1.6 Describe the key features of different styles of person-centred planning and the contexts in which they are most useful? The client is at the centre of the care: this requires having a meeting with the client and listening about what they’d like to do and what they don’t like. This means that the client is at the centre of attention in there care plan. Family members and friends input: this is taking information of their family and friends and using it in a care plan this can be helpful to know more about their cultures and life before entering the home. Person centred planning shows you what important to that person and how its best to support them now and in the
The current framework is the EYFS (Early Years Foundation Stage) which states that working with parents and other professional is essential and has an impact on a practitioners practice. The parents know their child the best therefore it is important to communicate with them in order to find out the child’s interest and dislikes. As he EYFS states in the article 3.68, “Providers must maintain records and obtain and share information to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met.”- EYFS 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf This part of the EYFS means that failing to communicate and sharing information means that the child’s needs will not be met. The EYFS was updated to add more attention on working with parents and other professionals in order to meet every child’s needs. It is important to share the ongoing observations made by the key person of the child and tracking so the
S.2.4 allows for the SW to actively support the parents in making change to their current situation. In deciding to follow the supervisor’s interventions, the SW would have the opportunity to work in collaboration with DYP and introduce conditions to the family in a manner that respects the limitations of their IDDs and meets family led
Speech, language and communication can be supported through play and activities in a number of different ways, children/young people need the opportunity to express themselves using language. It is important to help them develop language skills and to help them use language effectively. It is essential to listen to what is being said and respond appropriately. It is important to be aware of any additional needs, and if English is a second language. You need to consider using a language they can understand.
Parents may find information about joining the local advisory council by meeting with a school administrator or the GATE coordinator. Topics at advisory council meetings may include information on the identification, ALPs, different programming options, and addressing social emotional issues common to gifted children as well as continued program information. By being involved on the advisory council, parents are able to be more involved and give their input on different topics relevant to their child and from a parent’s perspective. Parents are able to give feedback on specific things that work well for their child or things that may need to be improved or changed in order to meet students’ needs more effectively. In order to best enhance the education of every gifted child, efforts are made to ensure that parents selected to act on the advisory committee represent the true demographic of the student population.
Furthermore, reframing the problem to show the love that each member have for each other and the desire to please the other can hopefully minimize the tension. The ultimate goal is to open the line of communication for the family with hopes they can listen and understand the different perspectives each of them present. Reference: Gerhart,
It is very important to measure outcomes and goals and track progress made or not made. And finally, in the scope of practice for an SLP educating family and caregivers on the nature of the individual’s deficits so they can understand how to communicate
Teachers often have similar concerns as parents and welcome the opportunity to discuss them. Get it in writing. When possible obtain written documentation from teachers, administrators, or other professionals working with your child describing any behavioral or academic concerns they may have. Know your rights. Play an active role in preparing your child 's IEP or Section 504 plan.
Carr (1995; Rushton and Suter, 2012) mentioned that education and training are part of the world, and grasp the complexities and deal with the challenges, teachers should be encouraged to critically reflect on their learning and practice. Every definition of the reflective practice contained their own meaning but, they have the same purpose which is to have the understanding of the past, present and future. It is very important to be implementing for the practitioner to know better about the children. The practitioner also might have met different frameworks for reflection that they can choose to use in their own reflective activities (Jasper, 2013). This shows that with reflective practice, they will be functioning as reflective practitioners in the entire context which they
It is also important to be sensitive to the reactions of parents and help them see the value of professional development by involving them in professional development planning that is linked to improved techniques of education. Guardians should be kept notified of the professional time as it relates to their pupil’s