Evaluate Special Educational Needs and/or Disability (SEND) provision for effective practice within an Early Years Setting
Table of Contents
- Tutorial Video
- Reading Materials
- ‘Special educational needs and disability code of practice: 0 to 25 years’ from the Department for Education and Department of Health and Social Care
- ‘Supporting families from diverse communities’ from the Anne Freud Foundation
- ‘SEN Support (also known as the 'graduated approach')’ on the SEN Help website
- ‘Adverse Childhood Experiences (ACEs)’ from Public Health Scotland
- ‘ACEs and attachment: Why connection means everything’ on the Centre for Child Counselling website
- ‘Adverse childhood experiences: what support do young people need?’ from the National Institute for Health and Care Research
- ‘Equality and inclusive practice’ from the Early Years Alliance
- ‘Early years practitioner wellbeing support’ on the GOV.UK website
- ‘Meeting the needs of all children’ on the GOV.UK website
- ‘Working With Other Professionals’ from the Professional Association for Childcare and Early Years (PACEY)
- Use the internet, resources in your setting and your local library to identify local and national external services to support individual children and their families
- ‘SEN provision mapping’ from the Key Leaders website
- ‘Early Years Special Educational Needs and Disabilities (SEND)’ from Haringey council
- Presentation
- Click on the icon to the left to launch this lesson's presentation on ‘A child-centred approach'.
- Click on the icon to the left to launch this lesson's presentation on ‘Partnership and multi-agency working'.
- Click on the icon to the left to launch this lesson's presentation on ‘Diverse needs and graduated approach'.
- Good Practice Example
- Good Practice Example
- Good Practice Example
- Good Practice Example
- Interactive Quiz
- Evidence Opportunities
- Extended Learning
- ‘Child-Centred Competences for Early Childhood Education and Care’ from the British Association of Early Childhood Education. The book brings together four years of research undertaken by early childhood academics and educators to help articulate both what child-centredness means and what it looks like in practice . The e-book is divided into three chapters, each with two sections that help to structure a series of indicators. Each indicator provides a description, summary, resource, suggested points for reflection and further reading. You can go through each indicator in turn or use the table of contents to click to the ones that you most want to look at.
- ‘Supporting children with sensory processing needs in the early years’ from Cumbria County Council. For some children, sensory processing does not develop as efficiently as it should which makes it difficult to generate an appropriate response to environments and everyday situations.
- This section of Hertfordshire SEND Local Offer’s YouTube channel contains videos looking at the ‘Graduated Approach’, ‘Physical and neurological impairment and sensory impairment’, and ‘Understanding attachment’.
- Click to read ‘Working together: a review of cross-sector collaborative practices in provision for children with special educational needs and disabilities’.
- Think And Challenge
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