Establishment of special schools begun back in the nineteenth century with the aim of providing education to children with impaired sensory functioning. The government has also been in the forefront in the provision of education to the special need children in primary schools…
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The code also promotes an effective approach in meeting children’s needs and puts the rights of children at the heart of the process hence allowing them to take part in decisions concerning their education (Cumming 2012, p. 52). The code of practice also sets out effective school based support with little paperwork for teachers and mainly emphasizes on monitoring the progress of children with special needs to reach the identified goals.
Special education needs provision has been categorized into four broad areas of need that include communication and interaction, social, mental and emotional health and sensory (Hallet F & Hallet G 2010, p. 78). Communication and interaction is impaired when a child has difficulty in talking and expressing ideas and also got difficult to understand what is been said to them and still this makes them to have difficulties in social interaction with others. Cognition and learning is impaired when anindividual learns at a slower pace than the peers do (Atchinson & Dirette 2007, p. 52). Social, emotional, and mental health difficulties are manifested when a person becomes withdrawn or isolated and displaying disruptive and disturbing behavior.
In order to promote special education, a committee was set up in 1993 which its main aim was to make recommendations for identification of children with special needs and for future advancement of special education services, special schools and classes according to the child’s need (Butler 1994, p. 145). Guidelines were put in place which even to date promote the provision of special education. These include, all children with special needs have right to proper education, and in provision of education to a special child, the needs of a specific child should be the paramount consideration. Active participation of parents with children who require special education and their wishes should be taken into consideration also, provision of adequate resources by the state is important to ...
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At the same time, history has seen a lessening of institutionalization and a greater degree of programs that have been designed to mainstream SEN students to live a productive life among their peers as contributory members of society, rather than isolating them.
The process of inclusion 8. Responding to the Difference 9. Conclusion. 10. List of references. Introduction In this essay I will be examining the difference between integration and inclusion related to special education needs provision in the UK. I will start with a brief introduction of its history and developments and end with the discussion itself.
As a result of this, majority of children were identified as uneducable and were grouped into categories such as educationally sub-normal or maladjusted. These categories of unique children resulted to the provision of special education treatment in separate schools.
b. he/she has a difficulty that stops or obstructs him/her from exploiting the educational facilities and opportunities that are extended to the children of the same age group, in the schools situated in his/her neighbourhood or vicinity; or
c. he/she hails from the compulsory school age and satisfies the above mentioned clauses a.
The Special Educational Needs (SEN) Code of Practice provides a standardized approach towards the integration of the children with special educational needs in the mainstream. More importantly it focuses on the rights of the children with special educational needs and empowers them by making them a part of the decision making process of their educational system.
The Code states:
Children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties, such as dyslexia or dyspraxia, require specific programmes to aid progress in cognition and learning. Such requirements may also apply to some extent to children with physical and sensory impairments and those on the autistic spectrum.
The reliance on market forces as a mechanism of quality control and the unprecedented degree of centralized control of the curriculum, for instance, are principles calling for revolutionary changes in the way teachers operate
These difficulties direct the children to behave indifferently to the society. The scope of autism has increased in the recent years with about 2% of the population suffering from autism. (what is autism, n.d.; Frith,
These difficulties might occur in the sphere of schoolwork, understanding numbers or having problems in making friends. This implies that they lack the ability to enjoy a normal kind of well-being like
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