Special Educational Needs (Sen) Advanced - Qp1

A child with a learning difficulty, whether it is due to a physical disability such as impaired eyesight or due to an intellectual or information processing disability, has the right to access special educational provision as defined by the Education Act 1996. This means that regardless of the specific cause of the learning difficulty, the child should be provided with appropriate support and accommodations to ensure they can access education on an equal basis with their peers.

Engaging and supporting parents in the process of learning and achievement can have a positive impact on student progress. When parents are involved in their child's education, they can provide additional support and encouragement at home, which can enhance the learning experience. This involvement can also lead to better communication between parents and teachers, allowing for a more holistic approach to education. Ultimately, when parents are actively engaged, students are more likely to succeed academically, leading to progress both within and outside the school environment.

By focusing on progress and outcomes, structured conversations can help schools engage parents and provide effective school support. These conversations involve listening to parents and accessing their knowledge, which allows schools to target teaching, activities, and interventions more effectively.

Constructivism is a learning theory that emphasizes the active role of the learner in constructing their own understanding and knowledge. It suggests that learners should be actively engaged in the learning process and that learning should be based on their prior knowledge and experiences. This approach is often associated with child-centred development because it focuses on the individual needs and interests of the learner, allowing them to explore and discover concepts at their own pace. Therefore, the statement that constructivism is effectively "child-centred development" is true.

The statement suggests that reducing isolation and improving social development are not important aspects of education for children with SEN because they can hinder their ability to adapt to the outside world later on. However, this is not true. In fact, reducing isolation and improving social development are crucial aspects of education for children with SEN. Social interaction and inclusion are important for their overall development and well-being. It helps them build relationships, develop communication skills, and participate in society. Therefore, the given answer is false.

Assessment is an important tool for monitoring educational progress, but it is not the only way. Other methods such as observation, feedback, and self-reflection can also be used to gauge a learner's progress. Additionally, for learners with special educational needs, individualized support and accommodations may be necessary to accurately assess their progress. Therefore, the statement that assessment is the only way to monitor educational progress is false.

These skills are particularly useful for encouraging participation and inclusion for children and young people with SEN because they help to establish a positive and supportive relationship with the learners. Relationship building allows the teacher to create a sense of trust and understanding, while empathy helps them to understand and relate to the learners' experiences and emotions. Listening enables the teacher to actively engage with the learners and understand their needs and perspectives. Skilled questioning helps to stimulate critical thinking and encourage active participation. Non-verbal communication helps to convey messages effectively and understand the learners' non-verbal cues.

Jean Piaget believed that children learn new information by assimilating it into their existing knowledge and accommodating it to fit with what they already know. Assimilation refers to the process of incorporating new information into existing mental schemas or frameworks, while accommodation involves modifying existing schemas to accommodate new information. These two processes work together to help children make sense of the world and adapt their understanding as they learn and grow.

The zone of proximal development is based on the idea of comparing the skills and abilities that can be obtained by the child on his or her own, with those that can be achieved with support from someone else who is more skilled. This concept suggests that learning and development occur when a child is able to bridge the gap between their current abilities and the potential abilities they can reach with guidance and assistance from a more knowledgeable other. By comparing what they can do independently with what they can achieve with help, children can identify areas for growth and work towards reaching their full potential.