Parents of ASC Pupils: Supported by School Staff in EHCP Reviews - Essay Sample

Introduction

How can the parents of pupils with autistic spectrum condition be supported by primary school staff around the Annual Review process for Education and Health Care Plans?

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Importance of involving parents of children with Autism Spectrum ConditionCoordination between school staff and parents of children with Autism Spectrum Condition (ASC) ensures that a suitable program is designed to reduce anxiety among the children and boost their confidence. The differentiated curriculum for ASC children provides a range for support to make the students feel comfortable and confident and make significant progress in their life and education as well. A Local Authority (LA) reviews the EHC plan of special needs children once each year. The primary purpose is to review the progress of the child and ensure the plan is updated. However, the review process follows a particular legal process that includes meetings with the primary responsibility of ensuring annual reviews are done lies in LA with the coordination of schools. A SEN child's first annual review should happen within the first twelve months and subsequent reviews within the next twelve months. Involving parents of children with Autism Spectrum Condition to participate in the process is critical since they get an opportunity to participate in giving their views concerning the effectiveness of the provision specified in the EHC plan. They also get to propose in partnership with other people involved in the review, including whether the child still needs an EHC plan. Moreover, they can contribute towards giving their views on the changes needed to the plan. Parents can present repots or evidence that would like to include in the review of the EHC plan that might be from private practitioners working with their children outside the school setting, including club leaders.

Challenges Children With Autism Spectrum Condition Face and Effects On Their Parents (Families)

An autism diagnosis changes the life of both the child and the family. Parent of a child with Autism Spectrum Condition undergoes a lot of stress considering the difficult therapy schedules they undergo, home treatment and managing through difficult job responsibilities as well as family commitment. Moreover, the numerous therapies result in financial strain.

Parents who care for children with Autistic Spectrum Condition live an extraordinarily challenging and complicated life. Past studies have revealed the difficulties that individuals with Autistic Spectrum Condition and their families or caregivers undergo. Parents experience high levels of stress, anxiety, and depression compared to parents of children with typical development. Families undergo emotional differences, which prolongs for a long time before and during diagnosis of the condition. Montes & Halterman (2007) established that the mental health of mothers of children with Autism Spectrum Condition rated their mental health status as fair or poor. Moreover, even after the child adjusts to the social skills, they recorded deprived mental health compared to mothers of the general population. However, the more likely had a close relationship, and better adjustment to parenting task after the child adjusts to the social skills and demographic background. Besides, they also experienced discomfiture over the behaviour of the child in public, guiltiness and frustration of the difference in the parenting experience they have versus what they had envisioned.

Hartley et al. (2010) established that parents of children with Autism Spectrum Condition had a 9.7 per cent chance of divorcing. This is related to the different times they accept the diagnosis of the status of their child and in different ways that may result in conflict. Consequently, the couple spending time together becomes difficult resulted from the frequent inconsistent schedules and commitments towards to child and balancing work life. Ultimately, financial challenges also cause conflict between parents.

According to Pisula (2007), parents of children with autistic spectrum condition experience higher levels of stress and anxiety than parents of children with other forms of disabilities. Apart from the effects their physical, emotional, and psychological wellbeing, parents also bear the financial burden resulting from treatments and therapies. Family relationships strains as caring for a child with Autistic Spectrum Condition demands a change in family roles, activities, and also structure. The parents may also experience guilt or undergo social stigma.

BackgroundsCaring for a child with Autism Spectrum Condition is a challenge among parents and affects family life. Autism Spectrum Condition is often associated with neurological complexities, affecting social interactions among children, including communication. Therefore, to meet the required care, time, and coordination of efforts of various players have a significant role in ensuring all parties do not feel strained by caregiving.

Children with Autism Spectrum Condition have multidimensional care needs; therefore, it is vital to accurately recognise the impacts of different caregiving on the lives of both parents and students. Autism Education Trust (AET) developed an autism progression framework plays a critical role in helping both practitioners and parents identify the individual needs of children with Autism Spectrum Condition. Progression Framework is particularly important among school staff to support Education, Health and Care Plans (EHC) to track the changes that occur as a progress to a developing child with Autism Spectrum Condition. The framework is critical in ensuring that parents and school staff coordinate to best track the skills and progress in various areas of a child with Autism Spectrum Condition and develop paramount care model.

The Children and Families Act (2014) reformed legislation relating to children and young people with special educational needs and disabilities (SEND) highlights the actions that schools need to consider to attain the duties in of identifying and supporting children with SEND (Department for Education, 2015). Every child with Autism Spectrum Condition has a right to receive education to empower them to achieve their best through a successful transition to adulthood and live a fulfilling life.

The SEND code of practice defines Special Educational Needs (SEN) student as a child with learning difficulties who require special educational provision to enable them to gain more. For children under the age of two, the special educational provision means it is of any kind. A child who is under the compulsory school age and is under special education needs. Moreover, it defines SEN as a compulsory school-aged child with difficulty in learning compared to their peers or has a disability that deters them utilizing educational facilities provided to a general student population in mainstream schools (Department for Education, 2015).

Current mediations to improve the social, academic, and behaviour in children with Autism Spectrum Condition all require teaching exercises. A focal part of having the option to take part in and benefit by teaching exercises is the capacity to perceive and get when and how teaching happens (Williams, Berdahl & Vandello, 2016). The rise of a conception of teaching as a method by which children gain information from others is a key component of socio-psychological improvement. It is not established whether children with Autism Spectrum Condition build up the capacity to comprehend the basic idea of teaching. Understanding what children with Autism Spectrum Condition think about the idea of teaching is significant to enhance coordinated teaching as a strategy for learning.

Aim and ImportanceThe main reason for the study is to identify and explore the lack of different aspects of support systems in schools to raise awareness to both school staff and families with Autism Spectrum Children on the best framework for support, both morally and academically. Moreover, the study addresses how families should be involved and integrated within the Education, Health and Care plan (EHCP) annual review process while adopting disagreement resolutions. The exclusion of children in the Autism spectrum is a concern in England, and the AET estimates that an increase in the number of between 45-100% within the last five years. From early years through to adulthood, children with Autism Spectrum Condition often experience mental health issue at some point in their life.

This study intends to identify and highlight the support systems for education practice among parents of children with Autism Spectrum Condition and make positive recommendations that can be adopted by parents, practitioners, and trainers to improve the educational outcomes and have a better experience for children with Autism Spectrum Condition. The framework considered for the study is coordination between school staff and parents, and its importance in providing a quality classroom environment as well as a special approach when working with children having Autism Spectrum Condition. It is essential to note that the good practice among children with Autism Spectrum Condition rests on the provision of a quality foundation of teaching practice.

Problem Definition

The framework considered for the study is coordination between school staff and parents, and its importance in providing a quality classroom environment as well as speciality approach when working with children having Autism Spectrum condition. It is essential to note that the good practice among children with autism condition rests on the provision of a quality foundation of teaching practice. Attaining the needs of SEND children is vital in both early childhood centres or educational centres providing outreach services. A certain population of students with specialized educational programs, including children with Autism spectrum condition, have a high chance of missing out on educational opportunities.

Education for autism pupils highlights the various provisions for attaining the required needs of children with Autism Spectrum Condition. Many children make significant progress in their growth within their customized educational programs; however, the programs often have a deficit regarding the attention they give to address the needs and achievements of autistic children within the curriculum. Consequently, a child's progress is not effectively tracked systematically due to...