Development of Children with Disabilities - Case Study Example

educaion and human development al Affiliation) Key words: communication, disabilities Introduction Evidently, children are a special part of the society and thus need to be protected and safeguarded. It is worth noting that a reasonable number of children are born with various disabilities. However, this paper focuses on the communication and speech aspect of children. In particular, it aims to discuss the relevance of early identification of speech, language and communication disabilities in this vulnerable group of the society. On that note, it is therefore mandatory to analyze a child’s rights on the looming effects of special educational needs and disability code of practice. Overview Incidentally, children with communication disabilities, in other words, speech, language and communication needs (SLCN), tend to make their families to reach out to a variety of agencies with the solemn aim of receiving special care or treatment. In fact, the common assessment framework, CAF, employed as a core area in the children matter was set up with the interest of the child at heart. Notably, this framework postulates that a change in programs pertaining to children was a crucial step that required being undertaken. Consequently, this required that a way in which any agency could point out and evaluate at the early stages, the children who may receive assistance from the agency (Gascoigne,2012). It is worth noting that, minimal attention has so far been paid to the manner in which the results from the practioners’ evaluation of children with more complex needs, for instance, an evaluation on the basis of social needs, health services and special educational needs (SEN) services. In actual fact, this is crucial since it is aimed at ensuring the best results for the child academically, health wise and social care subsequently as they become of age. It is worth noting that the present study was endorsed part of a program, DfES put in place to work within the Children, Young People and Families Directorate. In addition to that it also was to find new ways of linking up the various children evaluations with the SLCN. Apparently, the findings of this report championed the objective of innovating new techniques of addressing the importance of early evaluation, highlighting and the role to be played by the SLCN. However, it is worth noting that the research targeted individual between the ages of 0 to 29 years (Gascoigne, 2012). On the contrary, a number of terminologies have been used in this paper in a bid to test the research material and compile a list of the best evidence that is to be documented. Evidently, this new terminologies have a bearing on the analysis of the report documenting the findings from previous studies. Upholding the best interest of the child Apparently, this paper draws its basis children and the family act of 2014, chapter 6. This act postulates that In the provision of any type of assistance, the interest of the child with SLCN should be paramount. Notably, this is one of the main topics that are championed by this paper. On that note, this act serves to address some of the important burning issues which entails, whether or not the consent of the child was sort and given the attention it required, this is as per the UNCRC article 12. Furthermore, in accordance the same charter, in chapter 23, which stipulates that, a disabled child has the right to live a full and descent life. The right to health and education is also guaranteed as per article 24 and 28 respectively. The UNCRPD, article 24 also shares the same sentiments echoed by the article documented in the preceding statement. Moreover, a child with disability also enjoys the right to an education which enables them tap into their potential just like any other person as per article 29. On the other hand, in accordance to article 31, a disabled child enjoys the right to recreational activities and leisure just like any other child. Evidently, with so many parties involved in this, for instance, organisations and relevant adults, the best interest of the child should be upheld at all times. In addition, with the aid of the parents, children are to be nurtured till there are old enough to sustain themselves as per the UNCRC article 5. Therefore it follows that, the Special Education Code of Practice of 2001 which documents that there is a range of Special Educational Needs (SEN) and Learning Difficulties (LD) during the early years of Children and Young People (CYP). It is worth noting that with the diversity of SEN and LD of many children will span vastly into more than a single group. In fact, Spooner, (2013) asserts that each child should be regarded as an individual with a personal right, pattern of development, learning needs and or difficulties. Consequently, the UNCRC (Article 13) argues that engagement and consultation with children needs to be supported by accessible and age-appropriate information provision. However, no explicit requirement exists on the face of the Children and Families Act 2014 (c.6) for children’s best interests to be a primary consideration in decision-making about provision. On the contrary, drawing basis from the response taken from the children with SEN and learning disorders, grievances were advanced citing deficiencies in the necessary help required in the school and from other services. Notably, a similar situation is also observed for the case of children with SLCD (Gascoigne, 2012). Subsequently, this has been found to be a big hindrance to the education at the early stages of learning. However, support and aspiration have been found as some of the virtues that need to be integrated in a bid to aid the education of the children with special needs in a bid to ensure equity of all as required by the law. On the other hand, requirements for Education, Health and Care Plans (EHC) are deficient of new rights to high quality health care or social care for children with a plan as per articles 23 and 24. Similarly, article 23 of the UNCRC requires Local Authorities to avail assistance to disabled children ‘in a way conducive to the child’s achieving the fullest possible social integration and individual development’. Apparently, EHC plans loose significance to disabled children who do not have special educational needs, or children with SEN who then cease to have SEN. Speech, language and communication needs (SLCN) The element of communication is paramount when discussing issues pertaining to children with SLCN. Apparently, this group of people have a hard time communicating efficiently (Gascoigne, 2012). Perhaps, this can be attributed to the fact that they may not be understood, they fail to express themselves fully or they simply do not conform to the normal social rule of communicating. However, the nature of every child with this disability may vary from one to another and hence their needs may also evolve with time (Gascoigne, 2012).. The degree of difficulty in their aspects of speech may determine the kind of remedy that can be recommended.it is worth noting that this category is inclusive of the most vulnerable children, that is, this category need effective and efficient support in order to reach their potential. On the contrary, a number of factors can cause a child to have distorted communication, for instance: Environmental factors Genetic and medical factors Hearing problems or disability The learning of foreign language can also be a trigger for this disorder Stammering and stuttering Physical disabilities for instance, deformed organs most probably in the throat section where sound and speech is generated. Statistics on children disabilities with regard to the report 0f 2009 by ICAN: the cost to