Understanding SEND
An understanding of SEN (Special Educational Needs);
“Children & young people with SEN all have learning difficulties or disabilities that make it harder for them to learn than most children & young people of the same age. These children & young people may need extra or different help from that given to others” – SEN & disabilities, a guide for parents & carers gov.co.uk
The SEND code of practice sets out 4 areas of SEN
Communicating & Interacting
This is where the person displays some speech & language and communication difficulties which make it challenging to make sense of language or also to understand how to effectively communicate with others in an appropriate manner.
Cognition & learning
This is where the person is seen to learn at a different pace than their peers. They face challenges in understanding elements of the curriculum, organisational difficulties, memory difficulties or have a specific learning impairment in one area, e.g. literacy/numeracy.
Social, emotional & mental health difficulties
Here, the person has difficulties managing relationships with other people, may be withdrawn, or may behave in a manner that may reduce their own or other children’s learning or may also have an effect on their health & well being.
Sensory &/or physical needs
Here, the person may present with a visual or hearing impairment. There may also be a physical needs that may require specialist equipment & additional support.
Note* some children & young people may have SEN that covers more than one of these areas.
“A physical or mental impairment which has a long term (a year or more) & substantial adverse effect on their ability to carry out normal day to day activities”. Disabilities (Equality Act 2010)
This includes for example;
Sensory impairments, such as those that affect sight & hearing & long term health conditions, e.g. asthma, diabetes & epilepsy.
A knowledge of all of the above would prove important before entering the workforce in this area.
Knowledge & understanding about ASD (Autism Spectrum Disorder) is important as, according to the CDC, Centers for Disease Control & Prevention, in 2020, 1 in 54 children have been identified with ASD in the United States. More locally, it is estimated than 1 in 100 people have Autism in the UK (autism.org.uk).
Key elements for working in the area of SEND;
- Experience & knowledge of working with a wide range of abilities.
- An understanding of national/foundation stage of curriculum
- Flexibility to be able to work in a range of classes with students of varying ages & abilities.
- Skills & knowledge regarding effective strategies for working with students that are presenting with complex needs.
- A motivation, enthusiasm & passion for working with children that have special educational needs & also developing the skills required to facilitate this.
- Being a team worker with fellow education staff. Understanding the roles & responsibilities associated with the post is essential.
- The ability to understand &/or working knowledge for specialist IT software (e.g. clicker7, communicate in print, Proloquo2Go etc) & additional IT resources e.g. iPads to support the student’s communication & learning.
- Insight into & skills relating to strategies in working with students with a complex profile.
- Safeguarding (action that is taken to promote the welfare of children & protect them from harm). (https://learning.nspcc.org.uk/training)
- Positive behaviour management & positive reinforcement
- First aid training
- Administration of emergency medications (e.g. Buccal Midazolam, using an Epipen, Asthma medication)
Additional helpful information;
https://www.nhs.uk/conditions/downs-syndrome/
Candidate
Karen and her staff win hands down across the education sector. They fully understand the needs of schools and candidates and treat both with the utmost respect and thought. Karen has an innate ability to recognise key issues that need to be fulfilled and as a result has a proven track record with best fit solutions. Highly recommend.
Gilly – 24th March 2017
