A statutory guidance in relation to the care and education of children with special educational needs and disabilities is the SEND code of practice 2015. The SEND code of practice 2015 states ‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’ This code ensures all children who have SEN or disabilities get the correct support and alternative provision while in a learning setting. Many people must follow this code including; local authorities, early years providers, schools, FE colleges, sixth form colleges, academies/free schools, SEND tribunal, NHS trust, independent special schools and independent specialist providers, pupil referral units and alternative providers, NHS England, clinical commissioning …show more content…
The code provides the duties, policies and procedures that all organisations working with people from birth until the age of 25 will need to support people with SEN and disabilities. The SEND code is broken down into eleven chapters: principles and legislation, advice and support, working together across education health and care, the local offer, early years providers, schools, further education, preparing for adulthood, education health and care needs assessment and plans, children and young people in specific circumstances and resolving disagreements. Although the first five chapters are the important ones when working in early years, chapter 5 is the most important as it is all about early years
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 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
The case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.
The NCSE (3013) recommends that every child with SEN is protected from enrolment practices that block his/her access to a school, may enrol in the nearest school to meet his/her needs. A school must enrol a student with SEN if directed by the SENO on the basis that the school will be provided with resources in line
Adults working with SEN children spend the majority of their time supporting that child however sometimes it’s the practitioners that needs the support. The role of the practitioners can be hard work and isn’t taken lightly, the practitioner needs support from other people around them to help promote their confidence and provide the correct provision for the children. A helpful support to practitioners could be the charity Mencap. Mencap work in partnership with people with a learning disability and all our services support people to live life as they choose.
There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to
This is a legislation which states that each and every child is entitled to an education, not only that but it is a guideline for schools and colleges on how to look after and cater for individuals with special educational needs. Local Authorities have developed the SEND Matrix assessment tool, which is used a guide when assessing the level of support. This guideline assists schools and colleges in adapting the environment around them to suit the needs of certain individual`s that are in education at the time. Since the update of this act in “January 2015” it states that “pupils and the parents of pupils must be informed of any changes that are happening to the pupil’s educational life” this is stated in paragraph 6.39 of The Send Code of Practice (2014).
In the early 1990’s there was an introduction to the intricate code of practice, in which they propose children in mainstream schools must ideally have their needs assessed in multiple stages and be provided with extra help from the following; ordinary resources of the school, outside and be provided with statements if their needs appeared to permit it. In order to ensure all procedures of assessment were be followed through correctly, it was the responsibility of the school to appoint someone as the special educational needs coordinator. Schools implemented an appeal system in which parents could comply their complaints and disputes with Local Education Authorities. In was the belief of the code, children with SEND were granted the option
The following essay goes into detail on supporting learners with special educational needs and disabilities, key pieces of legislation and the changes enforced which have influenced current practice. The SEND code of practice (2015) refers to Special Educational Needs and Disability (SEND) as; a young-person or child who has a learning difficulty and/or disability which requires special educational provisions to be put in place (GOV 2015). The SEND code of practice is statutory and further enforces that adaptations are made to the National Curriculum (2014), and EYFS(ref), in different educational settings to promote inclusion. This is supported by the Equality Act (2010), entailing no direct or indirect discrimination takes place. Additionally, that reasonable adjustments are made to meet the individual need.
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
The Special Educational Needs and Disability Act 2001 (SENDA) introduces the right for disabled students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies’, including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments’ to ensure that disabled students aren’t discriminated against. Making reasonable adjustments could include;
Disability Act (2010) refers to those people whom got a medical condition that requires special attention and extra care and helps us, as teachers to treat them equally and not let them feel excluded, this Act can be linked to A, B and F Domains from LLUK standards. If in my course of work I’ll have to deal with a disabled learner I’ll try to plan the session according www,,, to this and prepare for him appropriate tasks. I’ll try to widen my knowledge about his/her disability to know better his/her needs and what teaching
* Special Educational Needs Codes of Practice 2001 – outlines the statutory guidance for policy, procedures and responsibilities towards children with special educational needs including the levels of support which should be provided to children depending upon their individual need.
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
Students with Special Education Needs (SEN( are children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age. Where assessment of the child indicates that support from specialist services is required, it is important that children and young people receive it as quickly as possible. The schools, local authorities and others have towards disabled children and young people: • They must not directly or indirectly discriminate against, harass or victimise disabled children and young people • They must not discriminate for a reason arising in consequence of a child or young person’s disability • They must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. Schools are provided with resources to support those with additional needs, including pupils with SEN and disabilities.