| Describe in detail what you need | My reading has involved researching statutory requirements, in order that all children, including those with SEND achieve their best outcomes (DfE, 2021, EEF, 2020). I have also researched types of SEND and indicators. I have also researched more widely researching promoting the rights of the child in line with international treaties and domestic legislation (UNCRC, 1989, 2005; Children Act, 2004). In order to support my practice, I researched strategies and know from literature and meetings with professionals, such as the Early Years Autism Advisor that behaviour management forms a large basis of IEP targets, as poor behaviour is usually a barrier to learning. I have also thought about different aspects of SEND, such as discrimination through exclusions and how practice differs in different parts of the world. I continue to develop my professional behaviours through attending multi-professional meetings (EHCP, Educational Psychologist, parents) and working closely with the sett |
| How many pages | 1 |
My reading has involved extensive research into the statutory requirements that ensure all children, including those with Special Educational Needs and Disabilities (SEND), can achieve their best outcomes. Notable references include the Department for Education (DfE, 2021) and the Education Endowment Foundation (EEF, 2020).
In my exploration of SEND, I have identified various types of needs and their indicators. This understanding is crucial for developing appropriate strategies that address the diverse requirements of children, enabling them more effectively to access the curriculum. The identification of SEND not only informs the planning of interventions but also enhances collaboration with other professionals involved in the educational journey of these children.
Furthermore, I have researched the promotion of children's rights in accordance with international treaties and domestic legislation, particularly the United Nations Convention on the Rights of the Child (UNCRC, 1989, 2005) and the Children Act (2004). These frameworks highlight the importance of ensuring that every child is treated with dignity and respect, shaping inclusive practices that allow all children to thrive.
A significant aspect of my research involves behaviour management, which I have found to be a foundational element of Individual Education Plan (IEP) targets. Having consulted literature and engaged in meetings with professionals, such as the Early Years Autism Advisor, I learned that poor behaviour can often serve as a barrier to learning. Consequently, focusing on effective behaviour strategies not only supports children's educational achievements but also fosters a positive learning environment.
Engagement in multi-professional meetings, including those pertaining to Education, Health and Care Plans (EHCP), with Educational Psychologists, and dialogue with parents has further enriched my understanding of effective practices. This collaborative approach ensures that interventions are tailored to meet the individual needs of children and that their families are actively involved in the process.
Additionally, I have contemplated various aspects of SEND, particularly concerning discrimination and the implications of exclusions. It is essential to recognise how policies and practices surrounding exclusions differ globally, as these can impact the educational experiences of children with SEND. Understanding these variances is critical in advocating for inclusive practices that prevent discrimination and champion the educational rights of all children.
I am committed to continually developing my professional behaviours through sustained engagement with multi-professional settings. By working closely with settings, I aim to implement evidence-based practices that benefit children with SEND.
In conclusion, my research and ongoing professional development underscore the importance of statutory compliance, inclusion, and the promotion of children's rights in achieving the best outcomes for all children. Through collaboration with stakeholders, I aspire to enhance my practice, ensuring not only compliance with policies and legislations but also a steadfast commitment to inclusive education that meets the diverse needs of every child.