Additional Support Rationale

The SEN Code of Practice sets out principles that support an inclusive education. Some of these principles are, a child with SEN should have their needs met, special educational needs will normally be met in mainstream school or setting, the views of the child should be sought and taken into account, parents/carers have a vital role to play in supporting their child’s education and children with SEN should be offered full access

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

Safeguarding Vulnerable Groups Act 2006, which ensures children with learning difficulties or disabilities are not discriminated against and receive the same protection and safeguarding as any other child;

Background and Facts: The Education for All Handicapped Children Act was passed in 1975. It required public schools to give equal educational opportunities for children who suffered from a disability. The school would work together with the child’s parents to form an educational plan. An important piece of this law was the ‘stay-put’ provision. During a dispute of a disabled child’s educational placement, the child was entitled to remain in their current setting until the matter was resolved.

* Removing Barriers to Achievement: The government’s strategy for SEN 2004 – This provides a framework for schools to remove barriers and raise achievement of children with special educational needs and disabilities.

An LEA can only refuse a child with SEN a mainstream place if it can demonstrate that no reasonable steps could be taken to safeguard the ‘efficient education of other children’

This essay will consider the policy of Inclusion, from a national and localised perspective, providing an appropriate understanding of policy and legislation, giving clear guidance of its evolution and relevance to practice. On researching policy and legislation through the decades there will be analysis of the way political and philosophical principles underpin contemporary social policy in our society, drawing on theory and practice to illustrate how social policy affects professional practice and outcomes for all children. There will be a critique of social policy initiatives that will

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

It is important here to clearly distinguish between the terms of integration and inclusion as they are often interchanged (Thompson, 2002). Ainscow (1995) suggests that integration is about making a limited number of additional arrangements for individual pupils with SEN in schools which themselves change little overall, reflecting Warnock’s report. On the other hand, inclusion implies the introduction of a set of changes through which schools restructure themselves so as to be able to embrace all children. Integration involves the school in a process of assimilation where the onus is on the assimilating individual (whether a pupil with SEN or a pupil with a different cultural and linguistic background) to make changes so that they can 'fit in'. By contrast inclusion involves the school in a process of accommodation where the onus is on the school to change, adapting curricula, methods, materials and procedures so that it becomes more responsive. The creation of an inclusive school system certainly appears to harbour numerous challenges including: changing of staff attitudes; restructuring of the physical

I used to cry when my father took me there. I didn’t feel like I was like the other children” (Human Rights Watch). Balkumari is a young woman with a physical disability that makes her have a difficult time walking. Her father did not let her attend school until she was 11 years old. She did not like the school because she felt that she did not belong there. This is because the kids in her school felt uncomfortable around her, which probably led them to turn away from her and make her feel like she did not belong there. The kids were not around her enough to get to know her personally, instead of knowing her for her disability. Looking at this story, it shows that we need to integrate disabled and nondisabled students together, so they can get to know each other and get to know their personalities, instead of looking at them for the tasks that they are limited to doing. Overall, it is clear to see that the third reason not enough is being done for disabled children to be accepted by nondisabled children is because disabled and non-disabled kids still do not feel comfortable talking to one another because they are not around each other

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

People with learning disabilities are amongst the most vulnerable and socially excluded in our society.

According to the children Act (1989) and the disability discrimination act (1995) the definition of special educational needs (SEN) is when a child is abnormal if he is visually impaired, dumb, deaf, injuries, or suffers from a mental disorder or any other type of illnesses. The definition of a child having disability according to the act is if he or she has been diagnosed with long term physical or mental impairment therefore struggling to do the day to day tasks. Both of the acts are provided for schools to meet the child’s responsibilities with SEN, and also help the teachers to meet the needs for disabled children.