What Makes A Student Better For The Business Of Life?

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

Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of 'integration' and 'mainstreaming', which tended to be concerned principally with disability and 'special educational needs' and implied learners changing or becoming 'ready for' or deserving of accommodation by the mainstream. By contrast, inclusion is about

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.

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.

Removing Barriers to Achievement: the Governments Strategy for SEN (2004) – This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the government’s vision for

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.

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.

In 1994, representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education and called on the international community to endorse the concept of change and inclusion through a new statement called ‘The Salamanca Statement’. As this was the first major international statement of what an inclusive approach to education needs to be, they formed practical strategies to ensure this positive inclusion would take place worldwide.

This paper includes a literature review of literature relating to the topic Long Term Effects of Separate Classrooms for Special Needs Students. In general, the literature seems to indicate that, while special education is not something new to education, It has been around for a very long time. What the schools would do is basically take the children with special learning needs and place them in one classroom separate from the children without disabilities. There has been a very mixed outcome within the articles that I have chosen to research. Some of the articles suggest that it is better for the children to be separated from the general education classes, so that they can better take advantage of what is being taught. Then, the majority of the other articles suggest that the children shouldn’t be removed but be included in the classroom with limited pullouts for interventions. This is considered as the method of inclusion.

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

To decrease potential barriers to learning, assessments for individuals and groups of children can be taken; teachers can set achievable targets and use a graduated approach. The graduated approach identifies four steps of action - assess, plan, do and review (DfE, 2014). Most importantly, the DfE (2014) agrees that “all agencies should work together to fulfil the needs of SEN learners working together with teachers, parents and schools and any other local authority involved”. One question that needs to be asked, however, is whether or not the “quality of the teacher contributes more to learner achievement than any other factor, including class size, class composition, or background” (Sanders and Horn, 1998). Lastly, because teachers spend time planning and teaching children, their role could be the most crucial component of inclusive practice, contributing to high progression made by a diverse range of pupils.

The 1996 Education Act defines a child as having special educational needs (SEN) when they have “a learning difficulty which calls for special educational provision to be made for them” (section 312). This involves those who have greater difficulty learning and/or disabilities that prevent them from accessing educational facilities. This represents approximately 15.4% of pupils in schools in England (Department of Education, 2015). A key question that surrounds this area is whether it is better for these children to be included in mainstream schooling or whether they should be excluded (Warnock & Norwich, 2010). However this is not a straightforward issue, there are wider needs, like social class, that the classification of ‘SEN’ often

For thousands of years individuals with exceptionalities have been present in all parts of society across the world, especially those with physical or sensory characteristics. However, the way that these individuals have been viewed has changed dramatically. Originally these individuals were seen as ‘imbeciles,’ ‘worthless,’ and ‘a burden on society’ and were often shut away from ‘normal’ society or simply left to die or abandoned to institutions. Society has, however, created a positive change and started to exhibit a more humanitarian view and protective nature and developed a concern for the welfare of individuals with exceptionalities. The steadily changing view of society has paved the way to where today these individuals are now considered a part of an all-inclusive society where every citizen has value, merit and is capable of making a contribution to society.

Through this study, I seek to explore the phenomenon of how inclusion of students with special needs is understood, implemented and enforced across private schools in the Emirate of Dubai in the United Arab Emirates (UAE). The purpose of this study is to better understand, through interviewing private school administrators and policy makers in Dubai’s education sector and by analyzing policy and legal documents, what inclusion means to these key agents which in turn effects its enforcement (by the government authority) and its implementation (by the private schools).