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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

Chapter 12: Preparing an

Chapter 12: Preparing an IDP – Multi-Agency Working Summary 12.1 This Chapter sets out mandatory duties prescribed within the Act, imposes further requirements itself, and provides guidance in relation to multiagency working in the context of preparing an IDP and is particularly relevant in more severe and complex cases. This should be read in conjunction with Chapter 11, which deals with the content of IDPs. 12.2 Some of the most common agencies and services in relation to ALN are found in Annex C. Multi-agency working 12.3 A key principle of this Code is that all those involved in providing support to children and young people with ALN work together in the best interests of the child or young person (see Chapter 2). All professionals involved in supporting the needs of the child or young person should support the principles of person-centred practice. In all cases those involved should explore the possibility that the child or young person may already have other agencies involved and involve them appropriately. 12.4 Professionals should ensure that sharing of information in this context is done so within the parameters of the Data Protection Act 1998. 12.5 Most children or young people with ALN will only need the ALP provided or managed by their education setting. When this is the case, there is no requirement to include other professionals or the local authority in the development of the IDP, its day-to-day operation or subsequent review. 12.6 Other children and young people will need the support of, and securing of ALP, different agencies to various degrees, for instance external agencies might support children and young people to benefit fully from mainstream settings. For those with more complex needs, ensuring the needs of a child or young person are met might require the input and support of different agencies coming together to provide a comprehensive package of ALP. 12.7 Specialist services can provide help and support on two levels. Specialist services can provide advice and support to the early years setting, school or FEI on how to support children and young people in their setting. This might include wider problem solving, building capacity within the setting, and addressing the environment. As well as meeting current needs, this approach can prevent needs escalating so that more intensive and costly provision is not required. 12.8 Equally, specialist services can provide advice and support for particular children or young people. The provision may be directly carried out by a specific practitioner, for example and educational psychologist or it may be Page | 116

delegated to an appropriate member of staff. A professional should advise, devise and oversee the provision to be delivered and monitor the progress of the child or young person. These services can help to meet an individual’s current needs and should be used to prevent future needs. 12.9 Specialist services can: support schools and FEIs to identify and meet the needs of all children and young people, such as providing advice and support on differentiating the curriculum and strategies; provide whole school/FEI training on meeting the needs of different children and young people, for example, meeting communication needs by supporting a whole school/FEI approach to early language acquisition, differentiating the curriculum and implementing strategies; provide advice on IDPs and targets; support schools, FEIs and local authorities in identifying needs and providing advice on ALP to be delivered, or currently being delivered; provide more specialist assessments of need to determine support options; provide advice for those with sensory impairment issues; provide advice on the use of new or specialist strategies and materials and be a source of the most up to date practice; provide advice on specialist equipment, including training for schools and FEI staff on how to use it, maintain it, and how to support the child or young person to use it; support parents to help them understand their child’s needs and how best to support them; build capacity to improve what schools and FEIs can deliver; provide a link with specialist third sector organisations; provide specific support during any transition a child or young person is undertaking, to help them make a successful transition and to advise the new settings and help ensure that relevant provisions are in place and are working effectively; and facilitate joint working by bringing together relevant professionals to ensure integrated planning and delivery. 12.10 If there is an identified lack of expertise amongst the staff in a mainstream school or FEI, then the school or FEI should consider seeking external advice. This might include, for example, where the child or young person has a low incidence need, such as being vision or hearing impaired, or both, and staff do not have the knowledge and expertise to appropriately support the child or young person. A person who is qualified to teach pupils or students with these impairments should be involved in such cases. For children or young people with such needs they will be on a register maintained by the local authority 162 162 Section 18 SSWB Act 2014 Page | 117

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