variety of changes, however the perspectives and approach of the agency is supported by the government to enhance social condition, education and health facilities (Atkinson, 2005). The main objective of this research paper is to identify the working process and to recognize the challenges in the working mechanism. Therefore, the main aim is to analyse and investigate the working mechanism and different models of multi-agency.

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As each child’s case manager and special education teacher, I am responsible for implementing all direct instruction based on their IEP goals and objectives, as well

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In The Arc, I also found that levels of restraint and seclusion has recently added up since previous years, having reported “harmful use of these interventions in over two-thirds of the states, involving children as young as three years old in both public and private school settings”. Lastly, transition was one of the many issues special education children face in schools today. As these children continue to age, transition planning and resources for students continue to worsen. This has parents wondering where they can send their special needs child to transition from school systems to a mature lifestyle. In The Arc, it is reported that “Every year between 150,000-200,000 students with disabilities age out of special education (in most states) at age 22”.

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Explain the relationship between disability and special educational needs. Explain the nature of the particular disabilities and/or special educational needs of children and young people with whom they work. Explain the special provision required by children and young people with whom they work. Explain the expected pattern of development for disabled children and young people and those with special educational needs with whom they work People often confuse Disability for Special Educational needs and the Special Educational needs for a Disability.

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The transition from primary to post-primary education is one of the most drastic of those changes, and schools need to be equipped to accommodate that transition. For special educational needs, many steps need to be taken in order to familiarize both parties with the conditions they live with and how success can be met. In order for students to feel comfortable and make the transition as smooth as possible, there are many things that schools can do to ensure this success. In order for special education pupils to succeed, schools need to create inclusion in the classrooms and with peers, so that SEN pupils can interact with other students and experience real world classroom time. For students with disabilities, schools need to take some necessary steps in order for a beneficial transition to take place.

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I spent my fifteen hours observing two special education classrooms at Sulphur Intermediate School. One focused on math and the other on reading, though many of the children I observed worked in both classrooms. The students were in the third, fourth, and fifth grades. Most of the students had mild to moderate disabilities and simply needed extra help in reading, math, or both subjects. They did not stay for the entire day, but rather came for certain periods.

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Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.

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