Special Educational Needs (SEN) Child Rights

supererogatory educational necessarily (SEN) Child RightsAssignment oneDiscrimination of other(a)s stern occur for a number of reasons, and to a number of diametric people. Individuals whitethorn be discriminated against obviously and deliberately, known as direct discrimination. People buns also be discriminated against indirectly. Indirect discrimination comes about when specific actions or bores meant for in any atomic number 18 inadequate for an individualist, which roll in the hay then cause reject effects (Equality law, no date).Children and adults with peculiar(prenominal) raisingal inevitably (SEN) may be subject to discrimination as a result of their additional needs. out-of-pocket to this, there argon regulations, order and laws throw in place to justification and protect individuals with SEN.Laws and legislation construct moved forward and alter over time to facilitate those concerned. One Act that became a turning stagecoach for youngsterren wi th SEN was the 1981 Education Act. Prior to this Mary Warnock published a report regarding mainstream and especial(a) schools and the education of children with SEN at bottom them. Some of her recommendations became disrupt of the 1981 Education Act, one of which be that children diagnosed with additional needs should be educated where and when it is discriminate inside a mainstream setting, and so integration began. Integration then led to cellular inclusion body with several(prenominal) Acts and pecks of legislation following, for example, 1995 Dis skill Discrimination Act, 1997 Green Paper Excellence for each Children and 2001 The Code of Practice for surplus Educational Needs (Gibson and Blandford, 2005).Another piece of documentation is the United Nations assemblage on the Rights of the Child (UNCRC) this gives covers to completely children, additional need or not. The convention sets basic monetary standards for children that should all be consider by the applic adequate to(p) government. Within this document there ar cubic decimeter four articles summarising and clarifying these rights. These articles cover a range of topics, for example, expression 14 this is regarding a childs right to freedom of thought, conscience and religion, Article 27 this insinuates the right for every child to have an adequate standard of living which en equal to(p)s their physical, mental, moral, spiritual and kindly development, and Article 28 this states the right of the child to education, ensuring equal opportunities and access to education for all children (UNCRC, 1989).One convention regarding all with SEN is The United Nations Convention on the Rights of Persons with Disabilities. This document outlines the importance for people with SEN to be treated as equals and to benefit from their human rights, as a psyche without SEN would. Article 24 covers the subject of education. This reiterates the right of people with SEN to education, and to be able to achieve this right without discrimination. It also states that governments should ensure an inclusive education clay (Convention on the Rights of Persons with Disabilities, 2008).All of the above pieces of legislation and documentation argon put in place to ensure a safe and healthy environs for those with SEN, and to ensure equal opportunities for all regarding all aspects of their life-time, whether its their education or having the chance to have your own views listened to.For the practitioners hold outing with children, inclusive practice should be something they take their time to ensure is in place in their setting. The border inclusion has taken the place of integration, and is promoted or required within legislation in all EU countries (Evans Lunt, 2002).There are two deterrent examples that outline the ways society view disabilities, these are the medical sham of deterioration and the social model of disability. The medical model of disability sees disability as a problem that needs to be fixed or cured. This model depicts a negative image of disability because the emphasis is placed on the disability and not the individual needs of the child. On the other hand, the social model of disability empowers people with disabilities by recognising they have an equal right to be included within every part of society ( change world, 2010). This model highlights that its the collective responsibility of society to retain the environmental modifications incumbent for the full participation of people with disabilities in all areas of social life (Disabled world, 2010).Rosenthal (2001, p385) writes that inclusion is a process, not a fixed state. By inclusion we mean not only that pupils with SEN should wherever possible receive their education in a mainstream school, but that they should fully join with their peers in the computer programme and life of the school. When Ofsted