Large number of children all around the globe, irrespective of their economic class, suffers of disabilities both in terms of psychological attributes and physical attributes. Rather in many cases, children throughout their educational career do face certain problems as a result…
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 ...
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In addition, special education needs involves those special educational programs aimed at ensuing that children with a disability are assisted in funding their education. Apart from funding, students with special needs also require special services from resource teachers and other professionals concerned with speech and language therapy.
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.
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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.
The Children’s Act (2004) however highly affects all the children from birth to the nineteen year olds. It aimed at improving the educational achievements of all the children including those children who have special educational
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,
The distinction of one model of funds to another can be presented via the evaluation of the procedures or methodologies that are deployed through the realization of the eventual aims. Other contributory factors that assist in the evaluation of the
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