2. Starter Activity – Discuss on
tables
On your tables, discuss and list
as many additional needs, you
think you may come across when
caring for children
Prepare to feedback
3. Aims and Objectives for session
Identify additional needs
Outline different emotional difficulties
Outline different sensory impairments
Identify difficulties on the autistic spectrum
Outline cognitive difficulties
Identify correct terminology used in Early
Years settings
Describe factors where children need
additional support in both short term and
long term
4. A child may have ........
Emotional difficulties
Physical impairment
Sensory impairment
Learning difficulties (specific)
Moderate, severe, profound learning
difficulties
Be on the autistic spectrum
Speech and language difficulties
Cognition difficulties
Health difficulties
5. Emotional difficulties
Behavioural
Expressive
SEBD (Social, Emotional and Behavioural Difficulties)
Anger management
Attention seeking
What
behaviour
may you
witness?
10. Cognitive difficulties
Cognitive development – the way we think
and process information, apply knowledge,
think or react.
Memory and reasoning skills
Sequencing and organisational skills
Understanding of number
Problem solving and concept development
11.
12. Match up – Correct terminology
Avoid Use
(the) handicapped, (the) disabled disabled (people)
Work in three’s to complete the
match up activity
13. Avoid Use
(the) handicapped, (the) disabled disabled (people)
afflicted by, suffers from, victim of has [name of condition or impairment]
confined to a wheelchair, wheelchair-bound wheelchair user
mentally handicapped, mentally defective,
retarded, subnormal
with a learning disability (singular) with learning
disabilities (plural)
cripple, invalid disabled person
spastic person with cerebral palsy
able-bodied non-disabled
mental patient, insane, mad person with a mental health condition
deaf and dumb; deaf mute deaf, user of British sign language, person with
a hearing impairment
the blind people with visual impairments; blind people;
blind and partially sighted people
An epileptic, diabetic, depressive, etc person with epilepsy / diabetes / depression or
someone who has epilepsy / diabetes /
depression
dwarf; midget someone with restricted growth or short stature
fits, spells, attacks seizures
14. Factors which may result in children
needing additional support
Short Term
Moving house
Transition
Broken arm
Long Term
Bereavement
Chronic illness
Disability
Add some more of your own ideas
into a table
15. Case Studies
Lets have a look at some case studies
Luke is four.
Maria is five years old.
Lets see how we can support their additional
needs and your role as the early years
practitioner.
18. Aims and Objectives for session
Identify how beliefs, values and
experiences, affect lives
Outline key ways of being
inclusive
Identifying how early years
practitioners ensure that
practice is inclusive and non-biased
19. I was lost on a beach as
a child
I worry about working
alone
I believe children should eat
all their dinner before
getting pudding, this
happened when I was
young
I have read research
about how important
outdoor play is. I now
take children out all the
time
I hated going to my child
minder as a child. My own
children will never go to a
child minder
22. An inclusive setting
Children and young people services must
promote inclusion to offer equality of
opportunities for all.
All inclusive services work hard to;
- Identify and remove barriers
- Enable children and families to use a full range
of services and facilities
- Welcome, value and support everyone who
uses the setting
23. Class forum
It is important that as Early Years Practitioners
you are able to reflect on your own personal
experiences, values and beliefs, explaining how
these can impact on your practice.
Log onto Oracle to contribute to the padlet blog
page, under unit Op1.
Identifying how early years practitioners ensure
that practice is inclusive and non-biased in their
placement?
24. Poster – Welcome
In pairs create a welcome poster
offering social inclusion, be as
creative as possible.
25. Research
Work in pairs to find information about inclusive
practice from within the Early Years Foundations
Stage and the National Curriculum.
Using this information, as an individual create a
checklist for inclusion.
When you have finished the checklist, you will
need to take it into your placement and chat to
staff about how the early years setting provides
for an inclusive environment for children. Share
findings in class.
26. Sharing good practice
Share your individually created checklists with
the group, to allow good practice for inclusion to
be shared.
Add any additional information to your own
checklist.
Write a reflective account :
give examples of inclusive practice within your
own setting
29. Aims and Objectives for session
Identify what early intervention is.
Outline the first three stages of Early
Years Action
Outline who supports children
Describe factors which may result in
children needing additional support in
both the short and long term
30. Early Intervention
Where a child is experiencing
particular or general learning
difficulties, the Early Years setting or
school should offer that child different
opportunities or alternatives to
learning.
