Evaluate Special Educational Needs and/or Disability (SEND) provision for effective practice within an Early Years Setting
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Which two of the list below are not Adverse Childhood Experiences (ACEs)?
a member of the household working abroad
a parent with a mental health condition
growing up in a household in which there are adults using prescription medication
domestic violence
being the victim of neglect (physical and emotional)
being the victim of abuse (physical, sexual and/or emotional)
Is this statement true or false? When children are exposed to adverse and stressful experiences, it can have a long-lasting impact on their ability to think, interact with others and on their learning.
FALSE
TRUE
Drag and drop the words into the correct gaps.
Where a setting makes special educational provision for a child with SEN they should inform the and a maintained nursery school must inform the parents. All settings should adopt a approach with four stages of action: assess, , do and review.
When collaborating to support children with SEND, which professionals should attend the meetings?
Meetings for children with SEND should include professionals like firefighters and chefs, as their expertise can provide valuable insights into the child's development and needs.
Meetings for children with SEND should ideally include professionals such as teachers, speech therapists, and occupational therapists to ensure a well-rounded and comprehensive approach to their needs.
Meetings for children with SEND should only involve parents and teachers, as they are the primary stakeholders responsible for the child's well-being and education
How can environmental influences impact children with SEND?
Environmental influences can impact children with SEND by either exacerbating or mitigating their challenges. For instance, a sensory-friendly classroom can provide a more supportive environment for a child with sensory processing difficulties.
Environmental influences only affect physical health in children with SEND, with no bearing on their cognitive or social development.
Environmental influences have no impact on children with SEND; their challenges are solely a result of their inherent characteristics.
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