Understanding special needs

Resources and equipment24th January 2011

Benefits and entitlements

Advocacy

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

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)

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

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

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

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

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

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?

Aids and appliancesEquipment

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.

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

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

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

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 aidsEtc.

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

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

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)

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)

Mobility aids

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

Swimming aids

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

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

Feeding aids

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

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

Sensory aids

Hearing aids – various Braille Talking watch Guide dogs Hearing dogs Vibrating alarm clock Audio tapes

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

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

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

Useful contacts addresses

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-livin

g.co.uk

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

Education for persons with special educational needs Act 2004

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

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

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

Resources in school

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

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

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

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

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

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

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)

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

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

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

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

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

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

Third level

Apply via CAO Some institutions reserve a number

of places for students with disabilities

Disability liaison officers Grants as per any other student but

there is a special fund for 3rd level students with disabilities administered by DOES

Special schools in the area

Holy Family School Darley School – hearing impaired Language classes Special classes Autism units Private pre-schools/schools