Understanding special needs

1. Understanding special needs Resources and equipment 24th January 2011

2. Benefits and entitlements

3. Advocacy

4. Advocacy • Official definition – including services in which the interests of a person seeking a social service are represented in getting entitlements to such service but does not include legal representation • Easier definition – speaking on behalf of a person or empowering that person to speak for themselves – tries to redress the imbalance of power within society • Comhairle has some ongoing projects in this area • Traditionally mainly associated with adults

5. Types of advocacy • Self advocacy – where the individual speaks up for his or her rights • Citizen advocacy – where one advocates for another voluntarily • Peer advocacy – where advocacy is provided to persons with mental health difficulties • Collective advocacy – where self- advocates unite to speak up for their rights • Family advocacy – where a family member advocates for a person with a disability • Professional advocacy – where advocacy is provided by an expert (e.g. legal professional)

6. The goals of advocacy • To safeguard the rights of vulnerable citizens • To empower these citizens • It promotes social inclusion and heightens awareness across wider society to the obstacles faced by people with disabilities • Advocacy allows for all voices and opinions to be considered when services and policies are developed

7. Advocacy in Ireland • Not enshrined in legislation until Advocacy amendment Act 2004 • Associations linked with advocacy include • Irish Advocacy Network • Comhairle • The Disability Federation of Ireland • The Forum of People with Disabilities

8. Advocacy for children • Movement for child advocacy started in USA in the 1960’s • In the UK it is enshrined in their children’s legislation • Children with special needs are those least likely to speak up for themselves and their rights • Therefore will need an adult to act as advocate, interpreting and facilitating for them • An advocate will listen, interpret, liaise, negotiate to secure children’s rights

9. Advocacy for children continued.. • This advocate could be a parent or someone else • A parent may need empowering to do this • Where a child’s needs appear to be overruled or ignored and advocate can help the parent gain information and support

10. When advocacy is helpful • When parents have insufficient knowledge of English to make themselves understood • When parents lack knowledge about services and resources available to their child and family • When professionals will not listen to the child or parents

11. Some questions…. • Who might act as an advocate on behalf of a child with special needs? • Why might the parents of a child with special needs require an advocate?

12. Aids and appliancesEquipment

13. General issues • Caring for a child with a disability can be very challenging for parents and carers • It can involve activities such as • Dressing • Undressing • Lifting/moving • Bathing • Feeding etc.

14. General issues • Dressing/undressing a child who has severe limb contractures or muscle spasms can be very difficult and it may cause back/neck problems for parents/carers • Loose fitting clothing may be recommended to ease this activity

15. General issues • Families/carers need to seek the best and most suitable equipment available to support the child in maximising their full potential and to minimise the risk of developing further deformities/difficulties.. • Child must be assessed by most appropriate professionals and appropriate equipment recommended. The equipment must be suitable for the home, pre-school, school etc • The child’s equipment needs must be reviewed regularly and changed as necessary

16. Lifting and handling • Ensure the child’s comfort and safety at all times • Explain to the child what you are going to do as the child may be nervous or frightened if they do not know what is happening • Do not lift on your own – seek help unless the child is very small • Adhere to safety regulations as advised in lifting and handling training

17. Aids and appliances • There is a great range of equipment available to assist people with disabilities in carrying out many activities that otherwise prove difficult for them • Feeding aids • Mobility aids • Sensory aids • Communication aids Etc.

18. Aids and appliances • Information about specific equipment can be obtained from the manufacturer or the local Physio or OT • Equipment can be bought new, second hand or can be trialled for short periods and in some cases then hired • In some cases, depending on the disability and the local budgetary situation, it may be bought by the Health Board

19. Special equipment • Modern computerised equipment is increasingly used to help children with special needs • Some equipment is fairly technical and parents, carers, teachers and children them selves need help to understand how they work • One-to-one demonstrations, advice, information booklets, programmes plus training videos may be necessary for the more sophisticated equipment

20. Equipment continued • For every piece of equipment a child in your care uses ask yourself: • How dependant is the child on it • What could go wrong with it and how would the child be affected if it failed in some way • How accessible is 24 hour emergency back up support and advice if there is a problem with it • How must it be stored/maintained (check manufacturers instructions)

21. Equipment continued • There are less complicated aids e.g. walking frames, hearing aids • Other children may be curious about these • Talk to them about the different aids, how they are used and cared for • Let them try one out with permission to help demystify them “By helping children to understand the specific technology on which they depend, you are encouraging them to be independent and take control of a part of their life.” Dale and O’Donovan (2002)

22. Mobility aids • Mobility aids assist movement e.g. • Wheelchairs • Walking aid • Rolator • Hoist • Grab rails • Stick • Crutch

23. Swimming aids • These are a form of mobility aid e.g. • Arm bands • Neck support • Life jacket • Floats

24. Bathing • There is a range of aids available to assist bathing and showering e.g. • Hoists • Bath cradles • High/low baths • Shower trolleys • Shower chairs • Non-slip mats

25. Feeding aids • Plate surrounds • Easy grip cutlery • Straw – some are specialised • Feeding beaker • Non-slip mats • Two handle cups • Special teats • Special spoons