inspect a school, they look for educational inclusion. This entails a school having teaching and learning, triumphs, viewpoints and the well being of every child counting. This inclusive experience is expected with a wide range of groups of people, including those with SEN (Birnbaum, 2010).To ensure inclusion within a setting, practitioners must ensure all staff turn up respect for each child by treating them as an individual and victorious note of their particular needs. When showing respect, and listening to the child, the likes and dislikes of the child should be hold and taken on board when planning for that child. The practitioners ability to adapt the learning environment leave help to empower the child. When adjusting practice it is important to remember the childs preferences, appropriateness of the topic and how these are developed, to help their corporate trust and self-esteem to grow (Lodato Wilson, 2005). double-uwood (2007, p.83) writes about three disagreeent circumstances needed to encourage and accommodate children with SEN and their i nteractions with others. These are, the general placement of the teacher and the peer group towards children with SEN must be as positive and evaluate as possible, the environment should be arranged so that the child with a disability has the maximum opportunity to spend time socially problematic in group or pair activities, during recess and during academic work in the kinspersonroom and the child needs to be taught the specific skills that may enhance social contact with peers. An inclusive practice is an important part of education for all involved, and it begins with the practitioners, they must have a positive attitude towards SEN which should then be reflected within their setting.It is also fundamental for practitioners to highlight how they distort to promote inclusive practice with all parents, staff and professionals they may be working in partnership with.Within the special(prenominal) Educational Needs (SEN) Code of Practice there is a chapter that highlights the i mportance of parents working in partnership with practitioners. It emphasises the role parents play in their childs education, and their participation making decisions regarding their child, and what would be best for them (Green, 2003).Green (2003, p305) also writes, if early years staff do not communicate with, ask questions of, and receive relevant reading from, childrens parents, they will not be fully brisk to respond to childrens individual needs, identify potential points of crisis for them, or have the awareness to help them to cope with new or worrying situations. As well as practitioners ensuring they have regular contact with parents, it is vital they make themselves approachable to parents. This will encourage the parent to communicate with the practitioner, and give them the confidence to do so.When working with children with additional needs, there may be a number of other professionals also involved with that child. There could be a physiotherapist, who may provid e physical healing methods for a range of injuries or illnesses, the family may also be given some exercises to get ahead the manipulation (Behrens, 2013). A speech and language therapist could be required to stock up out an assessment to identify any confabulation difficulty, to measure the degree of difficulty, to highlight the strengths and weaknesses of the child, and to set some targets to work towards which would be discussed with the parents, and possibly other professionals (Wright, 1993). The child may visit a paediatrician at a local hospital, often referred by a GP (general practitioner). The paediatrician will speak with the parents and the child, where possible, and carry out necessary observations and assessments to gather all of the information needed to decipher the best possible actions for the child, and make any further referrals if needed (Miall, Rudolf and Smith, 2012).It is important for practitioners to be aware of children having involvement with other pr ofessionals, and ensuring communication between the services is effective. Within all childcare settings a SENCo (Special Educational Needs Co-ordinator) must be in place. The SENCo role may differ slightly from setting to setting (Crowne, 2003). However, the SEN Code of Practice (DfE, 2001) highlighted some fundamental responsibilities for the SENCo. They are ensuring liaison with parents and other professionals in respect of children with special educational needs, advising and supporting other practitioners in the setting, ensuring that appropriate Individual Educational Plans are in place and ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated.All practitioners should ensure the appropriate adaptations are carried out within their setting. Adaptations should be made in the environment, with the resources in use, and practitioners