Teacher notes:
This activity gives learners the opportunity to share any knowledge that they have about any biological conditions, or learn about the ones listed on slide 4.
Useful resources:
Video clip on cystic fibrosis and how it can affect children – interview with Lorna, a cystic fibrosis sufferer (3 mins)
www.bbc.co.uk/learningzone/clips/gene-therapy-and-cystic-fibrosis/6014.html
BBC Bitesize web page on cystic fibrosis – also contains a link to sickle cell anaemia
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/genesandinheritancerev4.shtml
BBC Bitesize web page on inherited disorders
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_organisms/variation_inheritancerev5.shtml
Living with sickle cell anaemia – one man describes how he grew up with sickle cell anaemia
http://news.bbc.co.uk/1/hi/world/africa/6646289.stm
Colour blindness – causes and effects
www.bbc.co.uk/dna/place-london/plain/A883523
Colour blindness – advice and information for teachers
www.colourblindawareness.org/teachers
BBC News web page on haemophilia, has videos including an interview with a haemophilia sufferer
http://news.bbc.co.uk/1/hi/northern_ireland/8631091.stm
Teacher notes:
Learners will need to research the differences between the three types of abnormal genes.
Teacher notes:
Learners should discuss what they understand by the term ‘environment’.
Teacher notes:
Learners should start to explore how these environmental factors may affect children’s development through general discussion.
Teacher notes:
Ensure that a variety of conditions are covered by the class.
Learners should:
research how the condition is contracted (the gene combination)
the background of the condition
make recommendations for practice.
Useful resources:
Video clip on cystic fibrosis and how it can affect children – interview with Lorna, a cystic fibrosis sufferer (3 mins)
www.bbc.co.uk/learningzone/clips/gene-therapy-and-cystic-fibrosis/6014.html
BBC Bitesize web page on cystic fibrosis – also contains a link to sickle cell anaemia
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/genesandinheritancerev4.shtml
BBC Bitesize web page on inherited disorders
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/understanding_organisms/variation_inheritancerev5.shtml
Living with sickle cell anaemia – one man describes how he grew up with sickle cell anaemia
http://news.bbc.co.uk/1/hi/world/africa/6646289.stm
Colour blindness – causes and effects
www.bbc.co.uk/dna/place-london/plain/A883523
Colour blindness – advice and information for teachers
www.colourblindawareness.org/teachers
BBC News web page on haemophilia – has videos including an interview with a haemophilia sufferer
http://news.bbc.co.uk/1/hi/northern_ireland/8631091.stm
Teacher notes:
After each presentation learners should discuss, in detail, the possible implications of the condition for the child.
They should consider how the response of the practitioner and the setting to the condition may affect the child.
Teacher notes:
Having discussed the impact of biological factors on children’s development, learners should move on to consider the type of support that children may benefit from.
Teacher notes:
Learners should now relate their learning to practice in their settings.
Teacher notes:
Learners should revise what they know about the terms ‘biological’ and ‘environmental’.
Teacher notes:
This activity is designed to encourage learners to start thinking about the variety of environmental factors which may affect development.
Useful resources:
Research report on the impact of environmental housing conditions on the health and well-being of children
www.scie.org.uk/publications/briefings/files/briefing19.pdf
Short explanation of how the environment affects children’s growth development
http://everydaylife.globalpost.com/environment-influence-childs-growth-development-5486.html
Short explanation of how environmental factors affect children’s social and emotional development
http://everydaylife.globalpost.com/environmental-factors-affect-social-emotional-development-23019.html
Factors affecting child development – covers environmental and biological factors
www.beststart.org/OnTrack_English/2-factors.html
Teacher notes:
This will be revision of work covered in Unit 1.5 Lesson 2 – learners may want to refer to their notes from that unit.
Useful resources:
List of notifiable diseases from Public Health England
www.hpa.org.uk/Topics/InfectiousDiseases/InfectionsAZ/NotificationsOfInfectiousDiseases/ListOfNotifiableDiseases
Notifiable diseases in England and Wales – also explains the process and lists what information is required
www.patient.co.uk/doctor/Notifiable-Diseases.htm
Department of Health guidance on infection control in schools and other childcare settings – link to downloadable PDF which advises how long a child with a contagious disease should be kept out of a setting
www.hpa.org.uk/Topics/InfectiousDiseases/InfectionsAZ/SchoolsGuidanceOnInfectionControl
Teacher notes:
This provides learners with the opportunity to recap on work from the previous sessions.
