The child with special needs By courtesy to Education Act, Equality Act, Children Act (1989-2004) and other provisions such as the post of Special Education Needs Coordinator at schools in the UK, today one can inarguably say that gone are the days when children with special education needs were not diagnosed at an early age, or if diagnosed, were not given the benefits that their situation called for…
It is designed to meet the children’s special education needs, also allowing their participation in the decision-making process as much is possible. The SEN code of practice lends practical advice to LEAs in carrying out their duties to identify, assess and arrange for children’s SEN. A SEN tool-kit is given to all SEN providers to help them in the discharge of their responsibilities. It is also obligatory on schools to have Special Education Needs Coordinator to make provisions for the special children. The SENCO is assisted by a body of teachers who help him device strategies to defeat the hurdles to a child’s learning process and ensure that the child is able to reach the targets set for his improvement. SENCOs work in association with curriculum-coordinators at the school and ensure that the learning requirements of all children with SEN are given equal emphasis and priority. However, there is a gap between theory and practice, and this gap is wide enough to ponder on and question the very effectiveness of the legislation and other provisions in place. There remain large gaps in the outcomes achieved by children with SEN as a whole. Whereas in 2009, 50.7 per cent of all eligible pupils achieved 5ACEM, only 16.9 per cent of those with SEN did so. ...
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