need to adapt their practice if needed, and display a positive a ttitude towards each child and their inclusion within the setting.Adjustments to the environment could include place ramps or lifts, ensuring doors are wide enough for wheelchair access, varying toilet high gear to facilitate all children, and table and seat height is adequate for all (Klein, Cook Richardson-Gibbs, 2001). The immediate nursery environment should also be adapted where necessary, adapting the environment to suit their individual needs will help their make out (Beaver et al., 2001, p63).Reasonable adjustments should also be made with the resources within the setting. This could be ensuring that all activities are set up at a level that can be accessed by all children. apiece practitioner also needs to consider that they know the strengths and areas of need for all children in their care, all activities should thereof further the strengths of children with additional needs, but are also challenging and able to enhance all of the children (Deiner, 2010).Another are a for adjustment could also be the attitudes and perspective of the practitioners themselves, and although the activities and environment are important factors that should always be considered, each practitioner is a role model and their behaviour toward children- acceptance, consideration and respect- speaks louder to the class than anything you deliberately set out to teach (Deiner, 2010, p.2).In conclusion, there are several entitlements and rights of children with SEN that must be met by the practitioners and professionals that care for them. These entitlements are highlighted within a number of legal documents and pieces of legislation. A key requirement within some of these documents is the definitive access to an inclusive education that will outfit each individual childs needs, including making reasonable adjustments and adaptations if required. Each practitioner should also ensure they cooperate fully with the families and work in partnership with them to deliver the highe st quality childcare they possibly can.Reference citeBeaver, M., Brewster, J., Jones, P., Keene, A., Neaum, S. Tallack, J. (2001) Babies and Young Children Diploma in Child Care and Education. Cheltenham Nelson Thornes Ltd.Behrens, M. S. (2013) What is Physiotherapy? the States Gilkie Publishing.Birnbaum, R. (2010) Choosing a School for a Child with Special Needs. London Jessica Kingsley Publishers.Convention on the Rights of Persons with Disabilities (2008) Online. open at http//www.un.org/disabilities/convention/conventionfull.shtml (Accessed 21 October 2013).Crowne, E. (2003) Developing comprehensive Practice The SENCOs Role in Managing Change. Abingdon David Fulton Publishers.Deiner, P. (2010) Inclusive Early puerility Education Development, Resources, and Practice. 5th edn. Belmont Wadsworth, CENGAGE Learning.DfE (Department for Education) (2001) SEN Code of Practice. Online. Available at http//webarchive.nationalarchives.gov.uk/20130401151715/https//www.education.gov.uk/pu blications/eOrderingDownload/DfES%200581%20200mig2228.pdf (Accessed 7 January 2014).Disabled world (2010) Definitions of the Models of Disability. Online. Available at http//www.disabled-world.com/definitions/disability-models.php (Accessed 27 November 2013).Equality Law (no date) Promoting Equality, Preventing Discrimination. Online. Available at http//www.equality-law.co.uk/news/106/66/Types-of-discrimination-definitions/ (Accessed 16 October 2013).Evans, J. Lunt, I. (2002) Inclusive education are there limits?, European Journal of Special Needs Education, 17 (1), pp.1-14.Gibson, S. Blandford, S. (2005) Managing Special Educational Needs. London Paul Chapman Publishing.Green, S. (2003) BTEC First Early Years, 2nd edn. Cheltenham Nelson Thornes Ltd.Klein, M.D., Cook, R.E. Richardson-Gibbs, A.M. (2001) Strategies for Including Children with Special Needs in Early Childhood Settings. Albany Delmar, Thomson Learning.Lodato Wilson, G. (2005) Promoting competency, independence, and s elf-advocacy, in Schwartz, D. (eds) Including children with special needs. Westport Greenwood Publishing Group, pp. 257-270.Miall, L., Rudolf, M. Smith D. (2012) Paediatrics at a Glance, 3rd edn. West Sussex John Wiley Sons Ltd.Rosenthal, H. (2001) Discussion paper- Working Towards Inclusion I am another(prenominal) other, Educational Psychology in Practice, 17(4), pp.385-392.UNCRC (The United Nations Convention on the Rights of the Child) (1989) Online. Available at http//www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx (Accessed 21 October 2013).Westwood, P. (2007) Commonsense methods for children with special educational needs, 5th edn. Oxon Routledge.Wright, J.A. (1993) Assessment of Children with Special Needs, in Beech, J.R., Harding, L. Hilton-Jones, D. (eds) Assessment in Speech and Language Therapy. London Routledge, pp. 128-148.