EY Early identification and action: Special Educational Needs and Disabilities in the early years
Level: 3 | Modules: 1 | Hours: 30
This course promotes best practice in early intervention when working with early years children identified with SEN
Target audience: Early years practitioners
Learning outcomes / assessment criteria
Understand the key principles underpinning the work of early years special education needs practitioners
- Define Special Educational Needs (SEN) by describing the four areas of need and the key difficulties associated with each
- Describe the identifying characteristics of High and Low Incidence special needs
- Explain the cycle of the 'Graduated Approach', and how each aspect helps to provide suitable SEN support
- Explain the role of the early years practitioner / key person and that of the SENCO within the cycle
Understand ways to promote positive practice in working with children identified with SEN and their parents / carers
- Explain how and why reviews of progress, including formal progress checks, should be used to inform the 'Graduated Approach'
- Explain the importance of the child and the child’s parents/carers, being actively engaged and participating as fully as possible in decisions.
- Explain what an effective support plan should include and why clear outcomes are important.
- Identify what information can and/or should be shared with others within the setting and beyond to support the achievement of the agreed outcomes and effective transition.
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