Views
1 year ago

Needs Code February 2017

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

They oversee campus

They oversee campus co-ordinators who manage support in different campuses and carry out identification where appropriate. The ALNCo manages the ALN Support Team and support transition officers. The ALN Support Team may include, for example, assessors, support assistants, communication support workers and administrative support. Colleges with geographically disparate provision The ALNCo may have responsibility for all support at one or more campus. They also manage the ALN Support Team and support the FEIs transition officers. The ALN Support Team includes assessors, support assistants, communication support workers and administrative support. Page | 30

Chapter 6: Understanding what are Additional Learning Needs Summary 6.1 This Chapter outlines what additional learning needs (ALN) are. 6.2 It sets out general considerations for all maintained schools, FEIs and local authorities when taking decisions about ALN. 6.3 The Chapters which follow set out how ALN can be identified. Additional Learning Needs – The Basic Definition 6.4 Whenever it comes to the attention of a maintained school or FEI that a child or young person may have ALN, that education setting must decide whether the child or young person has ALN unless specific circumstances apply. Local authorities will also be required to decide whether an individual has ALN in some circumstances. 6.5 Section 2 of the Act defines the term ‘Additional Learning Needs’ (‘ALN’). 6.6 A person will have ALN if he or she has a learning difficulty or disability which calls for ‘Additional Learning Provision’ 18 . In establishing whether a child or young person has ALN, the definition should be worked through step by step. Learning difficulty or disability 6.7 Firstly, does the individual have a learning difficulty or disability? A child of compulsory school age or person over that age has a learning difficulty or disability for the purposes of the Act if he or she: has a significantly greater difficulty in learning than the majority of others of the same age 19 ; or has a disability for the purposes of the Equality Act 2010, which prevents or hinders them from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or a FEI 20 . The key questions to ask are, therefore: 18 Section 2(1) of the Act. 19 Section 2(2)(a) of the Act. 20 Section 2(2)(b) of the Act. Page | 31

Protection of Personal Data Code (PDF, 970KB) - Revenue ...
Traded services offered to maintained schools 2012/13
Food Safety Bites February 2017
WEEKLY NEWS ISSUE 19 3 February 2017
5D Astrology Report February 2017 Rising Strong
February 2017
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
Indicative Draft: The (0-25) Special Educational Needs Code of Practice
needs and disability code of practice 0 to 25 years
Draft Code of Practice for Victims of Crime - Gov.uk
Report to Convocation February 23 2017
sample contracts/specifications for the provision ... - Decision making
General Penal Code of Iceland No. 19, February 12 ... - Legislationline
Model Special Educational Needs policy - St Ivo School
Provision Specifications Special Schools 2017
27 February 2013 Report Item 7.8 040/2308/12 - City of Port ...