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Author: Prince Foday |
The Common Types of Special Educational Needs in Children
and Young People
Special, Language and Communication Needs
(SLCN) is about challenges around one or more areas of communication like
difficulties in understanding statements from people, stammering and
interacting with others.
Social, Emotional and Mental Health (SEMH)
are difficulties linked with being withdrawn coupled with disturbing behaviour.
The disturbing behaviour may be due to mental health problems such as
depression, anxiety, etc. Attention Deficit Hyperactivity Disorder (ADHD),
Persuasive Development Disorder, Attention Deficit Disorder (ADD), Bipolar and
Anxiety Disorder are other behavioural disorder associated with some children
and young people. Children and young people with SEMH may find it difficult to
cope with sustainable healthy relationships.
Sensory and/or physical and medical need
refers to disabilities based on sensory (visual and hearing impairments) and
physical (limitations on a person’s physical mobility or having problems with
stamina).
Cognitive and Learning Difficulties is form
of disability associated with a children and young people with a slower pace in
learning. Children and young people may face a broad range of learning needs
such as moderate learning difficulties (MLD), severe learning difficulties
(SLD), profound and multiple learning difficulties (PMLD) and specific learning
difficulties ( SPLD). MLD can be evidenced through understanding of abstract
ideas, fine and gross motor skills, problem solving and building ideas,
organising steps required to complete a duty, organising and coordinating
written and spoken language, and memory and reasoning skills. SLD is linked
with severe cognitive and intellectual impairments and children and young
people with such impairment need support when engaging with established
curriculum, and may have problems with self-help skills, perception,
communication, mobility and coordination. PMLD shows the situation where children and
young people have significant difficulties with self- care, receptive and
expressive language, attention and concentration, social competence and
self-organisation. SPLD is a learning difficulty that covers conditions such as
dyslexia (deficiency in reading, spelling words and accuracy), dyscalculia (
difficulty with solving mathematical problems or understanding numbers),
dysgraphia ( a neurological problem that makes it difficult for a person to
build letters in writing) and dyspraxia
( having motor learning difficulties and developmental coordination- problems
with memory, processing, judgment, movement, coordination, etc.)
An
Outline of the Different Ways in Which Children and Young People with Learning
Difficulties Can Be Supported
The learning environment is significant to
reduce auditory information overload through clear and simple communication.
Making speaking and writing short, facing and calling for quiet during
instructions are important for learners.
Using the right resources based on the need
of the learner should be taken into consideration. The child may be a
kinaesthetic learner (learns best through doing and moving), an auditory learner
(learns best by reading) and visual learner (learns best by reading or seeing).
Kinaesthetic learners need hands on through field trips and doing experiments.
Auditory learners can be supported through reading notes aloud or listening to
audio on the subject. Visual learners learn through illustrations, highlighted
notes, flash cards, videos, books and visual aids.
Praise is an important for learners. This can
be done through rewarding students and establishing a positive tone in the
classroom. The use of 5 positive statements and then a negative remark can be a
helpful tool in the classroom (5 plus 1 rule). Although it is good to offer
praise to students, it is appropriate to be consistent with disciplinary
procedures and avoid using reward to influence appropriate behaviour.
Having a network of relationship around the
child and young people can lead to a safe and ideal team capable of building trust. That requires building partnership with parents and guardians that
commit a consistent support to the child and young people.
It takes time to build trusted relationship
with the people, particularly for those with attachment difficulties. The child
and young people should be accepted for who they are and allowing time to build
relationship with them matters.
People with attachment difficulties find it
hard to encourage strangers in their lives- that hold for the child and young
people too. It is challenging for the child with attachment difficulties to
allow to be groomed by strangers, hence, there is the need for adults delivery
care to be firm with safeguarding practice.
Outside support is important to parents and
guardians with children and young people having special educational needs. The
local information, advice and support services (IASS) can be contacted for
information and guidance. The scope of information provided by IASS is huge and
that covers information on the local authorities complaints procedure and
process of resolving disputes, advice for the parents of children and young on
gathering, understanding, interpretation and application of information to
their situation, legal issues pertinent to children and young people with
special educational needs, personalised budget, the local offer and local
policy and practices.
Description
of the Effect of a Primary Disability on Children and Young People
Children and young people suffering from
physical disability are held back by opportunities around them and that will
have an effect on their social, emotional and physical development.
