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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Handbook support for work based learners undertaking level 3 Early Years Educator

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  #1  
Unread 05-18-2015, 10:47 AM
juliea77 juliea77 is offline
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Help SOS please please somebody anybody help

i have almost finished my level 3 course but just have 5 questions left and i feel like my brain is turning to mush....... its the optional unit 319 support disabled children and young people and those with SEN, OUTCOME 1
1.1 summarise the legal entitlements of disabled children and young people and those with SEN
1.2 summarise the assessment and intervention frameworks for disabled children and young people and those with SEN
1.3 explain the importance of early recognition and intervention for disabled children and young people and those with SEN
1.4 explain the purpose of individual plans for disabled children and young people and those with SEN
1.5 explain the principles of working inclusively with disabled children and young people and those with SEN.
I would appreciate any help you can offer me i have until 30th june to complete and these questions just have me beat, thanks in advance you lovely lot xxxxxxx
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  #2  
Unread 05-18-2015, 12:29 PM
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Ruthierhyme Ruthierhyme is offline
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Hi, take a slow read through the information in SEND 2014 and for supporting information the Children and Families Act 2014

Also consider/ask how your setting recognises and supports its children's additional education needs.

For 1.3, the importance for early recognition is as important as supporting a child with speech and communication needs. The risks of not acting early and the benefits when parents and professionals do can be seen as suggestions on this thread For SEN it can also mean that appropriate organisations, individuals and resources can be found to ensure the greatest level of support for the child and their family. Ensuring they have the opportunity to secure the 5 outcomes of ECM

For 1.4 look at EHC plans that are now in place

1.5 principles for inclusion include meeting the legal requirement of not excluding or discriminating against children because of a disability. SEN code of practice looks at principles of practice on page 19+

http://www.cafamily.org.uk/professionals/

Are you able to ask your course provider for more specific help or handouts that can would help your research?

Best wishes
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Unread 05-18-2015, 02:44 PM
juliea77 juliea77 is offline
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thank you so much, that's really helpful, i think sometimes you just need someone to word things a little differently for it all to make sense , you're a starxxxxx
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Unread 08-03-2017, 10:50 AM
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Im stuck on 1.2 and 1.3 please help!!!
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Unread 08-03-2017, 12:50 PM
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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
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