The UK Education System for Disabled Pupils

Children with disabilities are forgotten by the mainstream population, education officials, and world leaders. There has been no effective policy addressing the needs of the disabled and providing them access to quality education. Especially children with disabilities in developing countries are suffering from discrimination with no source of help, as they are dropping out of school after being excluded. World leaders need to be empathetic and create policies that ensures all children, despite their age, gender and disability can exercise their basic human right to learn without facing discrimination. The issue of discrimination to these children emphasize once again the importance of quality education systems being instilled to meet the needs of children with

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

* 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.

Relevant legislation and guidelines for working with disabled children and young people with specific needs in the UK

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

“Listening to families is key in working with them as partners in supporting the learning and development of their child with special needs”. IDEA (2004) has mandated that individuals with disabilities be provided educational opportunities with non-disabled peers in the least restrictive environment. IDEA (2004) further notes that parental involvement is required as part of the decision making process. This has proven to be one of the most important elements to the educational program of students with disabilities. Prior to laws governing

In this interview, the interviewer has the opportunity to learn the different personal experiences that parents encounter attempting to obtain the best possible education for their disabled child. Whether it be a mild disability such ADHD, or a more severe case of blindness or deafness parents still face struggles. Conducting this interview provides an opportunity to gain more respect for these students and their parents as well. Parents will offer you the information that is sometimes overlooked during

This paper draws on a literature about family centred service and the thoughts and feeling of parents in regards to having a support system in place that meet the needs of their families. It highlights parent’s perceptions of being able to make important decisions regarding the services they get for children with disability and be able to support their own child with help of support services. This paper has not explored the key worker role or system; nevertheless, it explains how parents would like their own roles when supporting their children as they know their child best similarly, how a key worker knows their child. The information is from an initiative on strategic and operational change for children with complex needs, by promoting the

First off, the needs of students are very important to their learning and academic achievement. The resources available to students in these cases could have the greatest effect on a child’s learning. In any case the benefits of services made available like supplementary aids and universal design for learning, inclusion, IEP and collaborating with a parent in the developing IEPS all work together to create the best need for a child to learn and is crucial to a child’s development. With the right help, accommodation and parent support a child can function in a classroom of their peers. Disable children deserve the support and at the same time they deserve to be treated the same as their peers. Putting a child in general education without the

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with the special education program in their child’s school.

Children with disabilities need love, support, and lots of patience. Parents need to feel that they are ready to be part of their children's formation so the instruction provided by the educators can be reinforced at home.

Fereday, J. Oster C. and Darbyshire P. (2010) – partnership in practice: what parents of a disabled child want from a generic health professional in Australia. Health and social care in the community, 18(6), 624-632

Education has changed drastically over time. “Children with special educational needs were seen as ‘imbeciles’ and the behaviour within the classroom was controlled by corporal punishment”; as cited in Changes in Education, 1994. Inclusion is about all children, not just children who have an SEN or an AEN need, which has stemmed from the 1970’s and 1980’s. Ofsted (2001) said inclusion is about ensuring that all children are included regardless of their SEN or AEN need, but also ethnicity, race, gender or religion. Analysis of both past and recent acts and legislations has shown the change within education and how SEN learners have had a greater impact on shaping education over time. The overview of Education discussed in this assignment will explain the development of education using the PESTLE framework (Buchanan and Huczynski, 2004).

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

The status quo of higher education in the United Kingdom (UK): internationalized, leading but critical. The first part of this literature review aim is to use exhaustive evidence to critically evaluate the position of higher education stands in the UK, and in turn try to expose the ambivalent issues that are caused by globalization from a macro-perspective.