Interventions: Special Education

Topics: Special education, Individualized Education Program, Disability Pages: 7 (1992 words) Published: October 21, 2013

Monitoring development and making interventions
Monitoring development through observations, making assessments and targeting interventions can help lessen the likelihood of delays for children who are already at risk and can also prevent children who are not at risk from becoming at risk.

Early intervention services include a variety of different resources and programmes that provide support to enhance a child's development. These services are specifically tailored to meet a child's individual needs. Services include:

 Assistive technology (devices a child might need)
 Audiology or hearing services
 Counselling and training for a family
 Educational programmes
 Medical services
 Nursing services
 Nutrition services
 Occupational therapy
 Physical therapy
 Psychological services
 Respite services
 Speech/language

Identify and meet any additional educational needs
The Education Acts and the SEN Code of Practice provide frameworks for settings to identify and meet any additional educational needs. The Education Act 1996 states that a child or young person has special educational needs if “he or she has a learning difficulty which calls for special educational provision to be made for him or her”. Children with special educational needs all have learning difficulties and/or disabilities that make it harder for them to learn than most other children of the same age. These children may need extra or different help from that given to other children of the same age. The extra or different help could be a different way of teaching certain things, some help from an extra adult, or the use of a particular piece of equipment like a computer or a desk with a sloping top. Children may require extra or different help because they suffer from one or more difficulties such as:  Physical or sensory difficulties  Emotional and behavioural problems

 Problems with thinking and understanding
 Difficulties with speech and language
 How they relate to and behave with other people
These problems could mean that a child has difficulties with all of their school work or problems could arise in particular areas of their work such as:  Understanding information
 Reading, writing and number work
 Expressing themselves or understanding what others are saying  Behaving properly in school
 Organising themselves
 Forming relationships with other children or with adults

The law says that children do not have learning difficulties just because their first language is not English, but of course some of these children may have learning difficulties in addition. To help make an early identification of those children who may have special educational needs, schools must regularly measure children’s performance and progress. These assessments can be made by referring to:  Ongoing observation and assessment monitored by the teacher  Standardised screening or assessment tools

 The outcomes from baseline assessment results
 The objectives specified in the National Literacy and Numeracy Strategy Frameworks  The level descriptions within the National Curriculum at the end of a key stage

The aim of any intervention is to provide as much help as is required, but not to intervene more than is necessary. The three levels of support that are set out in the Code of Practice are: 1. School Action (or Early Years Action for younger children) 2. School Action Plus (or Early Years Action Plus for younger children) 3. Provision outlined in a statement of SEN

School action
Once practitioners have identified that a child has special educational needs, the setting should intervene through School Action (or Early Years Action for younger children). At this level of support the class teacher, the school’s special educational needs coordinating officer (SENCO), a Home Learning...
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