Unit 46: Support the disabled children and young people and those with specific requirements.

Out line the legal entitlements of disabled children and young people for equality of treatment and the principles of working inclusively placing the child/young person in the centre.

The right to be treated the same as others:
This means all children and adults need to be treated the same which includes, services and education, which is explained in the:
Disability discrimination act 1995 and 2005.
The special educational needs and disability act 2001.

The right to be involved in decisions that will affect them:
The untied nations convention on the right of child states that children have a right.

The right to be educated alongside others:
We are to adapted the setting and the ways of working to ensure that all children and young people are comfortable and understand what is going on day by day.

The right to have their needs assessed and met:
This includes the EYFS Statutory framework as this explains the requirements for early year’s settings to meet children’s needs, different pieces of legislations children and young people have the right to have their needs assessed, met to their needs.

The principles of working inclusively placing the child at the centre are:
Staff must listen and respect the person and must talk to them not over them, we must also value them unconditionally.

Staff can ask about persons hobbies and interest there likes and dislikes so they feel we are interested in them and not just as a disabled person.

Staff can empathize with people and the situation.

Staff to give families as many opportunities to have responsibility or have some control by involving them in decision making.

Compare service led and child and young person led models of provision for disabled children and young people.
Child and young person model of provision is where the outcome involves the child or young person.
Service led models of provision means the outcomes and ways they are delivered are decided without the child’s opinion.

Critically analyse the difference between the social model and medical model of disability and how each model affects provision.
The social model of disability is a reaction to the dominant medical model of disability which in itself is a Cartesian functional analysis of the body as machine to be fixed in order to conform with normative values. The social model of disability identifies systemic barriers, negative attitudes and exclusion by society, that means society is the main contributory factor in disabling people. While physical, sensory, intellectual, or psychological variations, may cause individual functional limitation or impairments, these do not have to lead to disability unless society fails to take account of and include people regardless of their individual differences. The origins of the approach can be traced to the 1960s which is the specific term emerged from the United Kingdom in the 1980s.

Explain the importance of, advocacy, facilitated advocacy for children and young people, the personal assistant role.

Facilitated advocacy are available when the parent or carer isn’t able to fulfil the care role for the child, this could be due to the persons mental state or limited communication skills. This makes sure that the person gets the support they need.

The role of the personal assistant can empower the person by assisting them in daily tasks to live and achieve. By working with the person in such a way could have a positive impact of their social, mental and physical health.

Advocacy helps the families understand their rights and entitlements. An advocacy can also help families to prepare reports or attend meetings as a reprehensive for the person or family. The advocacy’s role is important, because it makes it fair balance of power and they can speak up for the family at meetings.

Explain the importance encouraging the participation of disabled children and young people.
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