26. Communication aids (AAC) • Low tech • Communication board/book • Symbol • Picture • Sign language e.g.lamh, makaton, BSL etc. • High tech • Big macs • Alpha talker • Liberator • Voice synthesizers

27. Sensory aids • Hearing aids – various • Braille • Talking watch • Guide dogs • Hearing dogs • Vibrating alarm clock • Audio tapes

28. Using equipment • The cost of purchasing and storing equipment is considerable • It is important that the child is assessed properly and receives the best equipment at the most appropriate time for child • The child, if appropriate, can be given explanations on how the equipment works and how to care for it. • Parents/carers and others need to be aware of how to get the most out of all the equipment that the child has • Adhere to correct standards

29. Maintaining equipment • Care should be taken to maintain the equipment • Always ensure equipment is in good working order before using it – broken equipment is dangerous • Report any problems to the appropriate person or fix it, replace it. • Equipment should be stored safely and kept clean

30. Storing equipment Points to be considered • Never block the exits • Store neatly to avoid the slips, trips and falls • Ensure necessary items are charged ready for use • Remove/destroy/write off any outdated equipment

31. National Disability Resource Centre 44 North Great George St, Dublin 01 874 7503 www.codicom.ie www.glencar.ie – 01 846 0435 www.tools-for-living.co.uk Useful contacts addresses

32. “For most of us technology makes things easier, for people with disabilities it makes things possible.”

33. Education for persons with special educational needs Act 2004

34. Aims of the act To make further provision for the education of people with special educational needs To provide that their education takes place, as far as is possible, in an inclusive environment To provide that they have the same right as everyone else to avail of, and benefit from, appropriate education

35. Aims continued To help children with special educational needs to leave school with skills necessary to participate, to the level of their capacity, in an inclusive way in the social and economic activities of society and to live independent and fulfilled lives To provide for the greater involvement of parents of children with special educational needs in relation to the education of their children

36. Aims continued To establish the National Council for Special Education To confer certain functions on the HSE in relation to the education of people with special educational needs To establish an independent appeals system – the Special Education Appeals Board

37. Resources in school

38. National council for education Statutory body set up in Jan 2004 Network of special educational needs organisers – Research and advisory role Since Jan 2005 has taken over from Dept of Education and Science for the processing of applications for resources for children with disabilities who have special educational needs

39. National Council for Special Education Main functions Plan and co-ordinate provision of education and support services to children with SEN Conducts research Advises the Minister in relation to special education matters

40. Role of the SENO • Allocation of resources to schools • Teaching • SNA • Transport • Special equipment • Establishing special classes • Co-ordination of local service delivery • Provide information to schools and parents • SENO’s do not assess children

41. Pre-school Education There is a right to certain health services which are related to education Psychology Speech and language therapy Small number of special pre-school class units for children with ASD attached to primary schools Pre-school support workers – via HSE

42. Primary education Responsibility of Dept of Education and Science Psychological assessments carried out by NEPS or approved private assessors Response to child’s assessed needs may be provided in special dedicated schools, in special dedicated classes attached to ordinary schools or on an integrated basis in ordinary schools The policy is to have integrated education as far as possible Right to free education up to 18 years HSE is responsible for providing SLT

43. Learning Support teachers Guidelines issued to all primary schools for identifying and selecting children for supplementary teaching Psychological assessment does not occur until efforts have been made by the class teacher and the learning support teacher to address the child’s problems

44. Resource teachers and SNA’s Following psychological assessment by NEPS or private assessor New system of weighted allocation of resources for all primary schools to cater for pupils with higher incidence SEN (i.e. borderline mild and mild learning disability and specific learning disability and those with learning support needs (i.e. functioning at or below 10th percentile on a standardized test for reading and/or maths)

45. Resource teachers and SNA’s Allows for individual allocations in respect of pupils with lower incidence SEN NCSE looks after applications for resources Children who do not meet the criteria but who do have a specific learning disability may be looked after by the learning support teacher and/or the class teacher

46. Special classes and special schools Max pupil teacher ratio of 8:1 SNA support provided where required Schools get extra money for the child plus for equipment Special school transport system, including an escort service Children may transfer from special schools and classes but will need a review assessment

47. Visiting teacher service For children with a visual impairment and for children who are deaf or have a hearing impairment Each teacher responsible for a particular region Links with all relevant people Available form when disability is diagnosed through third level education Referral via dept of education and science

48. Home tuition Provided for children who are unable to attend school because of a serious medical condition or for children who are waiting to be allocated a school place May also be provided during the month of July for children with ASD and children with severe and profound learning disability who have specific needs Lengthy and complex process to be assessed as suitable for home tuition

49. NEPS Est. in 1999 for primary and secondary schools 4 main strands of work: Casework with individual children Consultation and support for teachers and parents Project work in schools Promotion of mental health in schools

50. Secondary education Mainstream secondary education Special classes Special schools Funding available for technology needs of individual students Resource teaching posts, SNA’s and additional teaching hours are allocated to secondary schools to cater for special needs pupils. Each case is considered on its merit