Tda 3.19

TDA 3. 19 Support disen satisfactory electric razorren and upstart pile and those with specific reproduction wishs. 3. Be able to support the inclusion of disabled electric razorren and fresh people and those with special educational needs. 3. 1 take in discipline about the individual needs, capabilities and interests of disabled children and young people and those with special educational needs with whom they exertion. It is important to me that I rile to know pupils and celebrate out their capabilities and interests as soon as possible, this impart uphold me to vanquish support them through the curriculum in extra ways.As I didnt work with them from the beginning of their St. Felix schooling I didnt visit them at home to speak to their p arnts about their needs, just now I did obtain the information that I needed from their class memori opiners when we went through the childrens files and targets to discourse the future(a) steps. Not long into the school term the SENCO in addition set up a meeting with the parents and outside agencies, (in the cases of the children that I work with, this included societal worker, speech and language therapist and visual balk adviser).In many cases the child themselves would be included hardly with the children I work with it is felt that this is not suitable, further I do work with them previous to the meeting to demonstrate what they enjoy, find voiceless, would like to change etc. In these meeting we discuss the childrens individual plans and targets for the year and how we apprize work together to get the best results and experience for the child. At St. Felix we feel that partnerships with parents are crucial to the butt of working with pupils who subscribe special educational needs.I work 1 to 1 with 3 divers(prenominal) children although I was able to obtain lots of academic information about the children form colleagues that had already worked with the children, including the speech t herapist, visual impairment advisor, occupational health and much recently the Autism advisors, I meet plant it just as important to get to know them on a more informal level by getting to know their interests so I can support them through a greater sense of their personality.TDA 3. 19 Support disabled children and young people and those with special education needs. 3. Be able to support the inclusion of disabled children and young people and those with special educational needs 3. 2 Identify restrictions to participation for disabled children and young people and those with special educational needs with whom they work. All pupils, any(prenominal) their needs and abilities know an equal right to educational and learning without barriers.This should withal include access and provision and to facilities outside the school settings. Schools and other organisations which offer up educational provision must by law ensure that entirely pupils have access to a broad and balanced curriculum. Physical barriers in that respect should be no reason that a child or young person who has a disability or special educational need should not be able to gain access to an educational intromission or to its facilities.As I support children that have redundant needs, I venture it my responsibility to make sure that either staff are sensible of the provision which needs to be made to ensure that they are able to participate. One little girl that I support needs to have all her written resources blown up to A3, and I ensure that all staff know that she needs to be sat at the take care to learn from the interactive board and where possible she has her own book to sustain when the class are on the carpet being read to by a member of staff.She has light blue paper to write on as she finds it easier to see writing on this and likewise uses a compile instead of a pencil, again because it is easier for her to see. Although we use a lot of visual resources with all the children in year 1 and 2 especially in numeracy, for this little girl we make sure she has her own set preferably than sharing because of her Autism this allows her to keep routine and aids her to organise and become more independent in her learning. In P.E and playtimes her main disability is her sight and although she is real confident with moving around the school, staff and children are reminded to keep areas wakeful and she needs a slightly larger personal area in P. E as due to her poor gross ride skills her material actions require lots of room If she is to fall especially onto reflex areas such as her knees she usually falls into a fit, although I am her 1 to 1 all staff know about her control and also know how to deal with it if they were with her when it happens.If we didnt share with other colleagues the needs of this child and the immediate staff that work with her were absent due to illness or on a course etc, she would not be able to be doing what all her class mates are doing through the day. This is not acceptable and also would be very difficult for her as she needs to keep her routine as much as possible due to her Autism. I also work with twin boys that have Dyspraxia, and again all staff are sure on what they need in the classroom to make sure the are able to access the curriculum with as little amount of hoo-ha as possible.The boys find it hard to sit on the carpet and center on input without fidgeting, one finds it helpful to sit on a blown up wedge on his chair, it seems to help keep his status and allow him to concentrate as without it he finds it hard to control his midpoint and is nearly rolling around the carpet His brother struggles more academically as well so if necessary especially with numeracy he forget sit with me and we volition do the kindred as the other children but what they are learning from the teacher and the interactive board, we will do the same on a wipe board, this way I am also able to take it back a step if its too difficult for him.The boys also use pens rather than pencils this helps with their writing because of their poor fine motor skills, they have other small resources that allows to keep up with the pace of their peers such as pots to put things in that they have cut out as they struggle with organisation, they also use pincer casing scissors as they are unable to cut accurately with normal scissors. In P.E they will join in with the rest of the class but I will just observe them more than others to give them help if needed but I also observe to see the areas they need more help with and then when the rest of the class have finished we stay on and play different gamed that will work on particular skills. Organisational barriers At St. Felix we have an up to date equal opportunities policy which sets out our priorities for maturation inclusion. It also ensures that all staff who are working with pupils who have additional needs are fully trained and able to do so wit h the full support of the school.We are encouraged to source out courses that will be beneficial to us and our children. For the children I work with I have been on a lot of speech and language courses including Elklan, which for the boys, as they have poor speech allows me to give them extra time giving them therapy below the advise of the therapist and for the little girl it has given me knowledge of use different strategies when her poor language understanding has given a barrier to her understanding the work.In the near future I am learning how to teach them to touch type as we feel especially when they are of age(p) that they will find it much easier to keep up with the curriculum to type their work rather than write. Barriers in the attitudes of the school community This barrier can sometimes be more challenging to all overcome and we did have some problems with parents in the past in relation to the little girls sight condition and autism that lead to her sometimes being aggressive to other children.To get over this we worked with her parents who wrote a piece on her explaining her needs and conditions, they included pictures of her in different activities and also paper clippings as the family had recently been interviewed by the Daily brand about their fight to get a diagnosis. This was given out to the parents in the same class and it encouraged them to speak to mum in the resort area if they had any questions.The feedback we got was very positive, it stopped them from focusing on the negative things and allowed them to see her as a happy 6 year old that was elicit and loved the same things as their 6 year old but found it difficult and sometimes needed support and understanding. It is important to imagine that the needs of the child or young person come prototypical and I will always stand up for the rights of the children I support.