The Development Of Education During The Uk Since 1994

After the welfare state was introduce in Britain in 1942, William Beveridge, introduced free education for all. It took a few years for the Labour government to bring this into action. In 1944 free education for all was instated. The Education Act (1944) came into action. In this act ‘Butler’ introduced free secondary school education and set the age to leave school at 15. There were 3 different types of school available to children, these were, grammar school, secondary modern school or technical school. To determine which school’s children went to they would have to sit the ’11-plus’ IQ test. The advantages of the Free Education for All, is that it gave all children the opportunity for a further education based on exam results and this would let on to better opportunity for jobs and a better lifestyle.

The 1944 Education Act saw children with SEN categorised and labelled by disabilities and where considered to be uneducable. These children received special educational treatments in special schools (HMSO 2006b; Hodkinson and Vickerman 2009). In 1978 Warnock introduced the idea of SEN, statements of SEN and inclusion. Warnock’s framework was introduced in the 1981 Education Act (Drifte 2012; HMSO 2006b; Hodkinson and Vickerman 2009). However there was no additional funding for training or the statementing processes. Although many special schools in the 1980’s and 1990’s seen the number of children attending reduce greatly. During this time period there was also an increase in the number of children being identified as having SEN and being given a statement of SEN (HMSO 2006b). In the 1993 Education Act the government introduced a code of practice on SEN, which gave guidance on the responsibilities for all children with Sen, for Local Education Authorities (LEA) and the governing bodies of mainstream schools (Department for Education and skills (DFES) 2001; Ofsted 2004). 1994 seen the Code of Practice: Identification and Assessment of Special Educational Needs introduced leading to all LEA, schools, health services and social

1994 was a pivotal year in the development of inclusion; The Salamanca Statement (UNESCO, 1994) was created. It was an agreement on the rights of all children to participate in ‘regular’ schools. Parents were given the choice of sending their child/children with SEN to ‘mainstream’ school. ***This is well demonstrated by the case of Megan who is a child with a sensory impairment and attends ‘mainstream’ school. Megan is considered as disabled under the Equality Act 2010 as she has a physical impairment that has a 'substantial' and 'long-term' negative effect on her ability to do normal daily activities. She wears hearing aids and her parents wanted her to build her social and communication skills. We are

Under the Education Act 1981 provision should be made so that children and young people with Special Education Needs (SEN)/Disability or children and young people that have a learning difficult but which has not yet been clearly identified, are supported and can access mainstream schooling.

The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.

Special education (SE), according to McCarthy, Dyer and Hunter (2002) differs from the education which is provided to all students enrolled in Australian schools. They state, the main principles of inclusive education are that barriers to inclusion and marginalisation are removed or reduced and that the key ideas of SE focus on in-class support and whole school practice. Despite there being no unified definition of what inclusion looks like, the Federal government, via the State governments requires all students have access to a minimum standard of education, outlined in the Australian curriculum documents. (Australian Curriculum, Assessment and Reporting Authority, 2014). However, some children cannot access the curriculum, therefore educators must provide access to learning which will support all students in achieving success (Heward, 2009). Just as each person is an individual, it stands that their learning needs are unique, leading to the development and delivery of learning programs and spaces which reach those exceptional students (Brady & Scully, 2005).

The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.

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 inclusion of special educational needs (SEN) students into mainstream schools is a key issue across England. The Education for All Handicapped Children Act (Public Law 94-142) states that ‘all handicapped children [have] the right to a free appropriate public education.’ However, there has been much debate concerning which approaches have a more active influence on the efficacy of inclusion. This essay will aim to investigate how practical and successful inclusion techniques are within a community whilst underlying both the advantages and disadvantages that inclusion may generate.

In recent provision changes, the ‘Carter review of Initial teacher training (ITT)’ (Carter, 2015) highlights how ITT can be improved in order to enhance support for students. Issues concerning ITT raised by ‘HOC: Third Report’ in 2006 that criticised the ‘lack of training on SEN’ due to the ‘non-compulsory modules in initial teacher training’ (HOC, 2006, p.69). For example, evidence reported by Hartley (2010, p.2) suggested that students were underperforming, as ‘pupils aged 11 in 2008, 84.5% with no SEN achieved the expected level in English and maths [whereas] 33.7% of pupils with SEN achieved this’ which he claimed to be due to the lack of teacher expertise. In response, Carter (2015, p.24) proclaims that ‘it is critical that all new teachers are given training in how to support children with SEN- this should not be treated as an optional extra, but as a priority’. Additionally, Carter’s proposals relates to Fredrickson and Cline’s belief that provision would benefit all children as Carter (2015, p.34) states ‘understanding how to teach children with SEND is critical to improving progress and achievement for all children’. Examples of this move towards inclusion is displayed by the publishing of training resources for SEN co-ordinators, such as ‘Supporting Pupils with Dyslexia (Griffiths, Groom and Smith, 2012, p.65), which projects the ‘idea that dyslexia is not an insurmountable barrier but a condition that requires different approaches’, therefore showing a change of

Since Mary Warnock brought out her report in 1978, numerous changes have happened in the education system, these changes enable children and young people with disabilities to be included within the mainstream school (Moore 2009). Department for Children Schools and Families (2008) state, settings should meet the individual needs of children, as this will help them to achieve their potential. What is more, settings should ensure that they have effective working policies to support children with specific learning difficulties, similarly all children and their families should be supported in their individual learning and care needs. "Inclusion is not optional, children have defined entitlements in this area and settings have legal responsibilities" (Department for Children Schools and Families 2008:p2)

To make teaching effective, you need to ensure that inclusive learning is ubiquitous within the classroom, irrespective of the diversity within your classroom. The pupils within a classroom that are categorized under ‘special educational needs’ (SEN) depend on the way you, as a professional, implement strategies in order for them to make the necessary progress. Therefore, the impact of poor awareness for particular pupils needs can have a detrimental effect on their progress, leading to potential issues of pupil marginalization or academic failure, which, unfortunately, are the issues currently faced in schools up and down the country. Teaching and learning needs to stop being something only reaches most learners in the classroom, to one that develops the learning opportunities for each pupil in the classroom (Florian & Linklater, 2009).

There have been many changes in both the attitudes of society and education to the inclusion of learners with additional needs or disabilities. There have been policies and acts in place since 1913 to help the inclusion of those with SEND. However, these acts haven’t necessarily helped with the inclusion but rather making those learners feel more excluded to their peers.

This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.

Politics in Education Politics in the UK’s education system has been defined by the parties which have come into power and influenced the education system in order to reflect a party’s beliefs and ideology through legislations and the organisation of power and funding. In this concept note I will be defining politics in education, how it has affected our education system across the past few decades and how it is sometimes an unreasonable way to conduct an education system which is responsible for thousands of individuals which will make up the next generation of workers. There has been a labour/conservative alternation in power in the UK since 1923, and in 1944 one of the best examples of legislation and Politics influencing our education