CYP7053 - Special Educational Needs and Disability (SEND) in Practice

Objectives:

On successful completion of the module, students will be able to:

1 - Critically synthesise the early indicators of mental health difficulties of children with SEND

2 - Critically synthesise risk factors which impact on the development of SEMH needs in children and young people with SEND

3 - Critically evaluate a range of responses to supporting children and young people with SEND who also have SEMH needs across a provision or setting

4 - Synthesise impact of SEMH needs upon the lives of children and young people with SEND including their families, critically evaluating a range of support and services tomeet these needs

Content:

This module will focus on developing practicewith children and young people who have a special educational need or disability using evidence-based strategies linked to their SEMH needs. This will include investigating different SEN including those of children with Autism, ADHD, Conduct Disorder, and Attachment, Trauma and Neglect and specific learning difficulties and the impact these may have on their SEMH.

Identification, assessment and intervention linked SEMH needs will be examined in practice. This particular module will be focused on the strategies and practice linked to each area or type of need in SEND with regards to Mental Health.

Studies suggest that children suffering from mental illness and disabilities are more likely to have SEND. This module will explore this inter-relationship and the types of responses, support and interventions available including the need to be aware of safeguarding issues with children with a SEND.

Learning and Teaching Information:

This module, CYP7053 SEND Strategies in Practice, is intricately designed to empower students with advanced knowledge and skills essential for working effectively with children and young people who have Special Educational Needs and Disabilities (SEND). It aligns with Leeds Trinity University's commitment to enhancing learning and teaching through the Learning, Teaching, and Academic Experience Strategy (LTAE 2022-2026), emphasizing a deep connection between academic study and the application of evidence-based strategies in real-world settings. The module is structured around four critical learning outcomes that equip students to understand and address the complex needs of children and young people with SEND and their potential dual diagnosis with Mental Health conditions.

Students will first gain a comprehensive understanding of the diverse range of SEND and the associated risks and early indicators of mental health conditions within this cohort. The module encourages critical engagement with the various factors influencing the development of Social, Emotional, and Mental Health (SEMH) needs in children and young people with SEND. It also requires students to critically evaluate and review the effectiveness of different support mechanisms and interventions designed to assist children and young people with SEND who also have SEMH needs across various settings.

Furthermore, the module focuses on analysing the profound impact of SEMH needs on the lives of children and young people with SEND, including their families. This involves a critical consideration of the array of support services and interventions available to meet these needs, ensuring a holistic approach to care and support.

The indicative content of the module focuses on developing evidence-based practices tailored to children and young people with SEND, addressing conditions such as Autism, ADHD, Conduct Disorder, and issues stemming from Attachment, Trauma, and Neglect, as well as specific learning difficulties and their implications on SEMH. It explores the identification, assessment, and intervention strategies pertinent to SEMH needs, highlighting the importance of a nuanced understanding of mental health in the context of SEND. This comprehensive exploration includes addressing safeguarding issues, underscoring the module's commitment to ensuring the well-being of children and young people with SEND.

By completing this module, students will be equipped with the knowledge and skills to make a significant impact in the lives of children and young people with SEND, contributing to the development of more inclusive and supportive educational and social environments.

Scheduled Learning and Teaching Activities
Hours: 44
Intended Group Size: Cohort

Guided independent study
Hours: 256

Further Details Relating to Assessment

For comprehensive details, students are encouraged to consult the Module Handbook.

Students will choose or design 2 case studies. Learning outcomes 1, 2, 3 and 4 can be addressed in the following way:

Case Study 1: Explore the prevalence and comorbidity of mental health issues amongst children with SEND, explain vulnerabilities of children with SEND and the development and impact of SEMH needs associated with a specific area of SEND. Understanding demonstrated in depth through the critical analysis of the case study child. Research and theory can be woven in to further contextualise and add academic rigour, analysis and critique to the student's narrative.

Case Study 2: For a second area of SEND, identify and justify appropriate interventions and their evidence base. Indicating the why, how and the enablers and disablers for chosen interventions. Highlight the lifelong needs and impacts of unsupported SEMH needs of children, and families with children with SEND. Actual impacts may be highlighted in the case study, but the student can highlight potential further impacts.

Marks are awarded for professional practice components such as an in-depth early help assessment or the use of other forms of professional assessment tools.

A quality case study develops the student’s ability to contextualise their case study child while justifying and critically evaluating the interventions taken, as well as maintaining the individuality and uniqueness of the case study child.

Students have the opportunity to personalise their case studies so that they reflect their specific interests and professional goals. This approach ensures that each student can explore areas of particular relevance to SEND and mental health, thereby enhancing the applicability of their learning to real-world settings.

Assessment:

001 Case study analysis; 5,000 words; 100%; End term 2 100%

Fact File

Module Coordinator - Jo Wilkinson
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7PGS2

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