Essay

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.

“I got up and pretended to study the pictures on the walls like I was a lover of religious art. When I got to the Merciful Mother right above Sinita’s head, I reached in my pocket and pulled out the bottom I’d found on the train. It was sparkly like a diamond and had a little hole in back so you could thread a ribbon through it and wear it like a romantic lady’s choker necklace. It wasn’t something I’d do, but I could see the button would make a good trade with someone inclined in that direction.

List and describe the four force multipliers. How do terrorists us force multipliers? Give examples for each force multipliers.

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 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.

Adults working with SEN children spend the majority of their time supporting that child however sometimes it’s the practitioners that needs the support. The role of the practitioners can be hard work and isn’t taken lightly, the practitioner needs support from other people around them to help promote their confidence and provide the correct provision for the children. A helpful support to practitioners could be the charity Mencap. Mencap work in partnership with people with a learning disability and all our services support people to live life as they choose.

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.

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

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.

A revised SEN code of practice came into force in 2002 which provides a clear framework for identifying, assessing and make provision for Robert, so that his needs will be met ( Hodkinson and Vickerman, 2009). Thomas and Vaughan (2005. p.129) declared that the Salamanca statement (1994) called upon all Government to “adopt as a matter of law or policy the principle of inclusive education” and the improvement of education services for all children regardless of differences or difficulties.

The article, Saving Evan recognize the need for collaboration of parents and teachers when working with a special needs student. When addressing the needs of a student in the areas of academic and social development, it is important to have a team of professionals who have expertise in these areas. This collaboration could have prevented some of the stress experienced by Evan elementary school. The article also gave a better understanding of the problems that a disability child face in their development. As well as, some of the difficulties special children face have to do with the way they are perceived and treated by society in general.