The Warnock Report

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.

Throughout the ages, people with disabilities have been hidden away at homes or institutions and were often not educated. This was common practice and as such, when the education system was designed, children with disabilities were not even considered. Then, starting soon after the civil rights movement in the 50’s, a series of lawsuits was brought against school boards and the federal government took notice. Then the Education for all Handicapped Children Act of 1975 was passed and these children were finally allowed the education they deserved. As time went

The Special Educational Needs Code of Practice 2001 outlines the statutory guidance for policy and the procedures and responsibilities towards children and special educational needs. It includes the levels of support which should be provided to children depending upon their individual needs.

Background and Facts: The Education for All Handicapped Children Act was passed in 1975. It required public schools to give equal educational opportunities for children who suffered from a disability. The school would work together with the child’s parents to form an educational plan. An important piece of this law was the ‘stay-put’ provision. During a dispute of a disabled child’s educational placement, the child was entitled to remain in their current setting until the matter was resolved.

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

The group will have regard to SEN Code of Practice for Wales (2002)(http://wales.gov.uk) and the Disability Discrimination Act (1995) and equality act 2010 on the Identification, Assessment and Education of Children with Special Educational Needs. This is a statutory requirement

* Special Educational Needs and Disability Act 2001 – Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability.

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

An LEA can only refuse a child with SEN a mainstream place if it can demonstrate that no reasonable steps could be taken to safeguard the ‘efficient education of other children’

vii) The Education Act 1944 the act required that educational provision for those children considered to be handicapped should be included in the way in which primary and secondary provisions were formulated. The act and its regulations also included in the category of educationally sub normal those children who lived with adverse family and home circumstances as well as those of limited ability. Special school provision was split into residential and day school and children were considered to be eligible for these if their IQ was between 55-70 and if their parental support was

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

All schools must publish information on their website about the implementation of the governing body’s or the headteacher’s policy for pupils with SEN. The SEN Information report should include how they identify, assess and make provision for pupils with SEND and the Local Offer must make it clear how parents and young people can access this information. The updated version of the Code of Practice includes ‘The Local Offer’. The Local Offer sets out information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled. The Code of Practice states that the following must be included in the local

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

“The term “learning disabled” is a label given to a type of student who seems to be intelligent but is unable to learn academic material readily” (Stevenson, 1974, p. 3). It is hard to fully understand learning disabilities because they have

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without