LATCHMENT BEFORE ATTACHMENT: The first stage of emotional development - oral tactile imprinting
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Actions Shares. Embeds 0 No embeds. No notes for slide. Oral Tactile Imprinting is a genetically determined by evolution survival strategy tolatch the infant to the source of nutrition and protection - it precedes visual attachment 3. Why did Bowlby not bring attention to the latch on the nipple? Kind of like a toddler! My 6-year old has done it since she was a tiny puppy. They are just like babies.
Note skew on jaw and dentition - malocclusion As a result, the roof of the mouth is pushed upward and narrows, which leads to the development of a cross bite. Improper positioning of the front teeth and tongue can often lead to speech impediments the inability to pronounce certain sounds. Learning challenges Executive functioning Although the neurological implications of hydrocephalus vary between individuals, there are a number of areas where many children and young people may have difficulties.
Two of the most common that educators report are motivation and task initiation. Some children with hydrocephalus may struggle to initiate their learning, and be much more reliant on teacherled activities. Communication Language skills, including comprehension understanding of language and expression production of language are incredibly important for learning in the classroom and in everyday life.
There is a need for young people to be able to communicate effectively both face-to-face and in writing through an increasing range of media. These skills can be more difficult for children with hydrocephalus as they may have difficulty with some aspects of understanding of language and literacy. These difficulties are often masked by adequate expressive language skills; in fact, many young people with hydrocephalus have excellent reading skills which can further mask problems with language, but we need to be aware that reading and comprehending are two different skills.
Therefore, it is important to think of the language and literacy experiences provided for children. The best experiences are those that are embedded into everyday routines, which allow children to learn in meaningful contexts. Health and wellbeing If children and young people are healthy and emotionally secure they will be more able to develop the capacity to live a full life.
With a sense of wellbeing, and an understanding of what it entails, they will be better able to deal with the unexpected and cope with adversity. They should also be able to recognise and deal with the many different pressures in life, make healthy choices and identify when they need support. It is useful to use the agreed shortterm targets as a weekly working document with the child.
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Staff have a responsibility to ensure that targets are regularly reviewed with the child or young person and parents to ensure the best possible provision. The need for multi-agency partnerships is essential to ensure that children benefit from the earliest possible intervention. Working alongside and building partnerships with parents is paramount in achieving success for all children. Time invested in finding out wider information about a child who has hydrocephalus and their particular needs and issues is well spent.
Every child and young person is entitled to the support that will enable them to fulfil their potential. Children with hydrocephalus are no different. If you have a child with hydrocephalus in your class, reflect on what you need to know about that child and what you can do better to help them progress. Working together Supporting children and young people in their learning involves people both within and outside the school setting, including parents and carers, early learning and childcare staff, primary teachers, secondary teachers, support staff and a wide range of other professionals.
In most cases, children will require an individual education plan IEP or in some cases a coordinated support plan in Scotland. Plans should take account of the views of the child, their parents, school staff and other relevant agencies. They should contain long- and short-term targets for the child to confidently achieve. Andrew H. According to a report by the World Economic Forum, in many industries and countries, the most indemand occupations or current specialties did not exist ten or even five years ago.
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The role of technology, meanwhile, is changing just as rapidly as our economies are. No longer a separate part of the curriculum and no longer used in prescribed ways, edtech can be used to break down the many barriers that SEN pupils often face. From assistive technology and adaptive learning to lesson content that enables easy differentiation, technology and effective practice is key for meeting the needs of all pupils, and for managing data, workload and assessment. But changes in the ways we teach, learn and consume information are combined with the rising importance of skills such as resilience, collaboration and problem-solving.
The value in coming together to explore these changes and share the ways in which schools are navigating them has never been higher. The specialist suppliers join over education suppliers, from global technology giants to exciting edtech start-ups. The opportunity to trial and test resources is perhaps one of the most valuable features of Bett, particularly when purchases need to demonstrate clear value to schools for whom budgets are under pressure.
One of the more organic benefits of time at the event meanwhile, is the opportunity to meet other education professionals. These opportunities enable visitors to find out more about the practicalities and realities of meeting the needs of all pupils — including those with SEN — and. The wide range of resources are complemented by inspirational content addressing the priorities, opportunities and challenges in education.
Topics range from meeting the needs of all pupils, being effective with budgets, managing teacher workload and dealing with recruitment and retention issues, to solutions that manage pupil progress and attainment and methods of creative teaching. Some of the key tech themes being explored will include the effective assessment of computing learning, demonstrating the value of tech to senior leadership teams, infrastructure and having the bandwidth and systems in place to support good tech in the classroom.