31. Stages of Early Year Action
What are the first three stages of Early
Years Action?
1.
2.
3.
What are the meanings of the below
acronyms
INCO
SEN
32. Early Years Action
• This is the first stage of support available
• This is when the Early Years team or the
Inclusion coordination (INCO) identify a
child with Special educational needs (SEN)
• The parent/child will be consulted
• The child’s progress should be monitored
and reviewed
33. Early Years Action Plus
• This is the second stage of support
• This is when the Early Years team or INCO
identify that the child requires further
assistance to make progress
• This will usually take the form of external
support services.
34. Referral Process
When you have any concerns;
It is important to work in partnership with the
parents/carer/guardians
Have evidence (observations) to show other
professionals
35. It is important ....
To be non – judgemental
Be realistic with goals and expectations
Apply inclusive and anti discriminatory
practice
Have an awareness of the children's
strengths, weaknesses and needs
36. Who can support children with
additional needs?
Parents/ carers
GP
Health Visitor
Early Years Action
Early Years Action Plus
School Action
School Action Plus
Can you add some more of your own to the
list?
37. Assessment Task
Produce a colourful and eye catching
handout designed for learners studying
towards the CACHE Level 2 Certificate in an
Introduction to Early Years Education and
Care (QCF) to:
Describe factors which may result in
children needing additional support in the:
short term
long term
38. NHS Children with disability
https://www.youtube.com/watch?v=Ggs31Tf3
ztY
39. Case studies
Look through the given case studies that are
on your table
Renee is three and a half years old
Wayne is 15 months old.
Charmaine is two years of age
Omar is five years old.
42. Aims and Objectives for session
Explain the job role of a SEN worker within a
nursery setting
Identify opportunities to communicate with
parents/carers
Outline benefits of communication
Identify important points for when
communicating
Explain inclusive practice within own setting
Explain how personal experiences, values and
beliefs impact on practice.
43. Guest Speaker – Nursery SENCO
YouTube clip if speaker is not available
https://www.youtube.com/watch?v=TURUPRHmRE4
44. Activity
In small groups …….
List on one persons computer
opportunities you may have to
communicate with parents/carers
when you are in placement.
Email your completed list to everyone in
your group
45. Opportunities to communicate
Open evening
At the open days
Workshops
Parents Evening
Collecting and dropping off at school
A note home
A phone call
In a homework book
Home book
Parent helper
School trip
Awards
Special Assembly
Visits
Events
Accident slips
SEN targets
Prospectus
School Reports
46. Benefits
o Child - seeing a positive relationship
formed
o Parent - reassurance their child's needs are
met, kept up to date with any information
o Setting - will be aware of any issues that
may occur through the exchange of
information
47. Communicating with Parents
You will need to think about:
o Your responsibilities
o Promoting positive relationships
o Confidentiality
o Showing consideration for the child’s home
background
o The sharing of information
48. What could effect partnership
working?
Make a graffiti page on your computer,
highlighting what could effect partnership
working with parents and carers
Confidence Time
Personal Expectations Social and Cultural Beliefs
Poor Communication Poor Relationships
Key Person Approach Language Barriers
49. Case Study
Log onto Oracle and under unit OP1 please
work as individuals to complete the working
with parent case study, highlighting Bobby's
working practice
50. Inclusive checklist
Please share with the group your findings
from your completed checklist, from
placement. Highlighting your placement
provides for an inclusive environment for
children.
Update your reflective account :
Adding examples of inclusive practice within
your own setting
51. Placement Tasks
Meet with your mentor/supervisor at the early years
setting to:
identify the individual needs of children in own setting
work in partnership with others including parents/carers
to plan activities to support children’s additional needs
in the setting
observe the child or children during the planned activity
and share a reflective account with your
mentor/supervisor (this could be done in Teddy Tots)
reflect on own practice in meeting children’s additional
needs
thank your mentor/supervisor for any feedback, make
notes
52. Class forum - Unit 2.1
Our own views on how to meet children’s
individual needs affect how these needs are
managed.
Log onto Oracle to contribute to the online forum,
under unit Op1.
Create an online forum with your peers where
you can share individual explanations about:
- How personal experiences, values and beliefs
impact on practice.
53. Assessment task support
Assessment
is due in
Formative –
16th January
Final deadline
–
6th Febuary
