Within this element the student must understand:

·         Professional and organisational support for SEND

·         SEND in practice.

·         The impact of SEND on educational and emotional practice

Learning for Element 11 to include:

11.1   the laws, codes of practice and policies affecting provision for children and young   people with disabilities and those with Special Educational Needs and Disabilities

11.2   how professionals and organisations support children/young people with Special Educational Needs and Disabilities

11.3   the principles of integration, equity and inclusion, and the differences between them

11.4   why practitioners must use appropriate terminology when discussing the needs of children and young people with SEND

11.5   the differences between the medical and social models of disability

11.6   how a primary disability might affect children’s/young people’s social, emotional and physical development

11.7   a range of cognitive skills necessary for effective educational development, and how single or multiple disabilities might affect these

11.8   cognitive difficulties may impact upon language, communication and educational development

11.9   how a chronic condition may affect children’s/young people’s emotions, education, behaviour and quality of life

11.10 how adults remove barriers in order to empower and value individuals, depending on their specific learning difficulty, medical condition or disability        

11.11 when and how speech can be supplemented or replaced by Augmentative and Alternative Communication

The student must be able to work with others to plan and provide activities to meet children’s and young people’s needs.

Use formative and summative assessment to track children’s and students’ progress to plan and shape educational opportunities

How to assess and manage risks to your own and others’ safety when planning activities.

GEC1. Convey technical information to different audiences

GEC2. Present information and ideas 

GEC3. Create texts for different purposes and audiences

GEC6. Take part in/lead discussions 

GMC10 Optimising work processes

GDC1. Use digital technology

and media effectively

GDC4. Process and analyse numerical data

SC - Show me the boards

2. Identify the features of the Guide to the SEND code of practice

SC- Group research task

3. Assess the support available for children and young people with SEND

SC- Class discussion

SC - Group mind map

2. Identify the role and responsibilities of professionals working with children who have SEND

SC- Small group task

3. Evaluate the effectiveness of multi agency working

   SC: Writing task

SC - Think, pair share

2. Identify how to make sure your classroom is inclusive

SC- Class discussion

3. Assess how to adapt a classroom/teaching style for SEND

   SC-Case studies

SC - watch video

2. Discuss the types of phrases to use around children and young people with SEND

SC- Show me the boards

3.Analyse the importance of being prepared for children with SEND

SC-Case study

SC - Reading an Article

2. Discuss the key differences between the social and medical model

SC- Written piece of work

SC - Show me the boards

2. Discuss how SEND can impact child development

SC- Create a profile of a SEND

SC - Group discussion

2. Discuss the skills cognitive development may impact

   SC Group task/watch 1% club

3. Analyse how language development is linked to cognitive development

   SC: Complete table

SC - Group discussion

2.Explore how chronic health conditions can impact children's emotions, education, behaviour and quality of life. SC - Individual presentations

Sometimes can cause anxiety and emotional distress for the child

Some chronic health conditions can be managed by medication. However this could cause side effects for the children. This sometimes turns out to be a balance.

SENDCO will store all of this information and will have regular contact with parents and families as well as healthcare workers to keep up to date with each child's needs.

Epilepsy

Severe allergies

cystic fibrosis

depression

fragile x syndrome

sickle cell disease

diabetes type 1

diabetes type 2

Leukaemia

Asthma

SC: Class discussion

2.Explore how practitioners and teachers can remove barriers to learning

SC: Small group mind map

3. Apply knowledge to real life situations

   SC: Case study