sources of support to address specific communication needs?

[gr8manager]

hi all

can anybody help with this pls

Research sources of support to address specific communication needs

[kaneez77]

Respective responsibilities
The provider The legal responsibilities for disabled children and children with SEN lie with the responsible body (Equality Act duties) or the appropriate authority (Children and Families Act duties). In both cases this is the governing body for a maintained school, including a maintained nursery school, and the proprietor, that is the owner or the management committee, of a private, voluntary or independent nursery.

The manager The manager or head of the setting has responsibility for the day-to-day management of all aspects of the setting’s work, including work with children with SEN. The manager agrees policies with the provider; works closely with the SENCO on the implementation of SEN and disability policies; and has an important role in enabling the SENCO to meet their responsibilities.

The SENCO The SENCO works closely with the manager and with all practitioners in the setting; has responsibility for the day-to-day operation of the setting’s SEN policy, and for coordinating provision across the setting; and for supporting colleagues in all aspects of their work with children with SEN.

All practitioners In addition to the setting’s manager and the SEN coordinator (SENCO) all members of staff have responsibilities to disabled children and children with SEN and need to understand these and the setting’s approach to identifying and meeting SEN. Where a child is identified as having SEN, the Code of Practice envisages that the individual practitioner, usually the child’s key person, will lead the engagement with the child and the child’s parents, with the support of the SENCO, and remains responsible for working with the child on a daily basis.

[kaneez77]

The Area SENCO helps make the links between education, health and social care to facilitate appropriate early provision for children with SEN and their transition to compulsory schooling. Typically, the role of the Area SENCO includes:  providing advice and practical support to early years providers about approaches to identification, assessment and intervention within the SEN Code of Practice  providing day-to-day support for setting-based SENCOs in ensuring arrangements are in place to support children with SEN  strengthening the links between the settings, parents, schools, social care and health services  developing and disseminating good practice  supporting the development and delivery of training both for individual settings and on a wider basis  developing links with existing SENCO networks to support smooth transitions to school nursery and reception classes, and  informing parents of and working with local impartial Information, Advice and Support Services, to promote effective work with parents of children in the early years
The Area SENCO plays an important part in planning for children with SEN to transfer between early years provision and schools.
Where there is an Area SENCO in place, they will want to work with early years providers who are registered with either Ofsted or a childminder agency. They should consider how they work with and provide advice to childminder agencies and their registered providers in supporting children with SEN. DfE and DH (2015) SEN and disability code of practice: 0-25 years, para 5.55- 5.58
The local offer must include a description of the provision that the LA expects to be available from providers of all relevant early years education.
It must also include information about the support available across education, health and social care services for disabled children and children with SEN, including information about:  services assisting providers to support young children with medical conditions;  childcare for disabled children and children with SEN;  Information, Advice and Support Services: services providing parents and children with information, advice and support on SEN and disability;  support groups who can support parent carers of disabled children.
The local offer should also include information about:  provision such as Area SENCOs, SEN support or learning support services, sensory support services or specialist teachers, therapies such as speech and language therapy;  support available to parents to aid their child’s development at home, including such services as Portage;  arrangements for identifying and assessing children’s needs in the early years;  arrangements for reviewing children’s progress including health and development reviews between the ages of 2 and 3;  the LA’s arrangements for providing top-up funding for children with high needs;  the arrangements for EHC needs assessments and plans.

[Ruthierhyme]

Hi, look into sign language, hearing loops, braille, speech & language therapy, stammering, use of symbols and picture cards.

The way you and colleagues listen to children, identify their communication needs and how you meet those needs.

https://talktools.com/pages/products

Hth xx

[gr8manager]

thank u everybody for the tips and advice

appreciate u all