Early Years Teacher Status (EYTS) Inclusion, Equality and Special Educational Needs Flashcards

24 sample cards from the Inclusion, Equality and Special Educational Needs deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What does SENDIASS stand for and what does it provide?

   Special Educational Needs and Disabilities Information, Advice and Support Service. It offers free, impartial, confidential information and advice to parents/carers and young people about SEND matters.

2. What does 'EAL' stand for, and does having EAL mean a child has SEN?

   English as an Additional Language. No — being an EAL learner is not in itself a special educational need; a child learning English may be developing typically and must not be assumed to have SEN because of their language status.

3. Name the commonly described stages a young child goes through when acquiring an additional language.

   Typically: 1) continued use of the home language; 2) a 'silent/non-verbal' period (observing and listening); 3) early production of formulaic/telegraphic speech; and 4) productive/fluent use of the new language.

4. What is the 'silent period' in second-language acquisition, and how should practitioners respond?

   A normal phase where an EAL child speaks little while listening and absorbing the new language. Practitioners should not pressure the child to speak, but continue to talk to and include them, using gesture, visuals and play to support comprehension.

5. What is the difference between BICS and CALP in language acquisition (Cummins)?

   BICS = Basic Interpersonal Communicative Skills (everyday conversational fluency, typically 1-2 years to acquire). CALP = Cognitive Academic Language Proficiency (the more abstract academic language, typically taking 5-7 years).

6. Why is it important to value and maintain a child's home (first) language?

   The home language is central to identity, family communication and emotional security, and a strong first language provides a foundation that supports — not hinders — learning English. Maintaining it aids cognitive development and family relationships.

7. Give two practical strategies to support a child's home language within an English-medium setting.

   Examples: provide dual-language books, labels and signs; learn and use key words/greetings in the child's language; encourage family to keep speaking it at home; invite families to share songs/stories; and welcome the child using the home language.

8. List three strategies that support an EAL learner's access to the curriculum.

   Examples: use visual supports, gestures and objects of reference; repeat and model language; allow processing/'silent period' time; pair with a supportive peer (buddy); use the child's interests; and provide hands-on, practical, multisensory learning.

9. How can practitioners work effectively in partnership with bilingual families?

   Use interpreters/translated materials where needed; gather information about the home language and culture; value the family's knowledge; communicate clearly avoiding jargon; reassure them that home-language use is beneficial; and involve them in their child's learning.

10. Define 'differentiation' in early years teaching.

    Adapting teaching — the task, resources, support, grouping, pace or expected outcome — so that learning is matched to each child's individual needs, abilities and interests, enabling all children to make progress.

11. Name common ways teaching can be differentiated.

    Differentiation by task, by support (adult/peer help), by resource, by outcome, by grouping, by pace, by questioning, and by the level of challenge — adapting one or more to match each child's needs.

12. What is 'personalised learning' and how does it relate to the EYFS principle of the unique child?

    Tailoring learning experiences to the individual child's needs, interests and stage of development. It reflects the EYFS principle that every child is a unique, competent learner who develops at their own pace and in their own way.

13. Who are 'gifted and talented' (or 'most-able') children, and why do they need specific support?

    Children who demonstrate ability significantly above that expected for their age in one or more areas (academic = 'gifted'; e.g. arts/sport = 'talented'). They need extension and challenge to stay engaged and avoid boredom, frustration or underachievement.

14. Name two strategies for challenging and supporting gifted/most-able children in the early years.

    Examples: provide open-ended, higher-order questioning and problem-solving; extend tasks with greater depth/complexity (enrichment); follow and deepen their interests; offer opportunities to lead/explain; and avoid simply giving 'more of the same' work.

15. Under the Equality Act 2010, what is the duty to make 'reasonable adjustments' for disabled children?

    An anticipatory duty on providers to take reasonable steps to remove or reduce disadvantages disabled children face, so they are not put at a substantial disadvantage compared to non-disabled children — e.g. adapting practices, providing aids, or altering physical features.

16. What does it mean for the 'reasonable adjustments' duty to be 'anticipatory'?

    Settings must think ahead and plan adjustments in advance for disabled children generally, rather than waiting for an individual child to arrive or for a problem to occur before responding.

17. Give three examples of creating an accessible environment in an early years setting.

    Examples: ramps/level access and wide doorways for wheelchairs; visual timetables and symbols; quiet/low-stimulus areas; resources at accessible heights; good acoustics/lighting; hearing loops; and tactile/sensory resources.

18. What is the 'social model of disability', and how does it differ from the medical model?

    The social model says people are disabled by barriers in society and the environment, not by their impairment, so the solution is to remove barriers. The medical model locates the 'problem' within the individual and focuses on fixing/curing the impairment.

19. What is meant by 'multi-agency working' for children with complex needs?

    Professionals from different services (education, health and social care) — such as SaLT, paediatricians, social workers, portage and educational psychologists — working together in a coordinated way to assess and meet a child's holistic needs.

20. State two key benefits of effective multi-agency working.

    Examples: a holistic, joined-up assessment and support for the child; sharing of expertise and information; avoiding duplication and gaps; earlier intervention; and reduced burden on families who don't have to repeat their story to each service.

21. What is the 'team around the child' (TAC) approach?

    A model of multi-agency working where the family and all the professionals involved with a child meet and work together as a coordinated team to plan and review support for that individual child's needs.

22. What assessment framework supports early multi-agency identification of needs across education, health and care?

    The Early Help Assessment (formerly the Common Assessment Framework, CAF). It is a holistic, voluntary assessment that helps identify a child's additional needs early and coordinates support from relevant agencies.

23. In the EHCP context, what is the maximum statutory period within which an EHCP must normally be formally reviewed?

    An EHCP must be reviewed at least every 12 months. For children under five, the SEND Code of Practice recommends reviews more frequently — at least every three to six months.

24. What is 'inclusion' in early years education, contrasted with 'integration'?

    Inclusion means the setting adapts itself to remove barriers so all children can fully participate and belong. Integration means placing a child into the existing setting and expecting the child to adapt/'fit in' to it. Inclusion changes the environment; integration changes the child.

What this deck covers

Inclusion, Equality and Special Educational Needs flashcards FAQ