review and report on the roles of other professionals
hi everyone
im a bit stuck im doing CYPOP15 and the question is review and report of roles of other professionals in supporting children and YP and explain how to acess additional support for children with speech language and comunication needs ive got inclusion support, senco, SALT, GP and audiologist oh and school nurse but feel there should be more any help would be great thanks x |
Hi
havent read the criteria but parents can refer their child themselves for speech therapy. In the children's centre's they have drop in's for them to advise if your child might need speech therapy. What about courses available e.g. lets get talking, ecat etc don't know if it is of any help. Lynne |
Hi
forgot i went on a communication course the other week and they said about a goo book called Inclusion Development Programme Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage http://nationalstrategies.standards....uk/node/161358 I found a copy at work and it had a dvd in it so i had a quick look at it and this was on it that might give you a little bit more info: Who does what? Roles and responsibilities in relation to speech, language and communication needs Practitioner The child’s key worker or class teacher is responsible on a day-to-day basis for ensuring that the child’s needs are met and that the experiences and activities offered support each child’s learning and development. This person is responsible for planning, observing, recording and evaluating children’s learning and progression. The practitioner should undertake training and further development in order to address any gaps in knowledge and to keep up-to-date with developments in special educational needs (SEN) provision and language teaching. It is expected that the practitioner will work in partnership with children’s parents. The practitioner has a responsibility to seek advice and support from senior colleagues as necessary and to act upon their advice. Where outside professionals are involved with the child, the practitioner is expected to work closely with them and implement their suggestions or programmes. For childminders working alone, seeking advice might involve contacting the local childminding network coordinator. Learning support assistant If a child has a statement of special educational needs, a learning support assistant (LSA) may be employed for a specified number of hours per week to support the child in the areas identified in the statement. The LSA works under the direction of the class teacher or child’s key worker and should not be given sole responsibility for planning for, and teaching, the child. However, it is reasonable to expect, for example, an experienced LSA to help adapt materials to make them accessible to a child with speech, language or communication needs. Generally speaking, LSAs should aim to work with the child in a small group, rather than on a one-to-one basis, and should work towards increasing the child’s independence and promoting inclusion. SENCO or inclusion coordinator The SENCO (or inclusion coordinator, in settings where this title is used to describe the member of staff who coordinates provision for children with special educational needs) has a setting-wide focus on children with SEN. They are responsible for determining the strategic development of the SEN policy and provision in the setting in order to raise the achievement of children with SEN. The SENCO or inclusion coordinator takes day-to-day responsibility for implementing the SEN policy and coordinating the provision made for individual children with SEN. They work closely with parents and other agencies, and provide professional guidance to practitioners working with children on a day-to-day basis. Headteacher, setting leader or manager This person is accountable to the local authority (LA), governing body or management committee. Although they may not work directly with the child, they have a responsibility to ensure that staffs are fulfilling their roles in relation to meeting children’s individual needs, and that staff are properly supported, for example, by being released to have opportunities and time to attend relevant training. Area SENCOs are employed by the LA, often within an Early Years Service, and support settings in meeting their duties to identify, assess and meet children’s special educational needs and to promote inclusive practice. The area SENCO or inclusion coordinator should work closely with the setting SENCO, offering a range of services such as advice on quality first teaching, meeting individual needs, modelling of appropriate teaching strategies, support for assessing children’s needs, liaison with external agencies and providing training. The level of support offered varies between different LAs. In many LAs, the area SENCO or inclusion coordinator works mainly or exclusively with non-maintained sector settings. In some LAs, the role may be combined with that of an Early Years Advisory Teacher (EYAT), who also offers more general support in curriculumrelated matters. The Government has recently signalled the need to bring together the SENCO role with the work of EYATs in supporting quality improvement in Early Years settings (ref: SSEYC Grant letter 01/08/07). This reflects the importance of developing and maintaining fully inclusive practice – where the unique skills and abilities of each child are recognised and developed – as part of improving the quality of experience for all children in settings. The DCSF will say more on the EYAT role and it’s relation to the area SENCO role in due course, although there is a clear expectation that the role of area SENCOs will continue and that every setting should continue to identify its own SENCO responsible for overseeing the maintenance of inclusive practice. Educational psychologist Educational psychologists (EPs) are specially trained psychologists who are also qualified teachers. They work with settings to help assess