Social impacts are those outcomes of primary
disability experience at personal, family and community levels. At personal
level, Child and young people with disability struggle with maintaining
positive self-esteem. People with disabilities build an attitude that have the
consequence of a negative behaviour. Disability can lead to low self-esteem-
the situation where people feel undervalue and insured. A person with
disability may lack a sense of belong that will limit them from interacting
with colleagues and otherwise. The insecurities linked with disability lead
people with disability to isolate themselves from social activities, thereby
making it difficult for an accessible and inclusive society. At family level,
families caring for children with special needs are at the risk of poverty due
to loss of paid job. The poverty situation of families can build tension at the
domestic front, thereby leading to potential divorce or separation. At
community level, negative community attitudes falsely stigmatise disability as
been bad luck and shameful. Such a stigma limits those with disability from engaging in livelihoods, healthcare, education and other areas of life. Community
stigmatised attitudes around people with disability is as a result of prejudice,
discrimination, fear and limited awareness. Such a negative behaviour within
communities is unhealthy for our inclusive world and that has an impact on a
nation’s income drive.
Emotions have a strong impact on our
day-to-day lives. People’s daily decision is based on whether they are sad, happy,
frustrated, bored and angry. The child’s physical symptom can influence his or
her emotional development. The degree of physical disability of a child can
have an impact on their mood and behaviour. When a child is distress, their
behaviour becomes harder to control. Disability can result to emotional
disorders where a child or young person loses both school and outside
interests. Emotional and behavioural disorders (EBD) are particular mental
health disorders that cause acute challenges with both behaviours and emotions.
Children and young people with EBD find it difficult to show the right
behaviour and regulate emotions. Emotional and Behavioural Disorder makes it
difficult for the child to control actions and feelings, impact on their
success in school, and affects their general happiness. EBD can impact the child’s
behaviour, cognitive functioning, social development and feelings.
Physical disabilities like asthma or speech
and learning impairment can limit children from engaging in games, sports and
other social activities. The child’s limitation from sport and social
activities can build frustrations leading the child to misbehave because they
are unable to join the physical activity. Children and young people with
physical disability find it difficult to join their colleagues to play and that
is even serious where there is sensory impairment and challenges with
communication. People with physical disability, children and young people
inclusive, are meant to experience social discrimination and lack of integrated
care. The child and young people with physical disability may time and again
have difficulty in building positive social emotional mental health, processing
and regulating and dealing out sensory information, social interaction,
managing pain and fatigue, communicating with others, building self-care skills,
doing work independently, recording ideas and thoughts clearly and on time,
undertaking practical tasks, engaging in learning and assessment, utilising
equipment and facilities safely and accessing the physical environment.
Analysis
of the Nature and Level of Sensory and Physical Needs of Children within an
Educational Setting
Children within an educational setting may have different
forms of disabilities. Their disabilities are evidenced from the condition of
the body (impairment) making it difficult to partake in certain activities
(activity limitation) and have social interaction (participation restrictions).
The disability within an educational setting ranges from social relations, mental health,
hearing, communicating, learning, remembering, thinking, movement, and vision.
Physical and sensory impairment covers a wide
range of medical conditions and affects a person’s body and mind, making it
difficult for a person to undertake normal daily activities. The impairment may
be mild, moderate and severe. Some children and young people may have hearing
or visual difficulties, epilepsy, autistic spectrum disorder and learning
needs.
Sensory impairment is the malfunctioning of one’s senses
such as hearing, sight, smell, touch and taste. Hearing impairment is
associated with hearing loss and it may range from mild to severe. Visual
impairment is the loss of a perfect sight and can range from zero sight to some
degree of valuable sight. Some children and young people have a delay in
sensory development and struggle to take part in everyday activities.
Some children and young people with physical
disabilities may be cognitively able.
