In the UK and internationally, there is an ongoing debate between health practitioners and educators about how we identify and support children with additional needs. Do we use the medical model or the social model of disability? Do we label children according to a set of symptoms? What language is helpful? How do we decide who qualifies for additional support, and what form it will take?
Traditionally, funding to support children with additional needs has focused on the need for extra members of staff. This can often be misinterpreted as a 1:1, with the adult working exclusively with the child, sometimes outside the main activity area, away from other children.
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