Teacher notes:
Ensure that all factors are covered within the class.
Learners should research the factors in detail and make notes of their sources.
Useful resources:
‘Early Childhood Development and Disability: A discussion paper’ – Word document
www.who.int/disabilities/publications/other/ECDD_final_word.doc
‘Chance of a lifetime: The impact of bad housing on children’s lives’ – report by Shelter
http://england.shelter.org.uk/__data/assets/pdf_file/0016/39202/Chance_of_a_Lifetime.pdf
Information about Type 1 diabetes – refers to the long-term complications
www.patient.co.uk/health/type-1-diabetes
Clear description of how Down syndrome can affect a child’s development
http://everydaylife.globalpost.com/can-down-syndrome-affect-childs-development-2369.html
Information on how children adjust to living with chronic conditions
www.med.umich.edu/yourchild/topics/chronic.htm
Information on the effects of cancer treatment on children
www.cancer.org/treatment/childrenandcancer/whenyourchildhascancer/children-diagnosed-with-cancer-late-effects-of-cancer-treatment
BBC news article: ‘Pollution harms developing lungs’
http://news.bbc.co.uk/1/hi/health/3637856.stm
Research report: ‘Early Exposure to Air Pollution Tied to Higher Risk of Hyperactivity in Children’
http://healthland.time.com/2013/05/21/early-exposure-to-air-pollution-tied-to-higher-risk-of-hyperactivity-in-children
Report summary: ‘What are the effects of air pollution on children’s health and development?’ – from the World Health Organisation
www.euro.who.int/en/data-and-evidence/evidence-informed-policy-making/publications/hen-summaries-of-network-members-reports/what-are-the-effects-of-air-pollution-on-childrens-health-and-development
Report from End Child Poverty: ‘Health Consequences of Poverty for Children’
www.endchildpoverty.org.uk/files/Health_consequences_of_Poverty_for_children.pdf
BMJ article: ‘Poverty and the health of children and adolescents’
http://adc.bmj.com/content/76/5/463.full
IoE article: ‘Persistent poverty damages young children's cognitive development, study finds’
www.ioe.ac.uk/64555.html
Teacher notes:
Learners should share their research and create a list of factors to include research from the rest of the class.
Teacher notes:
These posters can be displayed to support the understanding of a wide range of factors.
Teacher notes:
Learners should discuss the feeling of not being included.
Teacher notes:
These terms will be fully discussed in the following slides, but this activity will give learners the opportunity to explore and explain their own understanding of these key terms in childcare.
Teacher notes:
Learners should compare provision within their own settings.
Teacher notes:
Learners could divide up the research between them.
Two copies of the SEN code of practice (2001 and 2014) are provided so that students can compare them.
They should research all legislation relevant to inclusive practice.
Useful resources:
SEN Code of Practice 2001
www.gov.uk/government/uploads/system/uploads/attachment_data/file/273877/special_educational_needs_code_of_practice.pdf
Draft SEN Code of Practice, in force from Sept 2014
www.gov.uk/government/uploads/system/uploads/attachment_data/file/251839/Draft_SEN_Code_of_Practice_-_statutory_guidance.pdf
Equality Act 2010 – Accessibility for Disabled Students
www.legislation.gov.uk/ukpga/2010/15/schedule/10
Government policy document: ‘Increasing options and improving provision for children with special educational needs (SEN)’
www.gov.uk/government/policies/increasing-options-and-improving-provision-for-children-with-special-educational-needs-sen
Government policy paper: ‘Support and aspiration: a new approach to special educational needs and disability – progress and next steps’
www.gov.uk/government/publications/support-and-aspiration-a-new-approach-to-special-educational-needs-and-disability-progress-and-next-steps
Children and Families Bill 2013
www.education.gov.uk/a00221161/children-families-bill
Childcare Act 2006
www.legislation.gov.uk/ukpga/2006/21/contents
Teacher notes:
Learners should honestly reflect on their own practice and identify areas for development.
Teacher notes:
Learners must consider policies, procedures and rights of others.
