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Support Worker

The document discusses how support workers can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment. It notes that every child has a right to education according to the European Convention on Human Rights. Support workers should be aware of students' needs and familiarize themselves with each student. Schools have special educational needs coordinators and should refer to the Special Educational Needs and Disability Code of Practice. Children's needs can be physical/sensory, communication/language, cognition/learning, or social/emotional.

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dey.bablikar
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26 views

Support Worker

The document discusses how support workers can ensure the inclusion of children and young people with special educational needs and/or disabilities in a learning environment. It notes that every child has a right to education according to the European Convention on Human Rights. Support workers should be aware of students' needs and familiarize themselves with each student. Schools have special educational needs coordinators and should refer to the Special Educational Needs and Disability Code of Practice. Children's needs can be physical/sensory, communication/language, cognition/learning, or social/emotional.

Uploaded by

dey.bablikar
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Question 1: Describe how a support worker can ensure the inclusion of

children and young people with special educational needs and/or


disabilities in a learning environment.

Like summarized in the European Convention on Human Rights, every child and young
person has rights, which involves the right to an education. A small part of supporting
inclusive practice in School is done working through children who might have disabilities
and educational needs. Every person has the right to be included in all spectra of the
Schools broader life and curriculum, which needs to be in measure with the
organizations equality as well as equal opportunities and inclusion policies. We need to
be always alert about the child’s needs and will become more familiar once we work
with them more and be extra aware of those who have disabilities and tend to be more
vulnerable. The reason is because their anxiety and stress level is much greater than
other people and tend to have more health problems. Every School has a special
educational needs co-ordinator who can make sure that Students with special
educational needs or disabilities are assisted efficiently so they can make the most of
their best of ability. Every School should refer to the Special Educational Needs and
Disability Code of Practice (2014) when working with children or young people who
have Special educational needs and disabilities. It defines the legal guidance for
Schools, colleges, education providers as well as health and social services
professionals and the local authorities for all children between the age 0-25 years.

Children’s special educational needs and disabilities could in one of the following below;

Physical or sensory: are related to visual or physical damage and hearing. A child can
have a physical disability from birth or related to a medical condition. A child’s vision or
hearing might be caused by sensory damage. Thus, sensory and physical impairments
can have an effect on other developmental areas of a child, especially if they are taking
medication.

Communication and language: allows us to interact with others. Any children with needs
in this
a particular area could need help to improve their speech and language.

Cognition and learning: are skills that we need to manage information as well as
establish our own thoughts and analyze and be capable of solving any troubles.
Children need more assistance through learning activities if they have any difficulties
within this area, so they are able to create tactics for
learning.

Social or emotional: skills helps us to deal with our feelings and primarily affected by
factors like
home stability, mental health problems not having enough attention from Adults.
Children with these needs can have disturbing behavior and social skills that are
childish. They might need help to build their confidence and deal with social situations.
While a child’s development is universal, the needs of a primary area can run onto
another need such as someone who has difficulties with speech and language needs
can easily turn into being annoyed and can sometimes lose their anger if they are not
capable to put in words what they are trying to say or feel, that can result in influencing
their emotional and social needs. Children who have special educational needs and
disabilities can possibly face obstacles to take part in activities in Schools and outside
the setting. Those Barriers consist of anything which stops children from participating in
activities and encounters that are accessible by the School. Below is a list of Barriers;

Organizational: barriers that are in the organization such as Schools which are not put
together with an updated SEN or inclusion policy.

Physical/environmental: barriers are linked to access to information and assets or


requirements are not made for students with special educational needs.

Attitudes of others: in rare situations, pessimistic opinions and attitudes can still happen
to people's abilities who have special education needs and disabilities.

We as adults need to make sure that we fully support the inclusion of all children and
young people and tackle any discriminations that can happen within the learning
environment. Also we need to be aware of our own inclusion policy and have respect
towards every pupil within the School to certify equality of access for everyone.

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