Special Education and Home Country Essay
Special Education and Home Country
To be competent in this unit, you must know and understand the following: K3P233 Legislation covering children’s rights and laws covering equality and inclusion within your home country and how these relate to your setting K3P234 Work with children in the context of the UN Convention on the Rights of the Child, e. g.
the child’s right to self-expression, play, cultural identity, freedom from exploitation K3P235 The various forms of discrimination, the groups most likely to experience discrimination and the possible effects of discrimination on the children and families K3P236 How inequalities are embedded in our society in all geographical areas K3D237.
The negative effects of inequalities on all children: this must include the negative effects on children who are not themselves directly experiencing inequality K3C238 Difficulties in accessing provision and services that might be experienced by children and families and how procedures and practices can work to overcome these and improve services K3D239.
What barriers to participation might be, e. g. attitudes, language, mobility; lack of information/knowledge of the benefits of children’s services, environmental barriers, discrimination and how you would ensure these were recognised and removed K3D240 The kinds of community resources and support that are available to support equality of access, the scope of opportunities for referral if necessary and sources of information for children and families.
K3P241 How to ensure your provision aims to meet current guidance for implementing inclusion and antidiscriminatory practice K3D242 How to assess and plan for children’s needs drawing on available resources and support services K3D243 That children have a right to high quality provision that meets their individual needs National Occupational Standards in Children’s Care, Learning and Development CCLD 305 Protect and promote children’s rights Unit CCLD 305 Protect and promote children’s rights page 5 of 5 28/06/2004 K3P244 Organisational strategies and practice issues to ensure equal access and compliance with legislation for disabled children and children with special educational needs within your home country.
K3P245 Techniques of monitoring (data collection, analysis and evaluation) to assess the effectiveness of provision in implementing inclusive and anti-discriminatory practice K3P1121 The requirements of legislation, regulation and codes of practice for safeguarding and protecting children relevant to the home country where the setting or service is located. The duty of all within the sector to safeguard children, including:
Whistle blowing where there are concerns about colleagues or in other difficult circumstances Where your concerns may not be seen to be taken seriously or followed through when following normal procedures K3P247 The importance of monitoring provision and the need for accountability to children, parents, families and other agencies K3D248 The importance of partnerships with parents and families and how these partnerships can be developed and supported K3S249.
The importance of following procedures without forming premature judgments regarding suspected or actual abuse K3S250 Understanding what increases a child’s vulnerability to abuse and exploitation and the importance of empowerment, confidence and resilience for a child’s welfare K3S251 Recognition of social factors e. g. substance abuse, and the possible behaviours of adults involved in abuse of children K3S252 Policies, procedures and the lines of reporting in the setting or service concerning suspected or actual abuse K3S253.
Safe working practices that protect children and adults who work with them K3D254 The importance of promoting children’s assertiveness, self confidence and self-esteem to enable children to protect themselves K3M333 The benefits of a multi-professional, multi-agency approach in maximising the children’s experiences and learning, drawing on local communities and external expertise.
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 20 October 2016
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