The Year Education Act Defines A Child As Having Special Educational Needs

The SEN Code of Practice sets out principles that support an inclusive education. Some of these principles are, a child with SEN should have their needs met, special educational needs will normally be met in mainstream school or setting, the views of the child should be sought and taken into account, parents/carers have a vital role to play in supporting their child’s education and children with SEN should be offered full access

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 American Education System provides an equal opportunity for all children in the United States to get a quality education. Although it is not completely uniform across the country, with every state making it’s own guidelines, everyone is still presented with a chance to attend a public school from kindergarten through twelfth grade. This enables all children with an education to advance further in life. For giving everyone that opportunity this system should be praised, but in the system it also has many flaws. schools in wealthy communities are better than those in poor communities, higher income schools are simply better at preparing their students for their future. In the reading “The Banking Concept Of Education As An Instrument Of Oppression” by Paulo Freire, believes that teachers are depositing information into their students. He states that there are two educational systems, the “banking concept” is when teachers are filling their students up with information but the students aren’t fully understanding the material. On the other hand, the “problem-posing concept” is when the teacher lets the students communicate with each other. It opens the classroom to a learning environment. Especially when students are more comfortable enough to ask the teacher a question. Furthermore, “Social Class and The Hidden Curriculum Of Work” by Jean Anyon an educator at Rutgers University, Newark. She researches how students of different economic backgrounds are interacting with

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 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.

Scottish policies understand that children and young people may need additional support within the classroom throughout their school career, thus the introduction of the Additional Support for Learning Act in 2004 (ASL) (The Scottish Executive, 2005; Riddell, 2014). This Act recognises that anybody may require assistance in the classroom at any time whether the child is learning English as a second language, if there are family difficulties such as parental divorce or bereavement, or if the child has special educational needs (Riddell, 2014; Riddell and Weedon, 2009). It is placed under a much wider group of children and not just those who have ‘special educational need’ (Riddell et al., 2009; Barrett et al., 2015). The purpose of this act was to eliminate the preconceptions others can have when they know if someone has ‘special educational needs’ (Riddell, 2014; Cline and Frederickson

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

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

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

In order to understand how inclusive, the current Scottish curriculum is, we have to understand the history of education in Scotland, where we have moved through three separate educational models (Vislie, 2003). Firstly, we had the period of segregation in Scottish education, which was when disabilities were classed as not ‘normal’ and children were educated separately (Allan, 2008). The Warnock report (1983), originally reported to stop Special Educational Needs (SEN) schooling, as it was not fit for purpose. This was because students who did not even have disabilities were being schooled separately at this point without any deserving reason (Warnock, 1983)

Dewey, This educational expert claims that schools degraded in a sense from places where learning is the single goal to places of cooperation and values. This he explains by saying that, “This mental habit which reproduces the social scene subordinates education and social arrangements to stratifications based on average

The research undertaken for this assignment intended to highlight issues related to inclusion in mainstream education for students with profound and multiple learning difficulties (PMLD). The research found that John Cleveland College, a mainstream secondary school in Leicestershire, would not be able to meet the needs of these young people and will consider the need for staff training to improve skills and knowledge in order for this inclusive practice to become possible. The assignment discusses the implications of studies which suggests that mainstream schools may be able to support the progress of learners with PMLD in ways that special schools may not. The essay reaches its conclusion by asking for a shift away from the assumption that special educational needs schools are always the best environment for children with PMLD.

Both Apple and Popkewitz agree that curriculum in schools serves as a form of social regulation. “..schools contribute to what has elsewhere been called the cultural reproduction of class relations in advanced industrial societies” (Apple, 1990, p.62). Schools do not just control students they have the ability to control the meaning behind the knowledge students gain. Therefore, curriculum supports children in categorizing and understanding social norms that exist in society. “…discourses of schooling inscribe hopes and desires (such as what are ‘manly’ or ‘feminine’ occupations or how one is to act and feel in a kitchen, a workroom, or a mathematics classroom) as well as distinctions about movements which are to characterize one’s walking, talking and interactions with others” (Thomas, 1997,p.144). Both authors see this as extremely problematic however, they outline why such decisions were made based on historical evidence.

Educational Disadvantage is a multidimensional problem that requires intervention on a number of fronts. (REF). It is a broad term that can be defined in a number of ways. It is defined by the Education Act (DES, 1998b:32) and the Ready To Learn – White Paper on Early Childhood Education as ‘The impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education. It refers to low levels of participation and achievement in the formal education system. (REF). Children do not begin schools with equal chances of benefiting from it. (Norah Gibbons, Director of Advocacy, Barnardos).

A child or student has Special Educational Needs or SEN for short if he/she has difficulties in learning that makes it difficult for them to learn than other children of the same age.