Role of Special Education Needs Coordinator (SENCo)

The report discusses the various duties performed by a SENCo to promote teacher development and manage special educational needs. It also highlights the importance of effective strategies in schools to manage diseases such as allergy, asthma, and diabetes. The document concludes that SENCos play a crucial role in identifying student strengths and weaknesses, enabling teachers to take action to overcome problems.

Unit 2- Special Education
Needs

Table of Contents
INTRODUCTION...........................................................................................................................1
1. Responsibilities of teachers and management team regarding SEN.......................................1
2. Role of SENCo and their duties..............................................................................................1
3. Strategies used to support language difficulties......................................................................2
4. Presenting how external agencies support speech and language............................................3
5. Meaning of dyslexia................................................................................................................3
6. Strategy used to support cognition and learning difficulties...................................................4
7. Presenting types of behaviour for Behavioural, Emotional and social disorder.....................4
8. Presenting 5 tips for managing BESD....................................................................................5
9. Presenting ways to manage disease.........................................................................................5
10. Management to fulfil the needs of pupil...............................................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Schools not only offer education to their students but they also determine the special
education needs such as difficulties in learning or speech. The report also describe the
importance of SEN in the schools and present the responsibilities of teachers and SENCo. Report
further describe some strategy that also help to overcome the problem of language and speech. It
describes the types of behavioural, emotional and social disorder and also suggest ways to mange
this into the working area.
1. Responsibilities of teachers and management team regarding SEN
The teachers as well as management team has a responsibility to manage entire work
regarding the aspect of school's work that also includes provision for children with their special
education need. Teachers are also responsible as well as accountable for the progress and
development of their pupils that also support from specialist staff. Further only the class teacher
is responsible for working with the progress of child and even if the child is found any
intervention then it is the duty of a teacher to manage such. If the teacher are working with
specialist staff they all have to make plan and also assess the impact in order to support the
people for their future development (Kauffman and et.al., 2018).
It is the responsibility of teachers that they should revise the support in a light of pupil's
progress and their development and they are the only one who can change to support and consult
for the outcomes with their parents. For the growth of their children, teacher of the schools
should have to identify different patterns in the identification of Special Educational Needs. If
the teachers faces any difficulties regarding the children development progress then they can
consult with other professionals in assessment, problem solving and the effective implementation
of support. Hence, it has been cleared that the roles and responsibilities of teachers as well as
management team is crucial and they all take some action for the welfare of their children's
progress.
2. Role of SENCo and their duties
Special Education Need Coordinator is a person who have overall responsibilities in
order to make sure that the coordination for all learner with SEN in a school is undertaken. The
main role of SENCo is to develop some plan for their professional development and lead,
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support their colleague. SENCo also oversee the records and make sure that whatever the
information is provides is relevant to the person or not. They also advising their colleague and
train their staff members for their further development. If the teacher is not performing their duty
is better way then it is the responsibility of SENCo to ensure the liaison with parents and other
professionals (Dyson, 2018). Moreover, it is the duty of the SENCo to keep involve parents in
the developing and implementing some joint learning approach at home as well as in schools too.
SENCo is also supports the schools and keep monitoring the impacts of many
involvements and also takes some outcomes for the learners as they provide bulk of information
to their students. The coordinator also manages large amount of information about learners and
share their experience in order to face some difficulties so that they all make their contribution
for the school as well as children development. Apart from this, SENCo have sufficient time and
resource to take their responsibilities in effective manner and also include time away from
teaching.
3. Strategies used to support language difficulties
Speaking and listening also affect the area of learning but to overcome from such
problem, SENCo also develop some strategy which are as follows:
 Pupils have to seat with SLCN away from the distraction so that they can easily see the
faces while speaking.
 By seeing facial expression can also help to support the language difficulties and can see
some video clips as an example to overcome the problem (Ford, Mongon and Whelan,
2018).
 By introducing the system of Makaton which is a signing system. By establish class
routine and it is the duty of the teacher to explain the term in careful manner regarding
some changes.
 Praising and giving reward to the good speaker is another strategy and they should focus
on the skills at particular times. Because it has been analysed that provide reward system
to their pupils is the best strategy for motivating the people to speak well.
 To overcome the problem of language difficulties, it is quite necessary to encourage
pupils to ask each other regarding help and explanation when they may not understand
something. Praising is another technique to support them to overcome the problem of
language difficulties.
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 If children do not understand, then school has to develop a system for asking for a help
such as to display some Special Card if the child do not understand (Howe, Boelé and
Miramontes, 2018). If the classroom environment is in favour of the student then it is also
effective for the children to sustain in this environment and can develop themselves.