Teacher notes:
Learners should describe opportunities for children to explore and discuss differences in culture and race.
Resources may include:
Specific stories such as Handa’s Surprise
Cooking and home corner activities using traditional cooking equipment from around the world
Dressing up clothes from around the world.
Teacher notes:
Learners should consider why these situations need to be challenged and how they would deal with each separate incident.
Learners should further discuss the importance of not stereotyping or labelling children because of differences.
Teacher notes:
Learners should highlight the key points of their setting’s policy.
Teacher notes:
Learners should link the different types of discrimination identified with the potential effects on slide 10. For example:
If a child was discriminated against because of his culture, he may feel isolated from others and be reluctant to join in activities, which could then impact on his learning
If a child was told by other children that they could not play because they were a girl, they may become withdrawn and unsure of what is ‘allowed’ for girls
If a child was surrounded by others and taunted about being a Traveller, then they may be scared to join in activities.
Teacher notes:
This activity will show that everyone deals with situations in different ways.
No one person is wrong or right – everyone is different and this should be respected.
It should be discussed that everyone has their own coping mechanisms, and how their family have dealt with situations in the past will influence how they then deal with life experiences.
Teacher notes:
Learners may need to discuss the terms ‘Attention Deficit Hyperactivity Disorder’ (ADHD) and ‘Attention Deficit Disorder’ (ADD).
They should understand that case studies 1 and 2 are related to personal experiences, and provide their own scenarios.
Case study 3 is about the practitioner’s own values and beliefs – they may want to explore this area more widely.
Useful resources:
News article: ‘Parents who want God to save girl lose case’
www.giveandletlive.co.uk/docs/other/Religious%20education%20news%20stories.pdf
Teacher notes:
Learners may need to discuss the terms ‘Attention Deficit Hyperactivity Disorder’ (ADHD) and ‘Attention Deficit Disorder’ (ADD).
They should understand that case studies 1 and 2 are related to personal experiences, and provide their own scenarios.
Case study 3 is about the practitioner’s own values and beliefs – they may want to explore this area more widely.
Useful resources:
News article: ‘Parents who want God to save girl lose case’
www.giveandletlive.co.uk/docs/other/Religious%20education%20news%20stories.pdf
Teacher notes:
Learners should try to reflect on their own role and experiences.
Teacher notes:
Learners should freely discuss their worries about working with children with additional needs or their own experience so far.
Learners should understand that it is usual to have concerns about working in different situations, and that is why there is support available.
Teacher notes:
Learners should discuss the need for support when working with children with additional needs.
Consequences of not having it could include:
Raised stress levels
Doubts over own ability
Physical difficulties such as a bad back from lifting and carrying
Emotional difficulties after difficult situations.
Teacher notes:
Learners may need some time to discuss this case study, in order to fully reflect on it.
Useful resources:
Home page of Guideposts – an organisation who work with people who have mental health issues, dementia, learning disabilities, physical impairments, and their carers and families
www.guidepoststrust.org.uk
Teacher notes:
These questions are designed to promote discussion.
Useful resources:
‘Removing Barriers to Achievement’: Government strategy document for SEN – chapter 1 is relevant
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200117%20200MIG1994.pdf
Useful resources:
‘Removing Barriers to Achievement’: Government strategy document for SEN – chapter 1 is relevant
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200117%20200MIG1994.pdf
Teacher notes:
Learners should consider the criticisms of early intervention (see ‘Issues in earlier intervention: identifying and supporting children with additional needs’ in Useful resources below) as well as the positive aspects.
Useful resources:
Early identification of children with additional needs
www.worcestershire.gov.uk/cms/pdf/Early%20ID%20Booklet%202008-03.pdf
‘Guidance for Identifying and Supporting Young Children with Special Educational Needs for Early Years Settings, Schools and Support Services’
http://schools.oxfordshire.gov.uk/cms/sites/schools/files/folders/folders/documents/SEN/guidance/EY_SEN_guidance_leaflet.pdf
‘Removing Barriers to Achievement’: Government strategy document for SEN – chapter 1 is relevant
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200117%20200MIG1994.pdf
Every Child Matters – Chapter 4 ‘Early Intervention and Effective Protection’ www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf
‘Issues in earlier intervention: identifying and supporting children with additional needs’ – research and analysis reports
www.gov.uk/government/publications/issues-in-earlier-intervention-identifying-and-supporting-children-with-additional-needs
Teacher notes:
Learners should refer to:
EYFS Child Development Overview
Removing Barriers to Achievement
UNCRC
Every Child Matters (note that this is archived).
