Education And Social Care: The SEN Code Of Practice

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

SEN Code of Practice 2001- The SEN code of practice 2001 provides a clear framework for identifying, assessing and meeting pupils' special educational needs.

There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination if the provision made for individual children with special educational needs, working closely with staff, parents/carers and other agencies.

The Curriculum Policy Statement of the Council on Social Work Education (CSWE, 2001), the accrediting body of all bachelor 's and master 's social work degree programs in the United States, requires all social work programs to teach students how to promote economic and social justice. The revised Code of Ethics (1996) of the National Association of Social Workers proclaims the pursuit of social justice one of the profession 's core values and establishes as an ethical imperative, “Social workers challenge social injustice” (NASW, 1996, p. 5). At first glance, these statements give the appearance of a trade which has retained its professional identity regardless of the opposition demonstrated by the current trends in social, political, and economic policy; however, upon closer inspection these phrases seem archaic, even patronizing as they assume that social workers work for rather than with people. Then what do these statements really signify?

The SENCo also provides related professional guidance to colleagues with the aim of securing high quality teaching for children with SEN.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools.

Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment.

The special educational needs (SEN) team are supported by a very active group who make sure that they provide a range of activities to meet the needs of our ever growing community of special schools, as well as colleagues in mainstream primary and secondary schools. Their aim is to work together to ensure good practice to promote effective approaches to enhance the students learning with Special educational needs.

Another legislation that promotes the equality and diversity in working with children is the SEN Code of Practice 2001. This code made some very significant changes in regards to the Special Educational Needs and Disability Act 2001 which strengthened the rights that parents and children have to a mainstream education. With more opportunities for disabled and educational needs children in mainstream schools now being given means that they now have the opportunity to be involved with all members of society, feel included and be given appropriate support so that

The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with

Department for Education and Department of Health (2014) Special educational needs and disability code of practice : 0 to 25 years. London. Equality Act (2010) [online].

The code of practice for social care workers in Wales is a set of rules created by the Care Council for Wales (CCW) to govern and give practical guidance to anyone who chooses to practice social work on a daily basis. These rules were agreed by the National Occupational Standards (NOS) to improve professional competence of social care workers. The ideology behind the rules is to ensure mistakes are limited and the values of the Welsh Government are reflected in practice. The values are also identified in the definition of social work by International Federation of Social Work (IFSW) and (IASSW) 2001 together with the IFSW 2014 definition used by CCW. The Codes of Practice equip social workers with skills that help them to identify the needs

The SEN code of practice suggests that interventions are the best thing to do as they can help the child or young person to make progress. Before they undertake a formal multi agency education, health and care assessment. But the main aim is to help the child as much as they can, but not to the extent that they need to intervene unnecessarily.