Inclusion and SEND To define SEND, one must first look at the term ‘inclusion’. Inclusion is the process through which a school adapts in order to respond to all pupils as individuals; which in turn enhances equality of opportunity. By doing this, there is less of a need to exclude pupils from school-wide activity. (Sebba and Sachdev 1997). This encompasses the need for a school to provide equal opportunities for children regardless of their age, race, gender, disability, religion, language or other attribute (Baker and Zigmond 1995). This principle is addressed in the Salamanca statement which states that schools should accommodate all children regardless of their physical, intellectual, social and emotional, linguistic, and other …show more content…
A learning difficulty is then defined as a “significantly greater difficulty” in accessing the learning than the majority of their classmates. Learning difficulties range from medically diagnosed difficulties like dyslexia, dyspraxia and dyscalculia to social, behavioural and emotional disorders, as well as physical disabilities. With the grand spectrum along which a child is vulnerable to learning difficulties and therefore SEND, schools, teachers and local authorities are motivated to provide effective SEN provision and support for all the children who fall under this umbrella. SEND provision is essential in ensuring that all children have the same opportunities for progress and achievement despite their personal needs. It is here that SEND and inclusion therefore go hand in hand. Schools must be aware that, without this equality, ‘pupils can move from demoralisation to disruptive behaviour and truancy’ because they are made to feel like “failures” for having learning difficulties and/or disabilities (DfE 1997). It is also important to recognise that this support must be evident outside of academia. The Warnock Report states that provision needs to be integrated into the physical and social as well as educational activities of a school, enabling the child concerned to equally
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
Gov.uk (2001) states inclusion is about recognising that every child, irrespective of their background or situation are individuals, and they have the right to access a curriculum that is planned to meet their different requirements. It can be their personal, social, emotional and academic development that may be affected if the work they are given is not differentiated for their individual needs. The Equality Act
A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.
As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. “Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources” Wilson (2008).
Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s
In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).
Describe what is meant by the term ‘inclusion’ and how this is implemented in schools. (3.1, 3.3)
Within a school, equality, diversity and inclusion is very important. It is their duty to make sure all children have equal access to the curriculum. Whether they are a different race, culture, gender or have a special need or disability, it is important that they are supported and have a right to participate and be treated equal; this is known as inclusion. As part of this it is important that schools and other professionals support and promote cultural diversity in schools and the wider society, breaking down any discriminatory barriers to learning.
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.
. Many learners with special educational needs experience a number of challenges in the mainstream primary schools in which in some way or the other prevent them from receiving quality education. (Ministry of Education PIF Document on special needs, 2000) At
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.
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
The main aim of a case study is to have a sound understanding of the learners difficulties and
Additional help will be required from a professional, a learning support assistant (LSA) for the child with additional education needs. This diagnosis doesn’t mean the child has to be segregated from children that have not had this diagnosis. There are a number of key issues to think about, a child’s environment, for example. (Lawrence, C 2013) Highlights one of the main advantages of a child with SEN attending mainstream education, the importance of them being in a much more natural environment. An individual with special needs has an expectation to be able to get on in the society they live in after schooling, these behaviours will be learnt in mainstream education schools from the other children. These skills will not be learnt if a child were to attend a special school, where children without a diagnosis of special needs don’t attend. Why would we want to stop children with an SEN having the best chance in society, giving them as much independence as
According to Paul Williams, ‘Learning Difficulty’ cannot be defined (social work with People with Learning Difficulties). Arriving at a generally acceptable definition of learning disability is a difficult