Disability and Children

Explain how to monitor children and young people’s development using different methods. In order to work effectively with children & young people, we must assess their development and then plan to support them. Children and young people`s assessment has to be done sensitively and precisely. We should always ask permission from parents or responsible adult for the children, before assessing them. Observations of children should be stored carefully in order to maintain confidentiality. Sometimes it is not always possible to record observations as he or she (child) may be upset or not feeling well therefore one should ask if he or she would like to suspend an assessment for different day. It is important that we should assess children’s development reliably. Sometimes the behaviour’s, skills and interests that children shows there are several ways of carrying out observations to gather the necessary and reliable information. It is essential to involve parents and any staff that have contact with the child and also to focus on the positive as well as any negative aspects of care. Methods of observation include:

1. Naturalistic
this is a factual account of what is seen and heard during a normal course of events. An example of this would be a MSA in a playground watching an event occur so feedback can be given to teaching staff. This may help identify on-going issues such as bullying. 2. Checklist

The child has development checked against a list of specific milestones that should be reached at a particular stage. A good example of this checklist is the one use by Health Visitors in the child’s ‘red book’ where developmental milestones are checked at particular ages, starting at 6 weeks until the reach school age. 3. Graphs and Charts

Graphs and charts are quick and easy but only provide general information and may well not identify any cause for issues. 4. Structured
these are a factual accounts that will describe how a child tackles a present activity such as a simple maths task in Foundation stage. Notes are made as to whether the child could complete the task, what issues they had and how difficult they found it. 5. Focus Child one child is assessed for a specific time, events are recorded using present categories. 6. Time Sample this is the recording of information at regular intervals through a particular session. 7. Event Sample this describes specific types of behaviour or events over a period of time. 8. Diary/Longitudinal Study Separate observations carried out over a… Another explanation of how to monitor children and young people’s development using different methods,

CAF (Common Assessments framework) CAF is a framework that assess children’s additional needs and identifies how best to meet those needs. CAF consists of * A pre assessment to help decide who would benefit from a common assessment and then act on result * A standard form to record the assessment

* A delivery plan and review form
* A standalone consent statement
* CAF has been designed to help professionals who work with children assess their needs at an early age and work with the children and their families to meet those needs. Some parents know their child has a difficulty learning but don’t know how to get help, CAF will help identify those children and will help them progress through appropriate intervention.

EYFS (Early Years Foundation Stage)
The EYFS is a single quality framework to support children’s learning and development from birth to five. The Framework is based on four themes and principles and these are supported by sixteen commitments. 1. A unique child – recognises that the child is an individual that is competent to learn. 2. Positive relationships – Child will learn to have secure relationships with parents, careers and peers 3. Enabling environment – Environments role in development 4. Learning and Development – Children learn and develop in different ways. The EYFS will help professionals who work with children to provide appropriate play experiences to…

3.2 Explain why children and young people’s development may not follow the expected pattern. There are a number of factors that affect the growth and development of children and young people. Children and young people are affected by physical factors, environmental factors, social factors, emotional factors, economical factors.

Social factors: Family is a big influence in a child’s development. Parents have a big role by providing care and guidance for children and young people development .Unfortunately some families cannot promote the development of child because of the conflict among the parents. Sometimes a single parent has difficulties in boosting a better development as do children who are growing up in poverty. Emotional factors: it is a big factor in children’s general development; how children emotionally attached and adapted. He/she who has less confidence may hesitate to take a part of some new activities and skills. Environmental factors: if a child’s house is not maintained in a proper way, it affects their developments in negative way. If a house does not have good heating condition and has dampness, it may cause illness to child, like; respiratory illness, bronchitis, asthma. Or if Parents have low income tends to live in poor neighbourhood with not enough space to live and not easy access to amenities, facilities. Such parents have stress in their life therefore they cannot promote a better development in children and young people’s.

Physical factor: Some children development influenced by their genetic, as they may slow or late in expected developments. Some children development can also affected by physical growth .such as chronic illness affects children development. Some conditions even affect the motor skill development. For example, Asthma affects lungs, they cannot breath properly. Therefore a child who has asthma cannot take a part of all physical activities in school or cannot perform fully. This condition affects his day to day life. Personal Factors: During pregnancy, If the mother smokes, takes drugs, becomes ill or suffers from stress or anxiety this can result in premature birth and health problems for the baby such as ;low birth weight, undeveloped organs, problems with sight and hearing. These are all problems that could delay their development. Some children are born with conditions that could affect their development such as a blood disorder. Health: Health problems can be genetic or caused by the environment the child grows up in. If the child lives in poor quality houses with damp this could trigger asthma and other breathing problems. Poor diet could affect their development.

