Tda 2.1 Explain How To Support Children And Education
All children and young people have the right to access the national curriculum and it is the task of those working with children to ensure that every possible measure has been taken to ensure that this right is fulfilled. Children who may have Special Education Needs will usually be supported in their early years setting and may also be supported by outside specialities. A code of practice is in place to advise local authorities, state schools and early education settings on how to identify and help those children with SEN. Children can have different levels of SEN and if SEN is present the school will gradually be assisted by specialist expertise in helping the child. This gradual support is outlined in the Special Educational Needs Code of
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If the expected progress was not being met the school should seek external support from professionals to carry out an in depth assessment to determine any specific or non-specific needs. The appropriate professional could also support a child with SEN within the school environment. Within my role as a teaching assistant it is my responsibility to provide the best support to students with SEN, which is based upon their specific needs and which allows them to access the information that is being taught. In this respect, the children may need the lesson to be retold or 'broken down' slowly by an adult to ensure understanding. If a child has a specific statement then it is the responsibility of those adults supporting the child to provide the specific support which has been outlined for the specific need, this will also include clear and effective communication with the school SENCO. It is also important to remember that a standard of outcome of a lesson for a child with SEN may also be different than for those children without specific needs. It is important for those working with children with SEN
If the expected progress was not being met the school should seek external support from professionals to carry out an in depth assessment to determine any specific or non-specific needs. The appropriate professional could also support a child with SEN within the school environment. Within my role as a teaching assistant it is my responsibility to provide the best support to students with SEN, which is based upon their specific needs and which allows them to access the information that is being taught. In this respect, the children may need the lesson to be retold or 'broken down' slowly by an adult to ensure understanding. If a child has a specific statement then it is the responsibility of those adults supporting the child to provide the specific support which has been outlined for the specific need, this will also include clear and effective communication with the school SENCO. It is also important to remember that a standard of outcome of a lesson for a child with SEN may also be different than for those children without specific needs. It is important for those working with children with SEN