The researcher of this essay aims to pay special attention to special education needs (SEN) in the UK. High segregation of disabled student in the UK education system was the central basis of the decision to create the committee granted the mandate draft the Warnock Report in 1978…
This research will begin with the statement that it is an incontestable reality that students possess different capabilities to learn, diverse emotional behaviors, various social skills, and dissimilar physical endowments. This prompts the necessity to adopt a curriculum and an educational system with programs that care for students who may not cope well in the mainstream education system and programs. The inclusion of students with special needs in a mainstream education system, in the UK, continues to gain dominance with legislation in place to provide special education needs (SEN). Poon-McBrayer and Lian define SEN students as a group that needs special services to achieve and attain their full learning capabilities. The Warnock report initiated the debate of inclusion of mainstream and special education, a move that saw the development of special education assume an all-encompassing approach. It is doubtless that the extent of reforms in sociological viewpoints, about the provision of education to students with SENs in the UK, has evolved tremendously since the 1978 Warnock Report and remains highly appreciable. Social transformations have continued to transform special education in the UK. Before the turning point, marked by the Warnock Report, segregation and exclusion of SEN students had been a dominant practice. In the past, the perception of disabled students was undesirable and non-inclusive. Segregation of nondisabled students featured serious cases of abandonment, neglect, and rejection....
Social exclusion among students, as Anabel (2010) identifies, was a complex challenge to tackle as a means of promoting equal opportunities for all learners, disabled and non-disabled. Exclusion did not exist in one form or kind, a challenge that rendered it a great challenge to achieve inclusion. It is noteworthy that there are varied degrees of segregation as McDonald (2008, p.28) identifies. The social processes that define exclusion of the disabled, in most learning environments, are contentious and should attract ardent considerations from educators and policy makers. Exclusion of the disabled, in the education system, involved the denial and limiting of very fundamental rights. The multidimensional character of factors that promote social exclusionism rendered it a demanding endeavor to promote inclusion. Noteworthy is the fact factors that escalate exclusion of SEN students were structural as opposed to circumstantial. That is, exclusion emanated from the set up, and sociological viewpoints held by the very society whose students with SEN experience the exclusion. Social exclusion promotes educational exclusion and the later cannot end when the former still prevails. Such is the complexity entailed in finding an insight into social exclusion in the education system over the past. The UK had experiences of exclusion of SEN students for a long time before the concern led to the formation of the committee that came up with the Warnock Report. Inclusion is necessary to avoid possible exclusion of society members with special needs. Inclusion involves cooperative learning that engages all students from the mainstream schools and ...
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The system of education in the United Kingdom is set to provide quality education to the children, to create an innovative and efficient youth force in the country. However, the very system of education is more objective rather than the required subjective approach.
This definition calls for an extension on the scope of disabilities to include all inabilities (physical or mental) that might be a hindrance to normal learning. For learners with English as an additional language who also have special educational needs, the topic of special education provision becomes even more important and relevant.
However, many parents that deal with children that have learning problems are still unaware of how this act could help them and the children. Because they might not be able to determine if their children truly have learning problems, they might dismiss them as lazy or lacking in motivation, when in fact they needed additional help and guidance.
SENDA introduces the rights of disabled students and says that they must not be discriminated against. This includes education, teaching and other facilities provided exclusively or primarily for students offered by organisations including additional and higher educational establishments and universities.These statements are directed to those schools that are mandated to accept people with disabilities in compliance with the law, so it will be discussed in this paper.
In this article, Garry Freeman (2012) tackles two major issues with regard to special education. The first issue that he tackles is the belief and the accusation that schools in UK are overstating the number of special education students in their school in order to get more funding from the government.
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.
But all of them are not providing the quality and special needs. There has been an increase in the number of special children in almost all the countries. As these students are not treated like other children, most of them are still taken care by the service organizations.
Issues surrounding inclusion debate have included; whether it is right to label children as disabled, whether it is ethical to treat such children differently, teacher training for special education needs, the issue surrounding funding and equipping of such schools.
The major policy development in the field of special needs education in England and Wales in the 1990s was the introduction, as a consequence of the 1993 Education Act, of the Code of Practice on the Identification and Assessment of Special Educational Needs.