children’s special educational needs and to devise programmes of intervention. They may also work at a broader level, for example, helping the setting to develop a communication-friendly environment. Where a child is undergoing statutory assessment in line with the SEN Code of Practice, an EP will be allocated to that child and will carry out a psychological assessment as part of the proceedings. All maintained schools have direct access to an EP on a regular basis. EP support for non-maintained settings varies between LAs. Some settings have an EP attached whilst in others EPs may only visit where a child is undergoing statutory assessment or has been notified to the LA by Health (in the case of children with significant physical and/or medical needs). Speech and language therapist Speech and language therapists (SLTs) are health professionals who work with children who have difficulties with speech, language and communication, or with eating, drinking and swallowing. SLTs work closely with parents and other professionals, such as practitioners and occupational therapists. Where a child is being seen by an SLT, appointments may either be clinic-based or setting-based. Therapists work with children who have a range of speech, language and communication difficulties, including language delay, hearing impairment, difficulties with sound production, autism/difficulties with social communication skills, and stammering. With parents’ permission, therapists should ensure that the child’s setting receives copies of assessment reports and speech and language programmes, in order that they can be fully implemented in the setting. Therapists may also provide training for setting staff; for example, training in how to implement a signing or symbol support system. Specialist teacher Most LAs have specialist teachers who work with children with language and communication difficulties. They may be known as advisory teachers for language and communication. Such teachers have undergone additional training, usually resulting in a specialist qualification. The distinct expertise of specialist teachers lies in their knowledge of how to address language and communication difficulties within an educational context. Specialist teachers may offer advice on teaching strategies to meet specific needs, the modelling of such strategies and more formal training. They may also work at a whole-setting level, for example, helping to develop a language teaching policy. However, it is important to note that specialist teachers are not medically trained, and are not, therefore, able to offer formal diagnosis of specific difficulties, nor to intervene in medical aspects of difficulties such as speech production difficulties resulting from a medical condition. In some LAs, specialist teachers may work only with maintained settings, in which case non-maintained settings may contact their area SENCO or inclusion coordinator for support. lynne |
wow Lynne thank you so much, i will be glad when this unit is finished i have found it quite difficult its one of my optional units. Hows your course going ? x
|
Hi
Yeah it's going fine about to start eymp units because i had a very slow start but picking it up now and just literally doing the units when i want to. Went back and finished other started units so that i can concentrate on one unit at a time. My guess is that you have nearly finished, really jealous about that lol. How are the optional units you have chose. so far i chosen two of my optional units they are to do with me being a senco/inco but unsure what other options to take any advice? . my two options they add up to 11 credits. If i can help any more with my course notes or books/dvd's let me know and i'll look through them for you. Lynne |
hi lynne, im hoping to finish by the end of next month and my optional units are CYPOP 15 speech, language and communication, cypop 4 physical activity, CYPOP6 support disabled children and yp and CYPOP 30 creativity. I found CYPOP 4 quite easy and interesting but the other 3 am struggling with but the creativity one isnt to bad and again thanks for your help i really appreciate it x
oh and if i can be of any help just ask x |
Hi Wendy
i am doing cypop 6 but havent even looked at it yet, any pointers or interesting websites that you used would be good, i find that you have to research alot which isn't a bad thing but sometimes becomes frustrated and annoying.:reading: How is the speech, language and communication unit is it very hard or not too bad? Because i am thinking of doing this unit because it will link up with my SENCO/INCO work. I am hoping to crack on and finish within another 2-3 months because i work in a playgroup we have the summer hols off so i am hoping to get a lot of work done then but who knows, i havent been told when i am suppose to finish thought it was an 18 month course and started in late sept 2010. Really nice to talk to you and hope all goes well for you. Lynne |
hi again if your SENCO then you will probably find the speech, language and communication unit easy and CYPOP 6 as with them all loads of research needed let me know when you start them and will give you some websites i have used i have just sent them both back waiting to see if any amendments are needed,
its nice when you can help each other out and i have also enjoyed talking with you x |
Hi Wendy
The feelis mutual. I think if we all put our heads together and help or guide each other then it will be less stressful. Thanks will let you know if you are still using the site when i start my optional units and i think i'll take your advice and chose the speech, language and communication as one of my options. Thankyou LYNNE |
Hi Lynne. Thanx so much for your valued information. It's all i need & more to help me through this unit.
There is light at the end of the tunnel lol. Lisa |
All times are GMT +1. The time now is 01:25 AM. |
Powered by vBulletin® Version 3.6.8
Copyright ©2000 - 2024, Jelsoft Enterprises Ltd.