Children with health problems may miss time out of Preschool this would affect their social development such as making friends. Physical disabilities: Disability can influence children development in many ways e.g. If a child had restricted movements they may find it difficult to join in with things such as sport, putting building blocks together manipulating materials etc. Sensory impairment: Visual or hearing; if a child has a hearing problem this would influence their development, it could affect their speech and communication and may make them feel they are unable to join in with other children’s games if they can’t communicate properly with them. Visual impairment can also influence a Childs development they are unable to watch and learn from what others are doing. They may have difficulty learning their way around new environments such as a new preschool. As each area of learning is co-dependent on others a child with a disability could have delays in all areas of learning so would need support in all areas to help them minimise delays.

3.3 Explain how disability may affect development.
Children with a learning or physical disability may be subjected to prejudice or discrimination at school for the reason that they could be treated differently than the rest of the children. They may be bullied or ridiculed by other students which will affect their self-confidence and in turn affect their learning capabilities and development. Disabilities are categorised in different forms i.e. learning or physical. Learning disabilities which affects development could include;

Autism: autism is a developmental disability which affects how a person relates and communicates with other people and the world around them. A child/young person with autism finds it difficult to understand facial expressions or the tone of a voice. They can feel lonely and cut off from society as they avoid social interaction. This could affect their ability to development or interact in social settings or in the classroom. Dyslexia: it is a difficulty in learning to read. A child/young person suffering from this may become frustrated and problems could arise at home or in school, behavioural problems could also be seen, as well as the child becoming unmotivated or developing a dislike for school. If dyslexia is undetected then this will affect their development at school and could affect in negative way any chance of achievement.

Physical disabilities could include;

Cerebral palsy: cerebral palsy is a condition which affects the movement, posture and co-ordination of a person. A child or young person with this condition may only be affected physically with this disability while others could be affected by seizures, epilepsy or difficulties with speech and language. The social model of disability.

A civil rights based approach was developed by disable people In the 1970’s and 1980’s .They rejected the fact that the problem lay with the individual disabled person but with society itself and the way it was run and organised: • Buildings were built in such a way that there was no access for wheelchairs. • Information was produced in a way that disabled people could not use. • Attitudes and stereotypes about a disabled person prohibited a disabled person from having the same opportunities as an able bodied person. • Special services were created that kept disabled people separated and cut off from everybody. Equality could then be achieved by:

• Constructing accessible buildings.
• Producing information in different ways.
• Challenging stereotypes.
• Ending services that were segregated.
• A disabled person having full civil rights under law.

The medical model of disability

This model a disabled person was defined by their illness or medical condition. If they did not fit into society then they were institutionalised or kept isolated at home. A disabled person had no options over:

• What school they attended.
• What support they received.
• If they were allowed to work or not.
• What kind of work they could do.

3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. Speech and language can help children overcome most of their problems. By helping children gain the ability to use language they can help children gain confidence and self-esteem I have seen this in my setting with children who have had communication and language needs. These children have gained confidence and their language is now at a level that they can interact with other children and not show frustration. This is because they can now express themselves. Additional learning support staff works within and outside schools providing a range of services to help children who have certain specific educational needs. This might include people like teaching assistants or advisors to provide support and train staff. The Senco in an educational setting give support to children and families with special needs this corporation is also responsible for identification of special needs. Youth justice this is based on children with behavioural problems these people will work with them and social workers to help them.

Social workers are there to help vulnerable children and young people and their families this might include children on the child protection register or disabled children. Psychologist is a professional who helps support children who have learning or behavioural difficulties. They provide teachers and practitioners with aimed support programmes for that child once they have identified the child’s needs. A specialist nurse provides support for the family and child especially if that child suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a child’s development. A psychiatrist is a doctor who is trained in mental health problems this person works alongside other professionals to help diagnose or support children and young people with mental health problems.

Physiotherapist this professional help children with their movement especially those who have little or no movement they are trained to get the maximum movement and skill level. Referrals can take the shape of common assessment form which are filled in then in my setting passed upstairs to the health visitor, speech therapist or other health professionals that are required after being checked by the senco in the room. Speech and language also have their own referral forms which will be filled in and checked by the senco before being passed to the speech and language therapists. Early years action plans and plus plans are filled out and passed to the senco who will then speak to an education psychologist. With primary and secondary schools they also have school action plans which will be run through their senco and the school run individual learning plans.

3.1 Explain how to monitor children and young people’s development using different methods.
3.2 Explain why children and young people’s development may not follow the expected pattern. 3.3 Explain how disability may affect development.

3.4 Explain how different types of explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.