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quire to ensure they reach their full potential. The report suggests the way that schools can support academically and in a developmental aspect. It suggested changes in the curriculam and the enviroment that the children with additional needs. The report influenceed the 2001 the SEN Code of Practice. This piece of legislation puts a focus on Inclution.

The Education Act of 1981 used the findings of the Report 3 years prior. The act granted more responsabilties to the Local Authorities as well as give more Legal power to the parents. Progress to 1989 and there was the Education Reform Act that introduced the National Curriculum into all schools across England and Wales. The curriculum ensures that all children learn the basics however they are given the freedom to adapt what is taught for SEND children if the curriculum is not appropriate for them.

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The Children Act of 1989 discusses the welfare of the child must be at the forefront when making any considerations as well as respecting their rights and wishes must be considered when discussing a child who is considered SEND.

The Education Act 1993 introduced a Code of Practice for guidence on the identification and provisions in place for children with special educational needs. The Role of SENCo was introduced into the school system to provide support and guidence regarding SEN. The act also enabled the parents to challenge the Local Authority regarding the provisions in place for SEND children.
1995 saw the introduction of the Disability Discrimination Act. This legislation made it illegal for employers to discriminate againt a person with a disbility. 10 years later it was extended to Education. This inturn meant that the schoolmust improve the accesability of the buildings and facailities. Prime examples include lifts, ramps and accessable toliets around the premisis for staff, students and vistors who need extra requirments.

SENDA and Special Educational Needs (SEN) Code of Practice 2001/2015. The Special Educational Needs and Disabiltiy (SEND) Act of 2001 is in place to strengthens and reinforces the rigthts of parents and children who are recongised as SEND when in Mainstream Education. The SEN code of practice has changed the way we assess and how intervfentions are carried out in schools. It outlines that children with SEN should identify their needs in a sachool setting . the people responsible for the SEN provisions must ensure that they are taking into account the views and wishes of the child in question. The professionals and parents are working together with the4 child’s wishes and needs are cared for. LEAs must carry out assesments in the set time limit. The Code of Practice also outlines how assessments must be carried out at all levels of main stream education in order to get an accurate diagnosis.
Every Child Matters’ that is now referred to ‘Help Children Achieve More’ this initiative dramatically impacted the way schools handle the issues of care, welfare and the discipline. This document states that agencies such as Department of Education and Social Services must take on more responsibility for pupil welfare. This scheme has five basic outcomes. These include Stay Safe in which a child should be safe from any form of neglect and maltreatment, children have the right to cared for and have stability and a security. As well as staying safe, children must be able to Enjoy and Achieve meaning that children must be ready for, attend and enjoy the school that they attend; moreover, children should achieve their educational standards at all stages in schools as well as their personal and emotional development. There are thee more sections that are explained in Diagram to the right.

The Equality Act of 2010 is a replacement for a range of anti-discrimination documents which existed in separate quantities. The equality act brings all these documents together in one fine document which is easy to reference ranging from Equal Pay to Disability discrimination. This document aims to prevent any type of discrimination against any group that classifies many the population. This act is vital in schools to teach and actively ensure that all members of their school are given equal opportunities and to provide a space for positivise relationships and bonds to form. This type of relationship formation it critical for emotional development as it helps the children develop a tolerance for all groups of people in later life. It is a requirement to encourage inclusion of every child with a disability into mainstream education and to participate in classroom activities.

Children and Families Act 2014 has a specific set of Legislation regarding Children and young people with special educational needs (SEN) and disabilities. It introduces a new Education, Health and Care Plan (EHCP). The purpose of them is to replace Special Education Statements. The EHCP has a soul purpose to support children, young people and their families from brith to 25 years old. The commissioning and planning services for children, young people and familes are run together by health services and the local authories in order for the best outcomes. It also clearly states that local services avabilie for families must be made mucg clearer and easy to read. It also states that the LA must involved the children’s family when discussing their care and education as well as to provide advice,
Due to the publication of the 2001 SEN code of practice the way that assements and nterventions are carried out have changed drastically in order to meet legisaltion. There are three national assements schools must use in order to assess pupils and montior their progress.

In my school I work with Pupil Passports. It allows both internal and external staff members who work with the children who have Passports a bit of background on the child such as their likes and dislikes as well as their targets for each term. This is also a way we communicate with the parents about the schools targets and their child’s targets Below here is an example of a pupil passport for a child in year 4.

The national assements and interventions are split into three different types. There is the Common Assesment Framework (CAF), SEN Code of Practice 2017 and the Education Healthcare Plan (EHCP).

In 2009 the Common Assessment Framework (CAF) was introduced. It was souly designed so it can be used across all Children’s services to ensure there is no miscommunication. The purpose of the CAF is to identify any additional needs at a young age to ensure there is a holstic approach to the child in questions needs. This encourages a good amount of co-operation of a variety of child agencies agencies working toogether. The CAF isn’t just for children with Special Educational Needs but also with children who are reconsigied as at risk of harm or they show concerning behavoiur. If a concern if every apparnt it is vital to go straight to the SENCo and report your concerns.

An Educational Healthcare Plan (EHCP) ”An EHC plan is a legal document that describes a child or young person’s special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life. The plan is drawn up by the local authority after an EHC needs assessment.” (1A) is a plan that is devised for children and young people that are diagnoised with A Special Educational Needs or disabilty that simply cannot be met with the usual classroom support that neurotypical children in the class have in mainstream education; they need extra support to reach their full potential. The plan is in place up until they are 25 whilst they remain in further education however it can be withdrawn at the annual review if it is agreed that it is no longer needed. The plan is drawn up by the local authority who have the power to go ahead with the EHCP and provide extra funding to fulfil the needs of the EHCP. The EHCP is split into eleven sections labelled alphbetcially. These are detailed below.

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