special educational needs provisions for 2 - 5 years uk

special educational needs provisions for 2 - 5 years uk


within the new code of practice there is a lot more emphasis on the involvement of decision
making for a child regarding educational future even at foundation stage.
this means a childs voice has a right to be heard. parents also now now have new rights of
appeal against decisions made by the authotaties regarding a childs educational provision
the code also wants a reduction in paperwork involved in implemention.
(I.E.P.S ) individual education plans fucus on what is additional for a childs special
educational needs fall within broad areas which include cognition and learning interaction
and communication, emotional and social development, behavioural, sensory or phisical
diffialties.
even establishment within childcare has a nominated (S.E.N.C.O.) special educational needs
co-ordinater
these are responsible for monitoring and implementing the code of practice within the setting.
the SENCO`s should be trained in identifying and managing special needs. childs difficulties are set out a two stage model of action and intervention which are early years action and early years action plus EARLY YEARS ACTION SENCO`S should liase with parents and plan and implement an I.E.P. childrenshould be encouraged to share recording and monitoring of their progress.
I.E.P plan should focus on a maximum of 3 or 4 targets and record strategies that are additional to or different from normal differentialed curiculum. S.E.N.C.O.`S need to make parents aware of the local education authorities parents partnership service, this is so all information can be
collected together so as it can be leased with outside agencies such as social services and
educaional psychologists to decide on the action which needs to be taken.
EARLY YEARS ACTION PLUS this point is where outside agencies need to be involved for support and advice on new I.E.P.`s providing specialist assessment.
S.E.N.C.O. `s need to still keep parents completely involved and informed about thier childs
programme of work and all relevent records and information is kept up to date and available for external specialists to use. every settings situation is unique but the code offers useful ideas of types of provisions and teaching strategies which should be censidered.



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