Reflect_and_Analyse_the_Implications_for_Catering_for_a_Child_with_Hydrocephalus_in_the_Mainstream_Classroom.

Reflect and analyse the implications for catering for a child with hydrocephalus in the mainstream classroom. The Department for Schools and Education states that ‘schools can work together with children and young people with special educational needs and disabilities and their parents to ensure they achieve their full potential. The Professional Standards for Qualified Teacher Status and Inclusion standards are the driving force behind teacher’s delivering quality education for all. Farrell (2003) suggests this is raising the standards for offering an inclusive environment for children’s learning. Hydrocephalus is a condition where there is excess cerebrospinal fluid around the brain and this causes excess pressure. It is one of the most common developmental disabilities, implying that at a point in a teacher’s career they may come across and have to cater for a child with hydrocephalus. A child with hydrocephalus may well for take their education in a special school, however there are no reasons why this could not have a wholesome education placed in a mainstream school, and in order to maintain inclusive aspects within school, this child’s individual needs would need to be catered for, in the most appropriate way. This essay will consider how it may be possible to do so, and which methods and implications would be most beneficial for a child with hydrocephalus. Firstly, the general safety of the child should be greatly considered. Indeed, this aspect should always be considered for every person in the school, including children, staff and visitors, yet it should be considered even greater for a child with hydrocephalus. If this child was to have a bump to the head and did not recover quickly it could be possible damage to the shunt that is fitted to drain the excess fluid. This could cause further problems and complications for the child therefore safety is so important. One way to address this could be as simple as expressing the importance of general safety in the classroom, in the playground and around school. This is could be in the form of safety rules that the class help to devise. Also, regard should be shown to be the fact that a child with hydrocephalus may need extra time and space to move around, as those with the condition can sometimes have issues with balance and motor skills. A simple way of recognising this would be extra consideration when organising the layout of the classroom. There should be enough space to tables and where the child is seated should mean they are able to move easily out of or around the classroom if needed. Griffin (2001) explains that special requirements involving safety can be included to a child’s statement so this can stay with them and be implanted as they move through their education. Another option that would secure the safety of a child with hydrocephalus could be bumper helmets for when they are playing in the playground or taking part in a PE. It would be unfair and take away from the inclusive policy to exclude the child from PE lessons, so this could be an option to ensure the child could take part. They are specially measured and adapted for the child meaning a sense of reassurance for teachers and parents. Children with hydrocephalus, as with most conditions, can be affected in different ways by their condition, as each child is an individual. When considering how to include a child with hydrocephalus the different barriers that are associated with the condition must be considered. When researching hydrocephalus, it was increasingly difficult to find information about children with hydrocephalus in relation to including them within a school environment. General medical guidance and information was readily available, however, as some of the barriers the children may experience are similar to those related to more well-known conditions, specific information on hydrocephalus was not available. Therefore, some of the guidance may be used in schools in general and not only for children with hydrocephalus. It is recognised that as a hydrocephalus can cause issues with development in children and in a school environment children suffering with the condition can have issues with their attention span within the class room. As a teacher would with any child with issues of concentration and attention, tasks must be considered when planning to avoid children drifting off task. Tasks should be broken down if necessary, and further explained to the child if or when needed. Also when a task is being explained to the class, simply addressing the child by their name before you begin may mean they listen and concentrate more on what is being said. Clearly, this cannot be applicable at all stages of a lesson as there are a class full of children as well as this child, however, as stated, if the child is engaged at the start of the lesson it may encourage participation throughout. As there is no evidence to suggest that a child with hydrocephalus should perform at a lower level than any other child, it is important to recognise this within the class room. Address the child’s strengths and encourage these, and individual targets could be considered to address the child’s barriers to learning. Extra work with the teaching assistant or SENCO could improve and encourage the child’s motor skills and coordination as these can be affected by hydrocephalus. As stated on the poster, this does not have to be done with specialist equipment, simple tasks using play dough or maths equipment could help with the child’s coordination. This does not necessarily have to be individual work as there are implications for this that suggest this would be excluding the child from the class of the class, instead of including them. Thomas et al (1998) suggest that if staff assumes that certain education needs are only soluble in the presence of experts, then movement to inclusion will be slow. On the other hand the odd occasion of one to one time may be beneficial for the child. Planning and assessing may need to be altered for a child with hydrocephalus. They may not be able complete the activity intended for assessment of the rest of the class. Wearmouth (2008) suggests teachers need to be aware if the child can meet the same learning objective as the rest of the class, and then begin their planning from the answer to that question. As is the case with a majority of schools and children, bullying can be a problem for a child with disabilities. Unfortunately, there is a possibility a child with hydrocephalus may be bullied by other children in their class or school. This may be due to the physical appearance of the child, as their head appear larger than the other children’s heads. It may also have developed if the other children have had to be made aware of the child’s condition, due to safety issues, and attention has been brought to the idea that this child is “different” to the others. This issue can be addressed throughout school life but can be focused on within PSHE lessons. Children can be invited to express how they may feel if they were being bullied, and as group along with input from the teacher, children can begin to understand how hurtful bullying can be for the victim. In addition to this, being an individual can also be discussed within these lessons. Games such as ‘why it’s good to be me’ could be played in class. This encourages recognising how each child is an individual and this should be respected and encouraged rather than seen as weakness. Children with hydrocephalus can often then go on to suffer with other conditions that could pose a barrier to their learning. As stated, these can include autism, learning difficulties, visual problems, impaired speech and some other conditions. It is not certain if a child with hydrocephalus will develop any of these conditions, or which one they may develop therefore the inclusion of this child may need to be further adapted if they hold any further barriers to learning. This may include wheelchair access if the conditions are physical or implementing flash cards or adapting class room layout if the condition affects the child visually. The needs of the child must be considered and met whatever condition they have. To conclude, I feel as though I would have a much better idea of how to incorporate learning in the class room for a child with hydrocephalus, however as the affects of the condition can vary in type and severity, assessments and variation is necessary as each child’s needs will be different to the next. A child with hydrocephalus can be just as able academically as other children in the class, it is more associated with how they go about their learning, so at all times any extra implements or a little more attention should be provided in order for them to achieve their potential. References. www.nationalstrategies.standards.dscf.gov.uk www.goodschoolsguide.co.uk/sen-conditions/medical-problems/spina-bifida-and-hydrocephalus. www.nhs.uk/conditions/hydrocephalus Farrell, M. (2003) Understanding special educational needs: a guide for student teachers. London: Routledge. Griffin, M. (2001) Everyday safety in primary and nursery schools. London: Routledge. Thomas, G., Walker, D. & Webb, J. (1998) The Making of the Inclusive School London: Routledge. Wearmouth, J. (2008) A beginning teacher’s guide to special educational needs. Oxford: Open University Press.