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Linda Hunter and
Sue Lilley disguised as Malcolm Lewis !
Sir Bernard Lovell School
South Gloucestershire
The 1981 Education Act states that :-
‘A child has Special Educational Needs if he or she has a learning difficulty which……
• may be as a result of a physical or sensory disability
• may be as a result of an emotional or behavioural problem
• may be as a result of ‘developmental delay’
(1981 Education Act, Section 1)
The 1981 Act :-
• changed the focus away from labelling the child • placed the focus on the extent to which a learning difficulty stops a child from learning with other children of the same age
• placed the focus on the child’s special educational needs in terms of the SEN provision required to help them learn
• stressed that ‘special educational needs’ is a relative term which arises from the interaction between a child and his or her environment
The Code of Practice for Special Educational Needs
• The identification and assessment of Special Educational Needs
• First published by the DFEE in 1994
• Revised as part of ‘Programme of Action’ in 1998
• Came into force in January 2002
• Sets out a series of recommendations for good practice
Guiding Principles which underpin good practice A child with Special Educational Needs should :-
• have his/her needs met
• their needs will normally be met in mainstream schools and settings
• they should be offered full access to a balanced and relevant education.
• the views of the child should be considered
• parents/carers have a vital role to play in supporting their child’s education
Learning difficulties
Sensory difficultiesLanguage difficulties
Children with Special Educational Needs are often
described in terms of :-
Communicationdifficulties Emotional & Behavioural
difficulties
A combination of the above
CATEGORIES OF NEED
The Four Areas of Need used in the Revised Code of Practice are :-
• Cognition and Learning (C&L)• Behavioural, Emotional and Social Development (BESD)• Communication and Interaction (C&I)• Sensory and/or Physical (S&P)
*It is important to recognise that a child’s needs often overlap these groups
The Graduated Response
• School Action
• School Action Plus
• Request for Statutory Assessment
• Statement of Special Educational Needs
‘All teachers are teachers of children with special educational needs.’