This conclusion is reached based on the observation of children and their teachers in a primary school from levels 1-6 as well as the concerns of the SENCO.It was found that there were wide gaps in the theory and practice of SEN teachers as apparent from the discrepancies from their interviews and what the author had a chance to observe later on.Other issues that arise in the discussion is the difficult task faced by the primary schools as they come to terms with the effective management of the special educational needs struggling from funding problems and parental expectations. The paper recommends that either there should be a return to the formerly segregated learning techniques or home teaching or there should be better initiatives to promote the development of flexible training modules which are designed to be practical and relevant for primary schools. Such training facilities would require the collaboration between the primary teachers , LEA staff and local training providers.
The past two decades have been pivotal to the change in the ways in which the local Education Authorities and schools have been required to respond to pupils with special educational needs (SEN). ...
Such training facilities would require the collaboration between the primary teachers , LEA staff and local training providers.
The past two decades have been pivotal to the change in the ways in which the local Education Authorities and schools have been required to respond to pupils with special educational needs (SEN). This began when the 1981 Education Act was passed and there was a rush to change the assessment and referral systems of the SEN pupils.The change sped up with the more recent Education Act 1988 with its intense implications for the practice and provision of SEN learning.This legislation combined with the introduction of the National Curriculum,and the 1992 White Paper have all brought a large challenge to management of the SEN initiatives.This has also in part been affected by the altered in service funding arrangement which have also impacted teacher funding.The changing SEN initiative in the UK was based on the Warnock report the recommendations of which were aimed at revolutionizing the historic practice of dealing educationally with children with disabilities or learning difficulties in a segregated fashion. However how successful this initiative to has been in letting learning disabilities not get in the way for children to be educated in their neighborhood school, sharing learning with their peer is debated in this dissertation.This is particularly obvious from the funding problems and the difficulties faced by the teachers in dealing with learning disabilities.In this regard my dissertation offers a fresh perspective which actually favours that when segregated these children might be treated by specialist teachers.Admittedly it is unfair to separate SEN pupils from