A school education can give our children so much, both educationally and socially. Many children love attending school….for the learning, for their friends, because they love achieving…and many parents love saying goodbye to their children at the start of the school day, knowing they will come back tired but a little bit more knowledgeable.
However, for many pupils and parents, school is more of a challenge. Some may be struggling and this can lead to behavioural problems, anxiety or a pupil simply not achieving their best. Developing good working relationships with your child’s school and helping them get to know your child better is vital if you want to deliver the best possible outcomes for your child.
In this course you will learn how to build a positive and constructive relationship with your child’s school.
1. The role of the teacher
2. How schools work
3. What a school needs to know about your child and family
4. How to communicate effectively and clearly with your child’s school
The terminology around people with disabilities differs worldwide and is constantly being reviewed and updated. For example, the term “persons with determination” is used in the United Arab Emirates; in England, the term Special Educational Needs and Disabilities or SEND is used; In Scotland, the term “Special Educational Needs” was changed to “Additional Support Needs” (ASN); in Mexico, the National Education System uses “Special Educational Needs”.
In this toolkit we use two key terms: “Special Educational Needs and Disabilities” or “SEND” as general terms to represent all people to describe adults and children with learning difficulties or disabilities as it seems to be the most commonly used term globally. However, some people argue that talking about ‘special’ needs means people feel they are having to do something extra or different. We agree, so we are also using ‘Specific Needs’ as it removes that impression, let’s be honest, everyone has specific needs! Over time, we will be adopting ‘specific needs’ in place of SEND.
Different countries also have different definitions of what disability and learning difficulties are, so ‘special needs’ in one country may not be the same as ‘special needs’ in another. The criteria for diagnosis and evaluation also differs widely, as does the level of support you can expect to receive. We think that using ‘specific needs’ makes it easier to talk about the issues involved.
After this course…
Following this course, additional help is available at wecanaccess.com.