3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Unit aim This unit aims to provide members of the children and young people’s workforce with an understanding of the factors that can impact, both negatively and positively, on the outcomes and life chances of children and young people. It includes approaches to supporting positive outcomes including disability and specific requirements (additional needs). ‘active participation’ Learning outcomes 1. Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people 2. Understand how practitioners can make a positive difference in outcomes for children and young people 3. Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people 4. Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted ACTIVE PARTICIPATION ?.....What is it?... Assessment Criteria: Unit 030 (3.7): 2.3

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted What is active participation? Active participation means more than just inclusion – it is about being and feeling involved, enjoying the activity and anticipating future activities. While this is most often applied to children, it is easy to see how active participation could also be important to parents and staff too.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted We are all different Everyone has their own way of doing, remembering and learning things. Active participation ensures that whatever a person’s preferred method of involvement, there is a way for them to participate.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Explanation Imagine you are given written instructions on how to do something. If you are unable to read, you cannot participate. However if those same instructions were explained verbally – you automatically include those who can understand English but cannot read it. If the instructions are demonstrated – you now also include those who do not understand English.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Getting involved By providing a variety of ways to engage with the learning or events at the setting, you promote active participation. Consider then how you might arouse each child’s curiosity, attention and motivation, and how you scaffold their learning. Think about what interests a child, without using this as a reason to limit their experiences.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Recording achievements The principle of active participation also involves children recognising or recording their ideas, feelings, preferences and achievements in a way that is accessible and meaningful for them. For some, this may be writing a story or drawing a picture. It could also be achieved by making an audio or video recording. It could simply be a series of sticks with each one showing a face with a particular emotion that the child can hold up. Think of examples of how children take part in various activities at different levels?

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Think active when planning Practitioners who use observations of children will quickly come to know the needs and interests of each child in their care. Planning should take this knowledge into account and give careful thought to how each child can be included through active participation. Sharing this information with colleagues will also ensure continuity across the setting for that child.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted OutcomeWays in which I could help to achieve positive outcomes for children and young people through my practice Being healthy Staying safe Enjoying and achieving Making a positive contribution Achieving economic well- being Assessment Criteria: Unit 030: 2.1 Worksheet 3

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Not just children Adults also have preferred ways of communicating and getting involved. The concept of active participation can also be applied to these relationships: Parents might prefer you to talk to them about a forthcoming event rather than sending a letter. Staff might understand the principles of behaviour management better if they watch a film about it rather than listening to their line manager talk.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Case study A - Assessment Criteria: Unit 030, 2.2 Stavros is four and has cerebral palsy, which results in him having difficulty in controlling his movements. He stays at home with his mother and does not attend a nursery. His mother is a single parent and overprotective, not allowing others to look after him. However, she is displaying signs of stress and tiredness and the health visitor is concerned about her. She wants to provide support for Stavros and his mother but needs to do so in a way that is acceptable and appropriate to the situation.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Case study B Harry started to take drugs at the age of 14. He has been in and out of rehabilitation clinics for the past two years and has finally decided to make a fresh start. He wants to continue his education as he did not sit his GCSEs and to regain the trust of his peers, teachers and family. He is going to need support and help if he is to be successful in his resolve and new ambitions.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Case study C Eloise is two years old and her parents are deaf. It does not appear that Eloise has inherited her parents’ hearing problems but because they are not pronouncing words correctly when they talk to her, Eloise is not learning to speak effectively. This is a crucial stage in Eloise’s language development and help must be sought now if her speech is not to be affected adversely in the future.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Using the Case studies, source the services and record what they could offer to each person Explain the importance of designing services around the needs of children and young people. Assessment criteria 2.2

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Activity Look at the planning for an activity that you did last week. Evaluate the activity in terms of how it encouraged and enabled active participation. What would you do differently next time?

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Soci al mo del of disa bilit y Med ical mo del of disa bilit y Read the list of statements below and then place them into the boxes provided according to whether they relate to the social or medical model of disability. 1.Recognises that any problems of disability are created by society and its institutions. 2.Views disability as the problem. 3.Disability is a tragic incurable fact that leaves the sufferer with little chance of a normal life. 4.The Disability Discrimination Acts are tools to help to improve the response of society to disability. 5.A wheelchair user is not hampered by their disability but by lack of adequate access to buildings. 6.People should be cared for in institutions and may not be able to be independent. Social model of disabilityMedical model of disability Assessment Criteria: Unit 030 (3.7) – 3.3 How would these models impact on practice? ?

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Assessment criteria 2.4 (Ass 10) Looking at the four statements explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives. I hate school, hate teachers and don’t see the point in learning. Going out at night with my mates is great. We hang out in the park smoking and drinking cider. When we’re really bored we catapult stones at houses and run away. I can’t wait to get away from home. I’d rather live on the streets. I want to be a model when I grow up so I must stay thin and not eat very much. Assessment criteria 2.4 Looking at the four statements explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives.

3.7 Support positive outcomes © Laser Learning Limited 2010 under licence to Pearson Education Limited. Printing and photocopying permitted Assessment Criteria: Unit 030 – 4.1