the country on children’s poor communication. Apparently, according to the report, a reasonable number of children in the nation have communication problems (Gascoigne,2012). The reports goes ahead to document that, approximately 50% of children in some parts of the country join school with distorted communication and language skills. Furthermore, the report also found out that, about 10% of children in the United Kingdom suffer from persistent SLCN which is inclusive of communication difficulties attributed to a more complex developmental issue. Moreover, the report goes ahead to suggests that about 6% of children suffer from a more particular language impairment that cannot be caused by sensory or learning disability. On that note, the problems are most likely to have a significant bearing on the child’s performance in school and also the social and emotional development of the child. Sensitization on the importance of communication in the life of a child Evidently, an overview of the services for children and young people in the 0 to 19 age group is adequately documented in the bercow report of 2008 (Durkin, 2012). In fact, the report championed the idea that children and young people require SLCN are crucial in every child’s potential to gain access and also a lot out of the academics and subsequently, out of life. However, the government’s role in all this is crucial since they are mandated with the task of safeguarding this particular vulnerable group. It is worth noting that, through a wide range of government initiatives, the improvement of the child’s needs is met (Durkin, 2012). On that note, this particular topic, was regarded as the National year speech in the year 2011 to 2012, thus showing that a positive stride has been made in this are by the government and also by the relevant authorities at the local level. In summation, the Bercow report can be summarized on the basis of the following themes; The idea that communication is crucial Early identification and intervention The joint effort played by the various stake holders Need to create an environment in which speech can be developed The need to create awareness on this particular area with the aid of the children’s workforce development council among others. Identification Apparently, SLCN is at times misinterpreted with literacy problems of children. In fact, about 90% of SLCN patients will to some extent possess some form of academic and literacy issues. On that note, a majority of children are at harm’s way of being excluded at learning institutions may at times have not being diagnosed with this condition (Durkin, 2012). Therefore, urgent intervention and identification is required in order to avert future long time consequences on the child or the young person for that matter. Notably, the intervention part is aimed at ensuring that the child gets the opportunity to tap into their potential and achieve their goal just like any other normal kid (Durkin, 2012). It is important to note that, the various services the child is exposed to serve as way that aids in the development of vital speech and communication skill and it is also by the use of this that we can be able to identify the children with special needs and offer adequate help to them where necessary. On that note a number, of mechanisms have been put in place to access the speech development of children as they grow, that is: The child health promotion programme Some schools offer a grant formula for this exercise The DCSF and the qualification and curriculum authority oversee teacher are equipped with skills for this purpose. An instance in which the government has aided the provision and improvement of children and the young people living with SLCN is seen in the better research programme. Apparently, this programme was aimed at responding to the findings and recommendation of the Bercow report. In addition, it also possesses evidence of the improvement of the service of this particular vulnerable group. Evidently, this research can be accounted as one of 10 publications reporting the results from individual BCRP projects. Consequently, this results in a series of other reports that championed the same theme. It is worth noting that, the main report is the BCRP overall. On that note, this consequent reports incorporate the findings and present implications for practice, research and policy from the BCRP as a whole (Lindsay et al., 2011). Degrees of support and intervention Notably, interventions are meant to signify particular activities aimed at enhancing oral language and consequently, the speech. Furthermore, this may be at times more or less than what a child can obtain in classroom setting (Lidsasay, 2011). Thus, the term program is used to refer to a standard way thought about such that the elements of this activity can be repeated on a number of occasions where applicable. On that thought, the degree of intervention can be classified into three broad categories: Universal intervention which is available to almost every child. Targeted is employed in the case where a specific group of children are identified with needs and provisions availed The specialist which is aimed at those persistent cases where the language and communication shows no signs of recovery. Implications for policy practice and research The policies postulated have managed to improve the terms of service and provisions with regard to the child living with disabilities. Evidently, the government has made numerous strides towards the ensuring that the children with special needs are able to achieve their potential (Lindsay,2011). On that note, the governments have been able to enact a number of acts and laws that have been able to manage the provision of services. However, it is worth noting that the implications of the research have been exhausted in the previous section of this text. In conclusion, the it is evident that the role of protection and safe guarding the needs of children with special needs starts with the individual, followed by the family and consequently the government as a whole. Work cited Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0-19) with speech, language and communication needs. Department for Children, Schools and Families, Nottingham Children and Families Act 2014 c.6 The Stationery Office, London Conti-Ramsden, G., St Clair, M. C., Pickles, A., & Durkin, K. (2012). Developmental trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment: from childhood to adolescence. Journal of Speech, Language, and Hearing Research, 55(6), 1716-1735 DfE. (2012a). Support and aspiration: A new approach to special educational needs and disability–Progress and next steps Department for Education (DfE) (2012b) School Funding Reform: Arrangements for 2013–14 Gascoigne MT (ed). (2012) Better communication – shaping speech, language and communication services for children and young people. London: RCSLT Gascoigne Hartshorne, M. (2009). The cost to the Nation of Childrens Poor communication. I CAN, London Lindsay, G., Dockrell, J., Desforges, M., Law, J., & Peacey, N. (2010). Meeting the needs of children and young people with speech, language and communication difficulties. International Journal of Language & Communication Disorders, 45(4), 448-460 Lindsay, G., Dockrell, J.E., Law, J., & Roulstone, S. (2011) Better communication research programme 2nd interim report. DFE-RR 172. London: DfE Pugh, G., & Duffy, B. (Eds.). (2013). Contemporary issues in the early years. Sage. SEND CoP, DfE/DoH 2014 6.28. Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities Spooner, W. (2013). The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants. Routledge. United Nations Convention on the Rights of the Child UNCRC, 1989 (article 31)  UNICEF, London Read More