Examples of disabilities that can be observed
in educational settings are:
- Cognitive and learning- This is about memory and
understanding
- Conditions evident during childhood- These are Autism Spectrum Disorder (ASD) and Attention Deficit Disorder (ADD) or Attention Deficit and Hyperactivity Disorder
(ADHD)
Below is a case study of physical and sensory
assessments within an educational setting
Physical and Sensory Assessment 1
Name:
JFC
Date
of Assessment: 10th February 2022
Observation:
Diagnosis
of ASD; physically healthy and fit;
very lively and like talking to himself; can use toilet, change cloth, eat
independently; can independently follow clear and simple instructions; do not write with hand but increasingly good
at typing; have no awareness of traffic
Support:
Likes going to gym when hyper; needs
hand on shoulder to calm down when hyper; needs carton of milk or pre-cut apple
as a reward for working well; can regulate when put in quiet corner; likes
clear and calm voice; like a quiet and ordered working environment
Physical and Sensory Assessment 2
Name: IB
Date
of Assessment: 6th July 2021
Observation: Diagnosis of ASD and ADHD;
can independently go to toilet but need help to wash hands; can feed himself
independently but need reminder to use cutlery; can dress and undress himself
but need prompting; like being naked sometimes; can repeat himself a lot and
can slap his neck when frustrated; he can communicate well; can be frustrated
by change in routine
Support: He needs visual timetable to
know what is now and next and need adults to regularly interact the schedule
with him; likes to address as IB to know you are talking to him; he has to
observed at all times in class, school trips and otherwise, as he can run or
get missing
Physical and Sensory Assessment 3
Name: TW
Date
of Assessment: 22nd October 2022
Observation:
Diagnosis of ASD and down syndrome; lactose intolerant and not allowed dairy
products; underactive thyroid; can independently use toilet, eat, wear and take
cloth; need adult support to help manage behaviour; has severe communication
difficulty; enjoys being around adults and peers but have difficulty in initiating
social interaction-this means he can hit, kick, push or spit to gain attention
Support:
Need adult to remind him to aim at toilet; need verbal reminders and sometimes
need help to wipe himself; need support with transitions, pre-warning at the end
of an activity and reminding verbally what is next; sometimes need support when
travelling around the school and at lunch time as he finds those times
difficult and challenging.
Physical and Sensory Assessment 4
Name: CFB
Date
of Assessment: 15th June 2021
Observation:
She
has diagnosis of ASD and epilepsy; can follow verbal instructions; she needs
5-10 seconds to process information before acting upon it; can independently go
to toilet; can eat independently under supervision; she does not like loud
noise; can be frustrated when not being understood or denied something that she
likes; she is attention seeking; she can scratch, pinch, bite scream and throw
herself on the floor when frustrated or
denied what she wants; she likes seeking sensory experiences.
Support: she
needs prompting to get changed; sometimes need prompting to consistently use
cutlery when eating; need space and time for herself; need clear and consistent
instructions
Describing
the Roles and Responsibilities of Others that Contribute to the Support of
Learners with Sensory and /or Physical needs
Community Paediatrician is a specialist doctor
employed by the health and social care Trust, and has the responsibility of
examining the need of children and young people. The doctor can discuss
concerns about potential learning difficulties, provide advisory services on
health matters and pass on important concerns to education authority in the
region upon consent.
Designated Medical Officer has the task of
gathering statutory medical and social services advice. It is a must for all
children and young people to undergo medical assessment to determine whether
they have an important medical need.
Educational psychologists are required to
provide advisory service to the education authority as component part of a
child’s statutory assessment. They are qualified and experienced teachers and
must hold a post graduate qualification in developmental and educational
psychology. Educational psychologists can provide advice on the educational
needs of the child and young people, and suggest ways to assist the child and
young people.
Health Visitor is a qualified nurse having
specialist training and may refer pre-school child and young people with
special educational needs to the community paediatrician. They may be asked for
advice from designated medical officer when on the process of making statutory
assessment.
Learning Support Teacher are employed by
education authority and there to support teachers in schools, and directly
assist the child and young people.
Named Officer provides support, help and
advice to parents during the process of child’s assessment. They are by and
large employed in the special education section of the education authority in
the region.
Occupational Therapist provides assessment,
rehabilitation and treatment to the child and young people that have processing,
co-ordination and physical problems. They are employed by health and social
care trust and may be asked by designated medical officer to give advice in the
process of statutory assessment.
Physiotherapist is trained to give assessment
and treatment in getting over physical and movement problems like challenges in
coordination, walking, standing, sitting and balance. They are employed by
health and social care trust and may be asked by designated medical officer for
advice in the process of statutory assessment.
Explaining
the Specialist Equipment and Technology that Would Be Used By Learners with Sensory
and/or Physical Needs
Assistive Technology: These are broad range
of tools that can support someone to communicate, learn and undertake daily functions.
Assistive technology can be low-tech (sensory balls, picture boards and
weighted vests that does not require electricity), mid-tech (visual timers and
sensory toys that are inexpensive to operate) and high-tech (augmentative
communication technology for non-verbal children and young people and robots
built to improve their social skills that operate digitally).
Audio Players and Recorders: The use of audio
visual material can be significant to teaching process. Audio-visual-aids (AVA)
can widen the medium of communication between the teacher and students in a
classroom. The idea of teaching based on
sound produced by the teacher generates the feeling that communication can
best be achieved through the channel of sound. Engaging students’ senses of
hearing, touching and seeing, etc., can be facilitated through AVA as such form
of communication relates to all senses and the right inspiration provided by the
educator.