4. Presenting how external agencies support speech and language
External agency such as practitioners always uses different strategy such as they gather
observation and evidence which can help to refer a child of an outside agency such as Speech
Therapist. Then taking proper observation at different time is the another way to take out from
the problem of language and speech. In order to support the pictures and gesture is another
strategy to support language and to convey the meaning to each other. It has been analysed that
this method is one of the best and effective strategy that help to support the language and speech.
Practitioners also support that when a child is says something even if it does not sound well then
also never correct them because it may demotivate them (Vulliamy and Webb, 2018).
Another strategy which can be used is such that If simple listening and attention activities
are incorporated in a day then this will further help to improve the language and speech of the
children. Even by integrating such activities and it can be help to improve the children to
communicate in well manner. Apart from this, parents should also keep focus in early phases of
their children so that they will easily develop good communication skills and it will be helpful
for their future development.
5. Meaning of dyslexia
Dyslexia is learning disability which a children faces at the time of reading. If a kid is
suffering from Dyslexia then they have trouble with reading, comprehension, spelling and
writing. This problem is varying from degree and even symptoms are also different from child to
child. It is caused by both generic and due to environmental factors too. It has been analysed that
if the people are suffering from Dyslexia then it does not mean that they are lacking from
motivation or intelligence (Dyslexia, 2018). Moreover, they are also typically average to above
average in intelligence and it is quite common disease among all. The symptoms for Dyslexia is
is with some oral language such as late learning to talk and even faces some difficulties to
pronouncing words and have confusion with concepts. Lazy syndrome is another characteristic
for the problem and faces difficulties to find out the right words.
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6. Strategy used to support cognition and learning difficulties
In order to support the cognition and learning difficulties, Teaching assistant (TAs)
should use the real life example because it has been analysed that it is one of the best cognitive
strategy that help a child to provide the best knowledge. This knowledge makes a teacher more
effective to teach because of having two areas of expertise. Using such strategy into the working
area will be more beneficial for teachers to learn the outcomes (Kvande, Belsky and Wichstrøm,
2018). Even if the person have learning difficulties then it is the duty of TAs to keep reading and
this should also be linked with spelling as well as writing. Another strategy is generic meta
cognitive approach which suggest that the teaching of transferable thinking and learning skills is
a common way for professional guidance. An effective planning of teacher should be consider
that further include planning sheets, writing frames and teaching models too.
An effective thinking skill is also considered an effective approach which is used by TAs
to increase the learning abilities of their students. It has been analysed that if the skills are
changes as compared to older times then it is quite beneficial for the students to overcome the
difficulties of language and speech problems. Moreover, if teaching assistant are provided the
special professional guidance then it is also helpful for the students as well as schools to raise the
actual performance.
7. Presenting types of behaviour for Behavioural, Emotional and social disorder
Behavioural Disorder: It is also known as disruptive behavioural disorder and as a
result, the parents are take their child to mental health assessment. It is most common disorder
and is of many types such as Anxiety, disruptive, Dissociative, emotional and pervasive
developmental disorder (Rochat and et.al., 2016). This disorder also leads to affect brain directly
and the behaviour of the candidate is also changes.
Emotional disorder: It is another problem which affect the person's ability to be happy,
control their emotions and pay attention in school. Further if the person is suffering from this,
they face some difficulties of learning and as a result, it may also lead to some another health
issue. A person cannot maintain interpersonal relationship and there are a chance that a person
may lead towards a depression. A feeling of anxiety as well as fear are also developed among a
people. Overall, the person loss some emotions and as a result they may faces a problem related
to depression to.
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Social Disorders: It is also known as social phobia in which a person has an intense
anxiety of fear and a person also reject themselves during a social performance. As a result, due
to anxiety and some social disorder they are avoid themselves to take part in such situation and
want to keep them away from such situation (Morrell, NeuroPace, 2015). If people suffer from
this situation they they feel powerless against their anxiety.
8. Presenting 5 tips for managing BESD
There are so many ways which help to manage the behavioural, social and emotional
disorder and some of them are as follows:
 Establishing rules is the foremost tip such that when a teacher is start teaching in a
classroom then it is their duty to let the classroom know about all the rules which has to
be followed. Hence, it is quite necessary for the children to remind them frequently.
 To understand the behaviour is another strategy which help children to communicate in
well manner. A teacher is also uses Antecedent Behaviour Consequence chart in order to
determine the behaviour of every children in the classroom (Hussain and Maarof, 2017).
 By build a strong relationship with students and also encourages child to behave in
appropriate manner and if they perform well in the classroom then teachers must greet
them for their better performance. In this case, teachers have to grab the opportunity to
know their student and also make commitment to build a trust.
