1 / 20

Home and School: Working Together for Children's Education

This session will cover home and school issues, children's services, rights and responsibilities, special educational needs provision, and tips for learning and social skills.

lleger
Download Presentation

Home and School: Working Together for Children's Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SESSION 6 Home and school

  2. SESSION PLAN • Home and school issues. • Children’s services. • Rights and responsibilities. • Provision for special educational needs. • Statutory provision. • Tips on learning and social skills. • Communicating with professionals.

  3. HOME AND SCHOOL ISSUES • What issues do we want to cover today. • Focussing on positive ways to work together with schools and health professionals to get the best for our children.

  4. BASIC PRINCIPLES FOR CHILDREN WITH SEN • Access to a broad, balanced and relevant education. • Their views should be taken into account. • Normally have their needs met in mainstream settings. • Extra resources require a statutory assessment.

  5. PARENTS’ RIGHTS AND RESPONSIBILITIES • To be treated as partners • To play an active role in child’s education • To make their views known • To have access to information, advice and support Keep records of absolutely everything!

  6. SPECIAL EDUCATIONAL NEEDS PROVISION PROCESS IN ENGLAND • Special Educational Needs and Disabilities (SEND) 0–25. • Identification of possible SEND. • Assessments are made by schools. • Changes in classroom management. • SEN support replaces school action and school action plus. • Single support plan withhealth and social care • EHCP assessment.

  7. SPECIAL EDUCATIONAL NEEDS PROVISION PROCESS IN SCOTLAND • Identification of additional support needs (ASN). • Assessments are made by schools. • Changes in classroom management. • Single plan with education, health and social care. • Personal learning planning (PLP) for all children with ASN. • Individualised education plan (IEP) for some children. • Coordinated support plan (CSP) for complex needs.

  8. SPECIAL EDUCATIONAL NEEDS PROVISION PROCESS IN WALES • SEN – a sub category of ALN. • Identification of additional learning needs. • Assessments made by schools. • Changes in classroom management. • Statutory assessment. • Statement of SEN. • Additional learning needs (ALN) Bill due 2016/2017.

  9. SPECIAL EDUCATIONAL NEEDS PROVISION PROCESS IN NORTHERN IRELAND • Identification of SEN or AEN (additional education needs). • Assessments are made by schools. • Education plan involving parents. • Changes in classroom management. • Statutory assessment. • Statement of SEN.

  10. SPECIAL EDUCATIONAL NEEDS PROVISION PROCESS IN ISLE OF MAN • Identification of possible SEN. • Assessments are made by schools. • Changes in classroom management • Individualised education plan (IEP). • Statutory assessment. • Services for children (SfC) support – complex needs.

  11. WHAT IS A STATUTORY PROVISION? • A legal requirement for a local authority to provide appropriate support in the education of a child with complex needs – different terms for this are used across the UK. • Most children with special educational needs will not need statutory provision. • A statement/CSP/EHCP/SfC gives details of a child’s special educational needs together with the arrangements for meeting them.

  12. BREAK

  13. HOW CAN WE HELP OUR CHILDREN? • To organise what they need for school. • To be as independent as possible. • To learn to listen to instructions. • To know how to ask for help.

  14. COMMUNICATING WITH PROFESSIONALS How do you feel when you have to see a professional (teacher, GP, educational psychologist) about your child’s needs?

  15. COMMUNICATING A CONCERN Think of a problem with your child’s school or education (it can be real or imagined). ‘B’ is a teacher or professional working with your child, and you have an appointment to see them. Treat ‘B’ as aggressively as you can! Imply they aren’t doing enough about the problem.

  16. HOW TO PLAN AND PREPARE FOR MEETINGS • Decide exactly what to say. • Use the Positive-Negative-Positive Sandwich.

  17. POSITIVE-NEGATIVE-POSITIVESANDWICH • Start with a positive comment. • State your concern. • End with a positive.

  18. REFLECTION What one thing are you taking away today?

  19. FOCUS FOR THE WEEK • What one thing do you want to focus on this week? • Encourage one aspect of your child’s learning.

  20. NEXT WEEK We will be looking at the wider family.

More Related