| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | Unit 3 Children with Special Educational Needs and Disabilities (SEND) (A/651/1392) |
Unit 3 Children with Special Educational Needs and Disabilities (SEND) Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6 NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | A/651/1392 |
| Unit Title | Children with special educational needs and disabilities (SEND) |
| Unit Number (WF) | 03 |
| Unit Level | 3 |
| Unit credit value: | 7 |
| GLH | 67 GLH (includes 25 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit explores legislation and guidance to support the increasing awareness and confidence of the early years educator to support babies, children and their families when facilitating nurturing environments for babies and children with special educational needs and disabilities (SEND).
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND) | 1.1 Identify legislation, statutory and non-statutory frameworks and guidance for provision in early years, including for children and young people with special educational needs and disabilities |
1.2 Understand that there are four general areas of need, and how to balance these against a detailed understanding of an individual baby or child’s needs:
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| 1.3 Summarise the implications of legislation and guidance for practice in an early years setting to appreciate the legal rights of each individual child according to their current and future needs | |
1.4 Describe the following features of effective practice for babies and children with SEND:
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| 2. Understand that there are appropriate strategies for supporting a baby or child with SEND | 2.1 Explain inclusive practice in an early years setting |
| 2.2 Explain how a delay in a baby’s or child’s learning and development does not necessarily indicate a special educational need or disability and may be due to a gap in their knowledge and understanding | |
| 2.3 Describe how scaffolded learning strategies and the design of flexible, adaptive daily routines and expectations can help babies and children to progress and overcome perceived delay in learning and development | |
| 2.4 Explain that changes in behaviour are not necessarily a sign that a baby or child has SEND | |
| 3. Understand that there are specialist aids, resources, and equipment available to support babies and children with SEND | 3.1 Identify a range of specialist aids, resources and equipment available to support babies and children with SEND |
| 3.2 Summarise the role of the early years special needs coordinator (SENDCo) | |
| 4. Be able to explain and apply the early years foundation stage (EYFS) statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach | 4.1 Reflect on how policy and procedure in an early years setting adheres to the EYFS statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach |
| 4.2 Advocate for children’s individual learning, considering their current development and uniqueness, including those with SEND and English as an additional language (EAL) | |
| 4.3 Create an effective and supportive emotional environment that enables the child to feel safe, secure and respected, and to experience a sense of wellbeing, maintaining and prioritising the individual child’s voice | |
| 5. Be able to work effectively in partnership with others (or alongside colleagues), including parents and carers, to promote and implement appropriate strategies for supporting the progress of babies and children with SEND | 5.1 Reflect on policy and procedure in an early years setting to describe ways to work effectively in partnership with others, including parents and carers, to identify, help, promote and implement appropriate strategies for supporting the progress of babies and children with SEND |
| 5.2 Explain the importance of own professional skills and behaviour when liaising with parents/carers of children with SEND | |
| 6. Be able to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers, including the initial assessment, implementation, and ongoing review | 6.1 Explain how to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers in an early years setting, to include:
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| 6.2 Explain the importance of carrying out a child’s care plan in a sensitive and respectful manner | |
| 7. Be able to promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND | 7.1 Facilitate an environment that meets the individual needs of children in an early years setting |
| 7.2 Discuss how the setting supports babies and children to develop a positive sense of their own identity and culture, valuing race, religion and belief systems | |
| 7.3 Create an effective and supportive emotional environment that enables all children to feel safe, secure and respected, and to experience a sense of wellbeing | |
| 7.4 Promote and encourage a working environment that values and respects the maintenance and prioritisation of the individual developmental needs and stages of babies and children with SEND, whilst valuing and respecting the child’s voice | |
| 7.5 Model inclusive practice to ensure children have equal access to opportunities to learn, develop, and reach their potential | |
| 8. Be able to use specialist aids, resources and equipment available to support babies and children with SEND | 8.1 Use specialist aids, resources and equipment available to support babies and children with SEND (simulation and reflection as appropriate) |
| 9. Be able to analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development | 9.1 Support babies and children to develop a positive sense of their own identity and culture |
| 9.2 Promote equality of opportunity in the education and care of all children in early years provision, including children with SEND | |
| 9.3 Reflect on effective strategies in an early years setting to know how to identify, help and work appropriately with others to provide children and babies with any additional support they may need |
Range
| 1. Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND) |
| 1.1 Legislation, statutory and non-statutory frameworks and guidance
To include SEND code of practice and, where relevant, The Equality Act 2010. |
| 2. Understand that there are appropriate strategies for supporting a baby or child with SEND |
| 2.1 Inclusive
Learners must understand that all children are entitled to a quality education, one that is appropriate to their unique needs, promotes high standards and the fulfilment of potential. |
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