How Psychological Theory Can Support Individuals with Additional Needs

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

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.

The publication of the Warnock Report in 1978 caused ground-breaking changes to the education system. It changed the way in which society viewed children and young people with disabilities, and, moved towards a philosophy for an inclusive education (Moore 2009). Warnock (2010) states that many reports and a considerable amount of legislation have emerged since then, These include, 1981 Education Act establishing the recommendation 's, The National Curriculum 1988, The Education Act 1993, 1994 Code of Practice on the Identification and Assessment of Special Educational Needs, Excellence for All Children 1997, 2001 SEN and Disability Act, ‘Barriers to Inclusion ' (Department for Education and Skills 2004) ‘Special Educational Needs: A New Look (2005). In the 2005 review Warnock suggests that there should be no priority made to mainstream or special schools, only the needs of the child, also, either setting should be considered as long as it has provision to support the needs of the pupil (Warnock, Norwich and Terzi, 2010) HAVE I REF ALL ABOVE CORRECTLY???????

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.

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.

The driving forces behind SB 866 include persons from both public and private sectors. Individuals testified to the Interim Committee on Dyslexia and Related Disorders in what dyslexic students need to be successful academically. Testimony was heard from educators at the college level, parents of dyslexic students, doctors familiar with dyslexia and related disorders, medical researchers, members of professional dyslexia organizations, and state officers (Texas Legislature Online, 2011). Each spoke of their experiences with individuals with dyslexia and related learning disorders, medically, personally, and academically and each was chosen for their research and knowledge as it pertains to this very specific field (T. Flanders, personal communication, August 30, 2011). Absent from the agenda were teachers and dyslexia therapists within the public school system (Texas Legislature Online, 2011).

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.

* 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.

In this criterion, the different psychological approaches to health practice and social care practice will be outlined and explained.

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

Some people may think that special education has been established since the beginning of public education. Others may consider a time when special education did not exist and students with disabilities were not able to attend school. The truth is, there was a time when this happened; these students were not allowed to be educated in the general education classroom alongside their peers. People with disabilities were treated differently, and some were forced into institutions because teachers and staff found them to be disturbances to their peers. Luckily, special education has come a long way since public education began. People, especially parents, advocated for their children, and today many laws are in place to ensure that all children

First off, the needs of students are very important to their learning and academic achievement. The resources available to students in these cases could have the greatest effect on a child’s learning. In any case the benefits of services made available like supplementary aids and universal design for learning, inclusion, IEP and collaborating with a parent in the developing IEPS all work together to create the best need for a child to learn and is crucial to a child’s development. With the right help, accommodation and parent support a child can function in a classroom of their peers. Disable children deserve the support and at the same time they deserve to be treated the same as their peers. Putting a child in general education without the

The goal of the EHA was to integrate disabled students into the classroom in order to give them an equal opportunity for education, rather than keeping them isolated with no level of proper education. This is significant to the education field in that it ensures equal opportunities for all students despite any disabilities. By encouraging the integration of disabled students within the school system, additional help and services needed are provided, as well as individual evaluations for learning (Moody, 2012). Though life changing, the EHA had many flaws that impacted its overall effectiveness, which ultimately led to its modification to become the Individuals with Disabilities Education Act (IDEA) in 1990 (Special Education News, 2017). One of the biggest challenges faced after the implementation of the EHA was funding due to the fact that all public schools needed funding in order to carry out the integration of disabled students in regular classrooms.

In 1993 the report of the Special Education Review Committee (SERC) was published. This report dealt comprehensively with the educational implications of special needs. It provided a definition of special needs which included those with severe and profound difficulties through to those who were exceptionally able and included both physical and mental disabilities. It recognized that the desire of the majority of parents of children with

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.