To meet these difficulties and help the children gain a normal life, Special and Additional Education Systems have been set up (Directgov, n.d.).
Till date, Special Education Needs (SEN) and Additional Educational Needs (AEN) were meant to be synonymous but recently the term AEN is accepted to have an appropriate sense in this case. But anyhow, the objective of both the terms remains similar, i.e. providing the additional and special education to the children those who are needful. As such it becomes very necessary to understand where a child shall face problems in the learning process and identify them as soon as possible. One feature thereby, is that the children learn in a much decelerated speed when compared to other children at the same environment (Oldham Council, n.d.).
With the prime objective to provide every child with SEN to attain their optimum potential in education and adulthood, the government of UK has laid down proper laws and educational systems. Such as, law of discrimination, funding and many more (Teacher Net, 2010).
The concept and belief of SEN have stated traditionally that the best way to understand the special need of children with disabilities is by comparing their behaviour with other majority of children of the same age. Concisely, the factor of individual difference can state the needs of these children and also suggest a scope for their benefit. Although with a recent argument it has been concluded that more than individual differences the special needs of such children can be efficiently assessed when unsuitable environmental conditions are presented in front of a child. The basic problem with the approach of individual differences is that it is focused on the assumption that, differences that lie on the individual basis is not always appropriate as individual differences stand upon some active rudiments, i.e. biological and behavioural