ICT Technology Platforms: These are mediating
instruments used to support students to gain understanding. The use of ICT
technology instruments such as closed circuit television, micro-projector and
overhead projector can enhance student perception, assimilation and retention
of learning materials. Email, messaging, phone calls, WhatsApp, Zoom, and
Google meet and other ICT technology platforms are important for learning and
socialising.
Reading Guides/Coloured Overlays: Colour
overlays are usually utilised as solution for the visual stress indicators
co-occurring with dyslexia. A latest report show that visual stress indicators
pose a strong sensory stimulus coupled with a dense written text, and that
might result to a decrease in effectiveness of the hindering systems in the
visual perspective, hence, leading to an extreme excitation of the cortical
neurons and that would have the ultimate effect of distortions and illusions.
Wilkins and Evans (2010) advanced colour outlays to be efficient because they
allocate the extreme excitation and hence diminish the indicators of visual
stress, thereby enhancing written text processing and written. The following
points are significant for reading guides and colour outlays: autistic people
desire enough space around them and find it difficult to deal with crowds,
cluster and narrow spaces; pattern colours can be agonising and devastating for
some people; people with autism have a conceive meaning for different colours
and that has different effects on them-yellow and red are stimulating, light
blue helps in concentration and green is restful; sleeping difficulties can be
treated through darkness and soft bed-time music; autistic people find
fluorescent lighting distracting and unbearable.
Timer: Timers are utilised as visual aids to
check how much time is left to complete a task. Sand timers and wristwatches
are some examples of timers. Timers can assist students having difficulties
with transitioning from task to task and it can mentally aid them to switch
from one task to the other.
FM Listening System: The symbol FM refers to frequency modulation.
FM system allows the speaker to use microphone whilst the listener wears
microphone. The receiver is a simple pair of headphones or hearing device that
channels a sound from a speaker. Children and young people that are deaf often
use FM systems to mitigate the challenges in listening. Listening devices can be in the form of hearing aids or cochlear implants.
Calculator: This is a useful resource meant
to assist in numerical awareness and mathematical thinking strategies of
children and young people. Calculators are significant tool for learning
arithmetic operations, promoting problem-solving and substitute to thinking.
The type of calculator to use depends on the ability of the child in solving
mathematical problems. There are calculators for different levels of students. Simple
calculator is use for students with low level in arithmetic calculations. There are large-display and talking calculators available for students. Talking
calculator has a built-in speech output to make operational keys, numbers and
symbols sound loud and ensure that students press the right key.
Augmentative and Alternative Communication
(AAC): This includes gesturing, giving thumps up, pointing, frowning and
waving. The categories of AAC consist of non-aided ( such as body language,
pointing, gestures and facial expression), aided ( like the use of assisting
technology equipment- both software and hardware) and paper-based ( such as auditory
scanning books, spelling boards, pragmatic organisation dynamic display book
and many more).
Writing Support: Lots of students with
learning disabilities have challenges with the different dimensions of written
language. Many have problems with the issue of editing, revising, grammar and
spelling. The advancement in technology has made it possible for children with
learning difficulties to use word prediction, keyboards arranged in
alphabetical and sound-based keyboards meant to enhance text entry, and
spell-check devices useful for writing support.
Identifying
the Language and Vocabulary that is Appropriate to the Age of Learners, and
their Individual Level of Understanding and Proficiency, and How to Introduce
New Concepts
Language is the integration of gestures,
words and social skills that are capable of assisting us in communicating with
others. It is away in which we show our feelings, thoughts and link with
others. Teaching children and young people the right form of language and vocabulary
can be important in building their knowledge and ability to become good
citizens.
It is important to build routines and create
the environment where children and young people can learn for a successful
pathway in life. To achieve such a successful pathway in life, teachers and parents/guardians should establish set of boundaries, have to be explicit with
rules and consequences, should be good role models, have to be cognisance of
media and other models, be familiar with ages and stages. Children and young people should be taught to
be polite when talking (refrain from swearing or cursing or avoid using
invective words) and have the patience to take turns or allow others to have
their say. Teachers and parents/guardians should assist the child to understand
what is allowed and know the result of breaking defined rules. It is significant to obey establish rules
(consistency in the use of appropriate language) as children and young people
would be constantly observing the behaviour of their role model. Children and young people should be
encouraged to avoid inappropriate media, music and television as it will not
teach them to learn appropriate language.
It is challenging to use appropriate language based on the child’s age
and development coupled with the situation where there are children of varying
ages –it is important to be mindful about what to say even where a child is young and cannot speak as he or she is capable of absorbing information around them.
