1. Working with Parents of Children with SEN(D)

2. Foreword (from Special educational needs and disability A guide for parents and carers -August 2014 ) Like any parent, I want the best for my child. Every parent should expect people who provide support for their children to make sure that support is the best it can possibly be. And every child and young person has the right to expect a good education, and the support they need to become independent adults and succeed in life. The system for supporting children and young people with special educational needs and disabilities is changing. For far too long, many families have had to fight for the support they need. That has to stop. I want to see a system where families are at the heart of things. A system where decisions taken by those who provide support for children and young people with special educational needs and disabilities really do put those children and young people first. The most important people in any child or young person’s life are their parents. You know your children best of all. What you as parents think, feel and say is important. You should be listened to and you need to be fully involved in decisions that affect your children. That’s what the new system is all about. I hope you find this guide useful as an introduction to the new system. It won’t answer all your questions, but where it can’t, it points you to where you can go for more help. Working together – national government, voluntary organisations, local services, parents, children and young people – we really can make a difference. It’s the least our children and young people deserve. EDWARD TIMPSON Parliamentary Under-Secretary of State for Children and Families

3. Article 39 (Rehabilitation of child victims): Children who have been neglected, abused or exploited should receive special help to physically and psychologically recover and reintegrate into society. Particular attention should be paid to restoring the health, self-respect and dignity of the child. Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people. Children have a particular responsibility to respect the rights their parents, and education should aim to develop respect for the values and culture of their parents. From Unicef’s summary of rights under the Convention on the Rights of the Child Introduced 1989 - last UK Government Report to the UN committee was made on on 23 May 2014. The latest Code of Practice fits into this really well!! Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care and support, as well as all the rights in the Convention, so that they can live full and independent lives.

6. I have a long term need – it may be complex or it may be pretty straightforward But they are my needs, so count me in! What’s in my box? I’m sure it can’t all be bad. Yeah! I have couple of problems but I’m still me and I want to grow up to be my own person. It’s ok to be me!

7. Working Together at Glebelands What are Special Needs and Disabilities? How will you help me? I have a medical condition. I have sensory needs. My behaviour is difficult. I’m finding it hard to communicateI’m finding it hard to communicate. I’m finding it hard to learn to read. Where can my family find extra help? I am a Glebelands Person – we are all unique. (Click on a box to find more information) I don’t understand what you’re sayingI don’t understand what you’re saying. I have lots of needs and they all come together to make things tricky for me. I worry too much. I have mobility problemsI have mobility problems. I can’t do writing. I can’t see / hear well. I can’t concentrateI can’t concentrate. I can’t deal with numbers. I think I’m rubbish at everything! I can’t remember. I’m angry.I’m clumsyI’m clumsy. My fingers don’t work properly.

8. The Fact File The files are personalised between the child and the TA so that ownership is recognised. The basic contents are: All about me My Team My Friends My interests Things I need every day Information about me and advice from my team What happens on a good day? What makes a bad day happen? Progress towards my long term objectives My Physiotherapy Programme (if needed) Things to Celebrate *Anything else that the child wants to add

9. What has my fact file done for me? Medical info handy.Emergency protocol handy. Charts my progress in real terms not numbers. Helps me to talk about my family. Helps me to remember my team. Gives mum and dad a book about my life in school every year. Gives me great pleasure to share the photos. Helps me to tell everyone how I’m doing at my review. Tells new people how to help me.

10. Assertive mentoring and children with SEN

11. By the age of twenty-five, will all of our young people be in control of their own lives? I was in control of mine… were you?