Useful resources:
Early Years Foundation Stage Profile Handbook – Chapter 3 ‘Inclusion’ is relevant
www.gov.uk/government/uploads/system/uploads/attachment_data/file/249995/Early_years_foundation_stage_profile_handbook_2014.pdf
EYFS Child Development Overview
www.foundationyears.org.uk/files/2011/10/EYFS_Child_Development1.pdf
Development Matters in the EYFS – guidance material
www.pacey.org.uk/pdf/Development-Matters-in-the-Early-Years-Foundation-Stage.pdf
The Common Assessment Framework (archived material)
http://webarchive.nationalarchives.gov.uk/20130903161352/http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process
‘Removing Barriers to Achievement’: Government strategy document for SEN – chapter 1 is relevant
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200117%20200MIG1994.pdf
Full text of the UNCRC
www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
Every Child Matters – Chapter 4 ‘Early Intervention and Effective Protection’ (archived material)
www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf
Teacher notes:
These are just a few strategies – learners could also consider the ‘Removing Barriers to Achievement’ document.
Teacher notes:
Learners should refer to:
EYFS Child Development Overview
Removing Barriers to Achievement
UNCRC
Every Child Matters (note that this is archived).
Useful resources:
Early Years Foundation Stage Profile Handbook – Chapter 3 ‘Inclusion’ is relevant
www.gov.uk/government/uploads/system/uploads/attachment_data/file/249995/Early_years_foundation_stage_profile_handbook_2014.pdf
EYFS Child Development Overview
www.foundationyears.org.uk/files/2011/10/EYFS_Child_Development1.pdf
Development Matters in the EYFS – guidance material
www.pacey.org.uk/pdf/Development-Matters-in-the-Early-Years-Foundation-Stage.pdf
The Common Assessment Framework (archived material)
http://webarchive.nationalarchives.gov.uk/20130903161352/http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process
‘Removing Barriers to Achievement’: Government strategy document for SEN – chapter 1 is relevant
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200117%20200MIG1994.pdf
Full text of the UNCRC
www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
Every Child Matters – Chapter 4 ‘Early Intervention and Effective Protection’ (archived material)
www.education.gov.uk/consultations/downloadableDocs/EveryChildMatters.pdf
Teacher notes:
These are just a few strategies – learners could also consider the ‘Removing Barriers to Achievement’ document.
Teacher notes:
Learners should consider all the other parents, as well as all the professionals that they may work with.
If they find it difficult to think of people that they may work with, you could suggest wom of the roles below.
Others that you may work in partnership with to meet children’s additional needs:
Speech therapist
Signer
Support teacher for the hearing impaired
Support teacher for the visually impaired
Teaching assistant
Social worker
Special educational needs coordinator (SENCo)
Counsellor
Educational psychologist
Behaviour support team
Physiotherapist
Occupational therapist
Play specialist
Health visitor
Education welfare officer.
Useful resources:
Sample chapter: ‘The Origin, Concept and Principles of Multi-Agency Partnership Working’ – from Effective Multi-Agency Partnerships, Rita Cheminais, Sage 2009
www.sagepub.com/upm-data/25240_01_Cheminais_Ch_01.pdf
Benefits of multi-agency working – has useful topics to click on to for further information
www.safenetwork.org.uk/training_and_awareness/Pages/benefits-of-multi-agency-working.aspx
DfE article on multi-agency working, links to further resources
www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/a0069013/multi-agency-working
Teacher notes:
Learners should relate their learning to their own setting.
Teacher notes:
Learners should be aware of the CAF and the principles behind it.
They should find out if it is used in their setting.
Useful resources:
Common Assessment Framework – the pre-CAF and full CAF forms (archived material)
http://webarchive.nationalarchives.gov.uk/20130903161352/http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068970/the-pre-caf-and-full-caf-forms
The Common Assessment Framework (archived material)
http://webarchive.nationalarchives.gov.uk/20130903161352/http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process