EY Early identification and action: Special Educational Needs and Disabilities in the early years

Audience Early years practitioners
Course Level 3
Hours 30

Learning criteria

  • 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
  • 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\u2019s 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.

Learning outcomes

  • Understand the key principles underpinning the work of early years special education needs practitioners
  • Understand ways to promote positive practice in working with children identified with SEN and their parents \/ carers