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 Social, emotional, and mental health difficulties are manifested when a person becomes withdrawn or isolated and displaying disruptive and disturbing behavior.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 ...Show more