Hi welcome to the site. You don't mention which handbook you're using for support but pages of this
STL level 3 book may help
What legislation have you already identified for 1.1 as this is what 1.2 and 1.3 are based on xx
1.2 summarise the assessment and intervention frameworks for disabled children and young people and those with SEN
The SEND and code of practice was put in place after the STL book was published. You can read about
The Children and Families Act 2014 on gov.uk it introduced the new
SEND framework, code of practice and assessment
1.3 explain the importance of early recognition and intervention for disabled children and young people and those with SEN
Quote from page 262
The Special Educational Need Code of Practice in 2001 introduced the identification and early intervention for young children before they start full time primary education. The reason for this was that the sooner intervention can be put in place for pupils with those needs , the greater the benefits for their learning. Many early years professionals had been able to identify children who would need support but there was no mechanism for starting to put provision in place before the child started school. This meant the process was delayed when provision could have been put in place. Following the introduction of The Code of Practice, more children have entered school with a statement of special educational need or an Early Years Action or Early Years Action plus.
The benefits of this were to ensure:
- maximum information will be available to all professionals
- pupils will start to receive support sooner
- professionals in school are prepared for the arrival of children with specific needs and are able to put in provision sooner
- any adaptions can be made to the environment before the child starts to attend school
The 2014 SEND reforms mean Early Years Action and Early Years Action Plus will be replaced by SEN Support: a graduated approach to identifying and meeting SEN, with early years provision following the principles and commitments of the EYFS statutory framework in involving parents in identifying needs, deciding outcomes, planning provision and seeking expertise at whatever point it is needed.
UNIT TDA 3.19 from OCR.org Support disabled children and young people and those with special educational needs
OUTCOME 1 Understand the rights of disabled children and young people and those with special educational needs
Under
The Equality Act 2010 individuals have the right not to be discriminated against because of their disability.
The Children and Families Act 2014 sets out its aims for children to:
• get education, health care and social care services working together
• tell children, young people and their parents what they need to know about their disability or special educational needs
• make sure children, young people and families know what help they can get when a child or young person has special educational needs or a disability
• make sure that different organisations work together to help children and young people with special educational needs
• give children and young people and their parents more say about the help they get
• set up one overall assessment to look at what special help a child or young person needs with their education, and their health and social care needs, all at the same time
• give a child or young person just one plan for meeting their education, health and social care needs, which can run from birth to age 25 if councils agree that a young person needs more time to get ready for adulthood
• make sure children, young people and their parents can choose some of the help they need
• provide ways to help sort things out if a child or young person or their parent needs to appeal about the help they get
What teaching are you expecting to receive for this from your tutor?
Best wishes xx