Using appropriate language and vocabulary for
children and young people can encourage their self-awareness, self-management,
build their relationship skills, enable them self-regulate, and build their
social and emotional proficiency. Recognising age appropriate language is
significant in enlightening the child to be a respectful student, family member
and peer. It is important to stress that various environments demand different
diction or voice tone (for example, loud voice can be acceptable during play
time but not when in the Library where quietness is needed)-educating the child
about culture, equality and diversity are important for them to adjust to
social norms and be socially responsible. Children and young should be taught
to use appropriate language for their peer, the elderly and in formal
situations-slangs can be used among peers but that needs to be avoided when
talking to the elderly or within a formal settings. Assisting the child and young
people to build language and vocabulary skills is important for the early
childhood classroom. The task for teachers, parents and guardians is to ensure
that the child uses the right language and vocabulary at the appropriate time,
and that the most significant element to a child’s success as a learner is the
volume of vocabulary at their disposal from the early childhood. The three
types of language skills that teachers should keep in mind are expressive
language (words used by children when the talk), receptive language (words
children can comprehend) and pragmatic language (words children can utilise in
a social environment).
A sound
knowledge about English language proficiency for supporting learners is
significant for teachers and schools. The Bell Foundation’s award-winning
English as Additional Language (EAL) Assessment Framework for schools established
a set of standards to support teachers and schools. The
levels of English proficiency set by the Bell Foundation are new to English
(working at band A), early acquisition (working at band B), developing
competence (working at band C), competent (working at band D) and Fluent
(working at band E). New to English learners need substantial support to access
curriculum content (show competence in managing simple phrases); display
minimal or no knowledge in written English; demonstrate superficial competence in
simple oral expression; connect with learning simple or basic classroom
language, participate in immense
scaffold listening activities and can connect sounds to meanings and actions.
Early acquisition learners display competence in providing basic or simple
sentences and paragraphs on known topics; build sense out of written text on
words and phrase-can use visual information to understand meaning; demonstrate
signs of competence in communicating verbally; display a level of autonomy in
developing speech. Developing competence learners can show competence in
narrating and describing personal experiences with high level of accuracy and
will begin to explore complex writing; illustrate from ongoing knowledge of
vocabulary and grammar to participate in curriculum-related task; show signs of
competence in impulsive communication; demonstrate independence in the use of simple listening skills desired to participate in learning. Competent learners
show competence in managing the structure and content of writing with greater
accuracy and with complete range of grammar and vocabulary; participate in
autonomous curriculum-related reading activities in various subjects; display
competence in providing more complex speech in wider range of forms; capable of
producing improved listening skills over a wider range of functions and
contexts. Fluent learners demonstrate the capability to comprehend and respond
to verbal communication in classroom and within social context with little or
no difficulty; display competence in creative and fluent use of English;
participate independently in curriculum-related reading activities in different
subjects; show competence in independently and accurately writing a variety of language and vocabulary.
Vocabulary is a significant aspect of learning
English and that is a little different from learning grammar or otherwise. In
teaching new vocabulary, it is important to initially recognise what we mean by saying that a student
`understand’ a word-is that meant to be that the student know the word and can approximately interpret its meaning
when they come across it in a text? Do we mean the learner can use the word
accurately in writing or speaking? The suggested five principles to considered when teaching new vocabulary in the case of English
as a Second Language (ESL) are Activating Schema to introduce new vocabulary, Teaching Vocabulary Context, Building Collocations, Reviewing and Recycling Vocabulary and Planning for Difficult Levels.
Activating Schema is a way of introducing a new theme and allowing them to express
what they already know about it-this requires organising the students into
short discussion groups, which is form of diagnostic assessment. Teaching Vocabulary Context enable students to accurately use a new word in a context
through a structural requirement-it is important for the learners to know
whether the word should follow by another with a change in meaning or verb to
be used actively or passively or should the word be followed by a specific
proposition or should the word have a positive or negative link. Building Collocations requires students to develop list of adjectives and figure-out
their antonyms-a group of students can be given an assignment to build a map
for the word ‘clear’ and link them with words that can go with it, 3 of which
are collocations and 2 of which is not. Reviewing and Recycling Vocabulary involve
the exposition of students to recurring words to assist them stick in their
mind-encouraging learners to listen to new and read newspapers can open their
mind to repeatedly used vocabulary and expose them to natural review and
recycling. Planning for Different Levels entail the use of pyramid (separated
into thirds) : the top third being the words or ideas that higher -level
students are capable of digesting, the middle third being words or ideas that
are expected to be understood by 60% of the class and the bottom third being
the words or vocabulary that students find it easy t digest at the end of the
lesson.
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