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Safeguarding children the wider concept
Safeguarding children the wider concept
Safeguarding children case study
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Recommended: Safeguarding children the wider concept
The Working Together to Safeguard Children (2015) Framework, it identifies that the welfare of the child is paramount, the guidelines outlined that children may be at risk from being labelled and that they may require extra support in mainstream settings However, Dunn (1968) argued that segregating children who have special needs causes children to be "labelled”. Children who have autism and are in a mainstream setting may be taken out of lessons for different reasons and require extra support to help their educational needs. Children with autism spectrum can be at more risk of being bullied by other children because of their condition especially for behavioural related problems. It could be suggested that by not it including children in mainstream
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
...is case, full inclusion means that all students, regardless of handicapping condition or severity, will be in a regular classroom full time. Although some may argue that that it is important to give every student equal opportunities to learn, and that it is only fair to include all students in regular learning environments, Decisions about including children with autism into fully integrated settings must be made consistent with the principle of the "least restrictive environment" as a guiding principle. No person with autism should be unnecessarily or inappropriately denied access to meaningful educational activities. However, it should be noted that the concept of least restrictive environment requires that appropriate learning take place. Placement decisions also require that students be capable of meaningful learning and functioning within the setting selected.
The piece of work I have choosing to reflective upon is an Initial Assessment of a family of asylum seekers from Pakistan. The family consisted of a father, mother and their five children ageing from 12 years old to 2 years old. “An Initial assessment serves as a blueprint it will be mortified as ideas are tested out and new data and information is gathered. The social workers will continually reassess the nature of the problem, and the need for support when doing an initial assessment” (Pincus and Minahan, 1973 p 116). This essay will examine and reflect on my organisations practices and policy procedures when dealing with service users SU also discussing my own personal reflection whilst on placement.
The Adam Walsh Child Protection and Safety Act of 2006 was established because an American boy was abducted form a Florida shopping mall and was later found murdered. The act was signed into law by George W. Bush on July 27, 2006. This act is established to protect children from sexual exploitation and violent crime to prevent child abuse and child pornography to promote internet safety. This act is also known as the sex offender registration and notification act. It was established with the intention to strengthen laws related to child sexual predators. This law was instructed for each state and/or territory to apply criteria’s for posting offenders data on the internet.
This assignment looks at the importance of safeguarding and how practitioners and agencies should be involved to help prevent any risks when dealing with a vulnerable adult. The case study is about a 22 year old vulnerable adult called Andrew who has been diagnosed with autism. According to (Autism.org.uk, 2017) Autism is a complex developmental disability that usually affects children during early childhood. It is a condition that can affect communication, behavior, social interactions and how people experience and interact in the general word around them.
1. Analyze of target children, function of behavior, and two measurable objectives clearly with all required components: ( 1) who, 2) will do what, 3) how well, 4) under what conditions ).
Both national and local guidelines, policies and procedures for safeguarding affect day-to-day work with children and young people in many ways. They uphold a standard of what is expected and how best to protect children and young people under the age of 18 years. Safeguarding is more than protecting children and young people from direct abuse or neglect. The wider responsibility is that the welfare of the child as a whole is protected.
The main points of the children’s act 1989 are parental responsibility and the welfare of the child. Children are best cared for within their own families. The act states that the mental and physical wellbeing of the child is important. Professionals and parents/carers must work together to ensure the safety of the child. Local authorities have a duty to look into situations where they suspect a child or young person to be suffering from significant harm. Duties get allocated to local authorities, and other agencies to ensure that all children are safeguarded. The children’s act 2004 reinforces that all organisations that work with children and young people must help to safeguard
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
...Classrooms in the Public Schools." About.com Autism Spectrum Disorders. About.com, 07 July 2008. Web. 23 Feb. 2014. .
An outline of current legislation, guidelines, policies and procedures within own UK Home Nation (England), affecting the safeguarding of children and young people.
There are multiple types of schools in the United States; especially when it comes to dealing with children with Autism. Some schools do not handle autistic children well. There are multiple reports on how these children are put in isolation from other students in the school. Society frowns upon the mentally disabled, and many people feel as if this should not be. Most psychologists have said that there are no “right” schools for children with autism. However, public schools seem to have more pros, than cons. In public schools, the ratio (for teachers to students) is 1:1. There is special support, just like mainstreaming. Also, Autistic children don’t feel different than other students because the classroom has the same type-of setting and any other class. Just as there are pros, cons seem to follow however. One of the main, and only cons is simply that the parent does not agree with the choices, or setting of the school. The parent might feel the classroom is not adequate for their child.
It is known that these guidance's have provided the local authorities with the information on what actions should be taken to meet the needs of individuals with autism. Such as, providing autism awareness training for all staff of the NHS as well as providing specialist autism training for key staff like GPs.
The number of children that display autistic traits keeps rising and the need for services is at an all-time high. Out of 10,000 children born, 60 to 100 children and families will be affected by autistic spectrum disorder (Gulberg, 2010). Autism is characterized by a lack of connection to other people, even parents, and an avoidance of interpersonal situations (Feldman, 2011). Children with autism also show limited, repetitive and stereotypical patterns of behavior, interest, and activities. Not one child with autism is the same as the next; each child has their own severity and indicators of autism. A child with intellectual disabilities and a gifted child can both be given the diagnosis of being on the autism spectrum, because of the wide range of severities. Many of these children will not attend special schools, but instead be included in the general education population by inclusion. Inclusion has been found to have a number of benefits for children with autism. In addition, negative perspectives have also come into play when discussing autism and inclusion. Furthermore, parents have the right to make decisions for their child on an individual basis.
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...