DR63 04 (CCLD 414)Co-ordinate and support provision for children with additional support needs

Elements of competence

CCLD 414.1Co-ordinate, develop and review policies, procedures and practice for inclusion of children with additional support needs

CCLD 4142Co-odinate planning for individual children

CCLD 414.3Work in partnership with other agencies and professionals

About this Unit

This Unit is about co-ordinating support and provision for disabled children and children with special educational needs. It includes co-ordinating and reviewing policies and procedures and reviewing practice, planning for individual children and working in partnership with other agencies and professionals. As there are variations between the four home countries in the processes and procedures and terminology used (in Scotland, additional support needs) you will need to undertake this Unit based on policy and practice in your own country and setting.

This Unit is for you if you work in a setting or service whose main purpose is to support the care, learning and development of children in partnership with their families. This is suitable if you co-ordinate work with disabled children or those with special educational needs, either as a manager or lead/senior professional in a setting, or within a peripatetic service where you have a high degree of autonomy and control over your work.

Keywords

What we mean by some of the words used in this Unit
Alternative and Augmentative Communication / This refers to any device, system or method of communication that helps individuals with communication difficulties to communicate more easily and effectively: e.g. communication boards, voice output communication aids, sign language, using symbols or facial expressions, and gestures
Barriers to communication / Anything that prevents the child communicating with others or making relationships, e.g. hearing, speech or visual loss, lack of support services, mental health issues, learning disabilities
Children / The children with whom you are working, except where additional requirements are indicated
Disability / A physical or mental impairment which has a substantial and long-term adverse effect on the child's ability to carry out normal day-to-day activities
Equality of access / Ensuring that discriminatory barriers to access are removed and that information about provision is accessible to all families in the community
Inclusion / A process of identifying, understanding and breaking down barriers to participation and belonging
Social and medical models of disability / The medical model reflects the traditional view of disability that it is something to be ‘cured’, treating the child as a sick patient. The social model considers that it is society that needs to change and that disabled people have rights and choices
Special educational needs / Children with special educational needs learn differently from most children of the same age. These children may need extra or different help from that given to other children
Transitions / Changing, moving between different stages of life (growing up) or physical places (home-nursery-school)

Evidence Requirements for the Unit

It is essential that you adhere to the Evidence Requirements for this Unit

GENERAL GUIDANCE
  • Evidence must be provided for ALL of the performance criteria and ALL of the knowledge.
  • Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion.
  • Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and practice are linked.
  • The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and the values and the principles for good practice in children’s care, learning and development.
  • All evidence must relate to your own work practice.

SPECIFIC Evidence Requirements for this unit
Simulation:
Simulation is permitted for Element 3 of this unit if required e.g. role play may be useful to evidence your contacts with other agencies and professionals. It cannot be used anywhere else in the unit and must meet the criteria for its use found in the assessment guidance for this award.
The following forms of evidence ARE mandatory:
  • Direct Observation: Your assessor or expert witness must observe you in real work activities which will provide evidence of some part of each element in this unit.
  • Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be able to use a reflective account to provide some of the performance evidence for this unit. e.g. your effectiveness in sharing information across agencies for the benefit of children and families, how you have collected data and monitored and evaluated effectiveness of your policies and procedures in supporting inclusion.

Issues for consideration:
  • The following performance criteria may be difficult to evidence by observation.
Element 1 – PCs 2, 3 and 6
Element 2 – PCs 3, 4, 5, 6, 7, 8, 10 and 11
Element 3 - see ‘simulation’
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
  • Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand principles which support practice, policies, procedures and legislation, and that you can critically evaluate their application e.g. legislation and codes of practice affecting disability and special educational needs, policies and procedures within your setting based on legislation and regulatory requirements including how these are measured in terms of their effectiveness, training you have set up for colleagues. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
  • Products: These are non-confidential records made, or contributed to, by you, e.g. policies, procedures and practice reviews to support inclusion and equality of access, information for parents demonstrating your adaptation of complex specialist language to ensure clarity, plans for continuous improvement of service.
  • Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual location and be referred to in the assessor records in your portfolio e.g. copies of letters to relevant authorities requesting a statutory assessment, plans for individual children, child assessments.
  • Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards and check that you have retained and can apply learning to practice, e.g. courses on disability and special educational needs, codes of practice and legislation, multi-agency training.
  • Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the knowledge requirement of your award.
  • Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses.

Knowledge specification for this unit

Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.

