1. UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE
Unit 030

2. Outcome 3
Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people.

3. 1.Explain the potential impact of disability on the outcomes and life chances of children and young people.

4. Disability has the potential to cause negative effects on children’s life chances, including:
Physical impairments and chronic medical conditions may compromise children’s healthy development and disrupt their educational experiences.
If adults focus on what is ‘wrong’ with the child and what they can’t do, rather than on what they can do and are already achieving, and their potential to develop, learn and progress, disabled children’s emotional well-being may be affected by poor self-esteem.

5. Learning difficulties or difficulties with emotional or social development may hamper children’s all-round progress.
Families with a disabled child often experience financial difficulties which may restrict children’s opportunities in life – not only of the disabled child but also of their siblings – and relationships within families may be destabilised by the stresses of caring for a disabled child.

6. 2. Explain the importance of positive attitudes towards disability and specific requirements.

7. It is unhelpful to talk about disabled children as having ‘special needs’ since their needs are the same as those of other children. It may be necessary for us to go about meeting their needs in different ways, recognising that they have specific or additional requirements.

8. Media stories about disabled people often present them as ‘tragic’ victims to be pitied, and it is often assumed that disabled people will be helpless and dependent. Seeing disabled people in this way undermines the concept of disabled people as individuals who deserve respect for what they are capable of achieving.

9. Low expectations about the potential of a disabled child, or being over-protective of them, can limit what they achieve. You should always keep a balance between being realistic about the limitations that a child’s impairments may cause, while at the same time having high expectations for their progress and achievements.

10. If practitioners have positive attitudes about their capacity to provide for disabled children’s requirements, and are ready to learn new skills such as sign language or using the Makaton system, the children have greater opportunities for making developmental progress.

11. 3. Explain the social and medical models of disability and the impact of each on practice.

12. Social model
This model draws on the idea that it is society that disables people, through designing everything to meet the needs of the majority of people who are not disabled. There is a recognition within the social model that there is a great deal that society can do to reduce, and ultimately remove, some of these disabling barriers, and that this task is the responsibility of society, rather than the disabled person.

13. Medical model
The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual affected.

14. Question
If a wheelchair using student is unable to get into a building because of some steps
What would be the:
social model’s
b) medical model’s

15. Answer
The medical model of disability would suggest that this is because of the wheelchair, rather than the steps.
The social model of disability, in contrast, would see the steps as the disabling barrier.

16. Activity
Which model do you follow at your setting?
Give examples of how you implement this at your setting.

17. Finding ways to adjust the physical environment in your setting.
Providing or adapting resources.
Organising routines and the way you work in a different way.
NOT MAKING ASSUMPTIONS ABOUT WHAT A CHILD CAN DO, OR MAY BE ABLE TO ACHIEVE.

18. 4. Explain the different types of support that are available for disabled children and young people and those with specific requirements.
Additional Guidance
Speech and language therapy
Support from health professionals additional learning support
Assistive technology
Specialised services

19. Speech and language therapy
Speech and Language Therapists assess children’s communication and sometimes eating and drinking, and then work with families and other services to help them improve the child’s skills or opportunities for communication and eating.

20. Support from Health Professionals Additional Learning Support
Physiotherapists have an important role in assisting the development of gross motor skills
Occupational therapists in the development of fine motor skills and coordination
Mental health professionals can advise on the promotion of good mental health through the development of emotional security, self- confidence and self-esteem and through bonding to primary caregivers.

21. Assistive technology
Hearing aids and amplification devices that enable hearing-impaired students to hear what's going on in the classroom;
Glare-reduction screens, screen magnifiers, and Braille note-taking devices that enable visually impaired students to participate more fully;
Voice-recognition software that turns the spoken word into type on a computer screen so students unable to move their limbs can take part; and
Technologies that enable severely disabled students to control their computers simply by following letters and commands on the computer screen with their eyes.

22. Specialised services
Practical assistance in the home, like help with the personal care of your child, for example help with getting in and out of bed
Equipment for a recreational need, like a TV, radio or computer
Leisure facilities (this could mean outings or a placement at a day centre)
Education facilities (this could mean home- based education or funding for the personal care requirements of students so they can study)

23. Travel and other assistance, like travel to and from a day centre
Home adaptations and disabled facilities, for example fitting handrails or hoists
Holidays
Telephone equipment

24. Outcome 4
Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people.

25. 1. Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people.

26. Equality – opportunities to develop and learn, while their physical and emotional safety and well-being are protected. Inclusion – access to appropriate settings and the experiences they offer Diversity – acknowledgement of and respect for their individuality

27. 2. Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes.

28. Flying Start – targeted 0-3 year olds in the most disadvantaged communities in Wales.
Free quality part-time childcare for 2-3 year olds
An enhanced health visiting service
Access to parenting programmes
Access to language and play sessions

29. Healthy Schools Programme
The 7 Health Topics :
Food and Fitness
Substance Use and Misuse
Hygiene
Environment
Personal Development and Relationships (including SRE)
Emotional Health
Safety