 Praising is the another technique which can be used by teachers in order to feel their
students positive so that they will come from their problem of language difficulty. To
remove negative behaviour from the classroom it is quite necessary to develop positive
environment and it can be come only through praising the well speaker.
 It is the mentality of those people who are suffering from BSED that they feel irritated
when a teacher scold them in front of the class and at that time fidgeting can be uses as a
strategy which help some young people to concentrate them back on their own work
(Cavanagh and et.al., 2017).
9. Presenting ways to manage disease
In the case of sever allergy, schools should take some strict action such that many
students have allergy related to many diseases and it may be related to food as well. In this case,
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schools has to maintained or updated Emergency Care Plan with the consultation of some
doctors. The food should also be made in separate way for those students which have allergy.
In order to manage the problem of Asthma, schools needs to know about the child's
asthma and having a proper communication will be more effective. School allow carrying an
inhaler which is use as a medication for the asthma students. The school should also establish
Peak Flow Meter that help a school staff members to determine the severity of Asthma attack. In
regards with some physical activity, school should band for doing any type of physical activity
for those students (Virtanen and et.al., 2018).
In the case of student who are suffering from the problem of diabetes then the
management of the school must have the instrument that help to check the level of sugar and
have some basic medicine in order to control the sugar level. On the other side, children should
also take the insulin as a medication so that it help them to prevent from more problem.
To manage the problem of Cerebral Palsy, the management system of the school has to
keep providing some physical activity session that help a student to keep managing the problem.
Because exercising is the best cure to sort out the problem. Meditation classes is another way to
keep a people concentrating in their own work.
10. Management to fulfil the needs of pupil
In order to obtain more information regarding their children, teachers of Brick Hill have
to contact with their parents. Because to collect more information, parents are the best source
who give proper information. Apart from this, contacting with their friends is another option
through which the teacher can get more information. If the information are collected in proper
way then the teachers also determine the strength as well as weaknesses through which they take
action in order to raise their working performance. In this way the information are collected to let
teachers know more about the child (Kauffman and et.al., 2018).
If is quite important for the teachers to obtain information because it will help them to
know the exact behaviour and character of a child. Obtaining more information about student
will also help to identify the strength and weaknesses of that student. After analysing the
weaknesses of a student then they can take action with regard to overcome the problem of their
students. Hence, it is quite necessary for the teachers to know as much possible information
regarding the students and then try to overcome those.
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CONCLUSION
By summing up above report it has been concluded that SENCo preform different duties
in order to promote the teachers as well as schools for their well development. Report also
concluded that the teacher perform different duties regarding SEN and report also concluded that
to manage some issues related to language and speech difficulties, teachers also take some
action. Further it concluded that schools needs to adopt some effective strategy in order to
manage disease such as allergy, asthma and diabetes.
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REFERENCES
Books and Journals
Cavanagh, M. and et.al., 2017. Oppositional defiant disorder is better conceptualized as a
disorder of emotional regulation. Journal of attention disorders, 21(5), pp.381-389.
Dyson, A., 2018. Do we need special needs coordinators?. In Special Education in Britain after
Warnock (pp. 98-109). Routledge.
Ford, J., Mongon, D. and Whelan, M., 2018. Special education and social control: Invisible
disasters (Vol. 19). Routledge.
Howe, K. R., Boelé, A. L. and Miramontes, O. B., 2018. The ethics of special education.
Teachers College Press.
Hussain, Y. and Maarof, M., 2017. Reorientation of Special Education in Improving Self Help of
Children with Special Need. Journal of ICSAR.1(1). pp.85-90.
Kauffman, J. M. and et.al., 2018. Special education: What it is and why we need it. Routledge.
Kvande, M. N., Belsky, J. and Wichstrøm, L., 2018. Selection for special education services: the
role of gender and socio-economic status. European Journal of Special Needs
Education.33(4). pp.510-524.
Morrell, M. J., NeuroPace Inc, 2015. Treatment of language, behavior and social disorders. U.S.
Patent 9,162,051.
Rochat, T. J. and et.al., 2016. Exclusive breastfeeding and cognition, executive function, and
behavioural disorders in primary school-aged children in rural South Africa: a cohort
analysis. PLoS medicine.13(6). p.e1002044.
Virtanen, M. and et.al., 2018. Work disability and mortality in early onset neuropsychiatric and
behavioural disorders in Sweden: Ellenor Mittendorfer Rutz. European Journal of Public
Health.28(suppl_4). pp.cky213-082.
Vulliamy, G. and Webb, R., 2018. Teacher research and special education needs. Routledge.
Online
Dyslexia. 2018. [Online]. Available through: <https://dyslexiaresource.org/information-about-
dyslexia/what-is-dyslexia/>.
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