You need to provide evidence for ALL knowledge points listed below:

To be competent in this Unit, you must know and understand the following: / Enter Evidence Numbers
1Legislation, regulations and codes of practice affecting provision for children with additional support needs within your home country
2The rights of all children for participation and equality of access and how this affects provision
3Understanding how additional support needs may affect development
4Specialist local and national support and information that is available for you and for the children and families
5Principles of partnership with parents and families
6The principles behind the social and medical models of disability
7Details about particular additional support needs as they affect your ability to provide a high quality service and support colleagues as appropriate
8 How and why to implement the concept of participation, i.e. the process by which children and young people influence decision making which brings about changes in them, others, their service and their communities
9Identification of barriers to access and participation and how these may be overcome
10The reasons for integrated provision and the benefits or otherwise to children
11The purpose and use of alternative and augmentative communication and how colleagues can be supported in using these methods
12Specific issues for children’s development and learning in multilingual or bilingual settings or where children are learning through an additional language
13The range of assistive technology specialist aids and equipment that are available, their advantages, disadvantages and cost-effectiveness
14The importance of early recognition and intervention to prevent learning or other difficulties from developing
15The possible impact of having a child with additional support needs within a family
16Awareness of and ability to use specialist terminology confidently in the interest of the children with whom you work, whilst ensuring that use of such terminology does not act as a barrier with other children and adults
17Local and regional contacts and agencies that may support your work
18Details of other professional groups with specific expertise that may be deployed for the benefit of disabled children and those with special educational needs
19 How to access and facilitate advocacy services for those children and families who may require them. Why advocacy services are fundamental aspects of children’s rights
20. Systems to support children and families in the use, transportation and maintenance of assistive technology as appropriate to your setting or service
21 The rationale for direct payments and the rights and responsibilities of those in receipt of direct payments
22 How direct payments are managed within services and their potential impact on services
23 The rationale for the personalisation of care, how this changes practice and is planned for and managed in settings and services
24 The difference between personalised learning and a differentiated approach to curriculum delivery, according to the requirements of curriculum frameworks in your home country

CCLD 414.1Co-ordinate, develop and review policies, procedures and practice for inclusion of children with additional support needs

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Co-ordinate and develop policies and procedures relevant to the inclusion, participation and equality of access for children with additional support needs
2Regularly review policies and procedures for inclusion of children with additional support needs
3Collect data, monitor and evaluate the effectiveness of policies and procedures in developing and improving inclusive practice
4Identify issues and plan for continuous improvement in implementation of inclusive practice
5Include children and families as partners in the co-ordination, development and review of policies, procedures and practice
6Adapt your use of complex specialist language to ensure clarity and understanding
7 Support policies for early intervention and targeted support as appropriate to your setting and services

CCLD 414.2Co-ordinate planning for individual children

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Identify, gather and record relevant information to inform plans
2Facilitate children and families’ participation in planning
3 Coordinate and provide support for children and families eligible for direct payments
4 Utilise all relevant sources of information to inform plans, include your own observations and assessments of children
5Organise staged assessment reviews, increasing the time allowed between reviews if the child is making sufficient progress
6Co-ordinate a graduated response to meet individual children's needs
7Have high expectations of children and commitment to raising their achievement based in a realistic appraisal of what they might achieve
8 Approach the relevant authorities to request additional resources or a statutory assessment
9 Keep plans up to date
10 Ensure resources are adequate to implement plans and adults involved are knowledgeable about children’s additional support needs and confident in their roles and responsibilities
11 Identify and take steps to overcome the barriers to communication
12 Maintain confidentiality as appropriate as to the requirements of your provision
13 Plan to support children through transitions

CCLD 414.3Work in partnership with other agencies and professionals

Performance criteria
Enter Evidence Numbers
DO / RA / EW / Q / P / WT
1Identify and make contact with other agencies and professionals relevant to the co-ordination and support of children with additional support needs
2Seek out information and support available locally or regionally
3Make sure you work as a partner with other agencies and professionals
4Ensure up-to-date records are kept for each child and that these are informative, objective, clear and accurate
5Share information across agencies and professional groups in partnership with children and families

DO = Direct ObservationRA = Reflective AccountQ = Questions

EW = Expert Witness P = Product (Work)WT = Witness Testimony

To be completed by the Candidate
I SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT and that the candidate has demonstrated the application of the princIples and values.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..

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Unit: DR63 04 (CCLD 414) Co-ordinate and support provision for children with additional support needs