Underpinning it all is the belief that everyone has a role to play in transforming education, and that education should be accessible and exciting for each and every student. For more information, to find out more about the programme of content and to register for your free pass, visit: www. For the fulfilment of the standards for Qualified Teacher Status QTS , competency in teaching pupils with SEN and disabilities is specified, yet academic research has repeatedly shown that the quality of SEN input during initial teacher training ITT is poor, and as a result, newly qualified teachers NQTs do not feel confident in this aspect of their role.
It may be surprising to learn that no specific guidance is in place which stipulates the content, amount of coverage and nature of delivery of SEN input during teacher training. SEN content in training has changed very little in the last 35 years — a scenario which has been likened to a Groundhog Day. Despite SEN input. A poisoned chalice?
By assigning the SENCO a much more explicit role in leading and instructing others in schools it perhaps goes some way to admit that ITT does not fully prepare teachers for inclusive classrooms, as there is no other area of teaching where the need for additional instruction is required and stated. However, similarly to ITT, it was never specified how SENCOs would ensure they had the opportunity, time, resources and support from colleagues and senior management to train their colleagues.
It seemed to be implied that there would be no opposition or challenges to overcome. Yet influencing the practice of others is not an easy feat. Although policy intended that the SENCO position was that of a whole-school inclusive leader who operated with the support of those above them, and their colleagues, the reality is often a single practitioner, with sole responsibility, working in isolation. Competing demands It can be argued that, sadly, many teachers still do not recognise that they are responsible for students with SEN.
I believe that this can be sourced back to having a poor introduction to this aspect of teaching during the initial training phase. Lack of opportunity to discuss the theoretical underpinnings of inclusive education, either in training or when in post, could lead on to the development of negative or uninformed attitudes towards inclusion.
Furthermore, the very existence of the SENCO role and their departments could contribute to the view that teaching children with SEN is a specialist, separate job and therefore limited or no action by mainstream teachers is required. The creation of WWW. SEN departments, and the presence of other adults in the classroom such as teaching assistants, whose job it is to work specifically with individual children with SEN and disabilities, often by withdrawing them, could be seen to de-skill mainstream classroom teachers and send a confusing message about responsibility.
SENCOs are charged with the task of changing practice to be more inclusive, but may not have the authority to do so. However, initial findings show that this recommendation has not been taken up by schools. In a nasen study of SENCOs, only 33 per cent of secondary school respondents were on the senior leadership team.
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It is unsurprising that lack of status is cited by SENCOs as one of the key inhibitors to their performance. If a SENCO is not on the senior leadership team, what guarantees are there that colleagues will respond positively to the advice, instruction and feedback they are given, and what follow up procedures are in place to ensure accountability? Although the routes into teaching are now more varied than ever, what is not changing is the prevalence of children with SEN being taught in mainstream classrooms by often ill-equipped mainstream teachers, supported in an almost impossible task by the SENCO.
The SEN Code of Practice was informed by the general principle that schools should and could meet the needs of children, yet the training provision does not seem to have kept pace. This might become increasingly crucial if the role of training teachers is increasingly devolved to educational settings as a replacement for traditional higher education routes.
Influencing practice is specified in. Kate Sarginson is an experienced teacher and SENCO who has worked in specialist, mainstream, state and independent education. She has a Masters in Inclusive Education, is currently completing an MPhil in Education where she has researched the role of the SENCO in influencing practice and will be starting a new role as an assistant headteacher in January Why art therapy? Auriel Sarah Eagleton looks at what neuroscience has to say about the benefits of art therapy.
The importance of pride for a child who struggles to keep up at school and suffers low self-esteem, cannot be underestimated. Nor can the significance of feeling understood to a child who struggles with social relationships. Both of these experiences of art therapy are suggestive, not only of the curative potential of the arts but also of the importance of the relationship between therapist and child, supporting the unique and intimate processes of an evolving sense of self.
What is art therapy? Crucially, art therapy is about making art in the company of a masters level-trained arts therapist who can help to regulate difficult emotions, broaden perspective and work toward equipping the child with the tools they need to navigate life with increased confidence and resilience. Art therapy offers children a safe form of emotional expression and communication that is unrestricted by language and communication difficulties. Some art therapists work with the broad array of sensory materials available to the visual arts, such as paint, clay, pastels and collage.
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Whichever approach is taken, art therapy provides children with opportunities to explore different sensory materials and to express themselves. Art therapy for SEN Children with learning disabilities can struggle with low self-esteem, isolation and behavioural difficulties related to challenges they might face with communication, academic performance and feelings of not fitting in or not understanding social norms and expectations. For children struggling with such difficulties, art therapy offers a bridge between the child's inner world and the outside world, enabling them to express their inner turmoil in the company of a safe and regulating adult.