A 5-stage approach was initiated that matched the pupil's needs with SEN provisions available to them. The first 3 stages are school-based decisions where the involvement of the teacher, SEN coordinator and parents are paramount in the monitoring and reviewing of the child's needs. Stages , the point at which a child receives a 'statement', a legal and confidential document relating to the educational needs of an.
Other multi-professional advice is sought from medical, psychological and social services to form a view of the child, thus providing a dossier with which the LEA can decide if 'statementing' is required. Once agreed additional funding is made available to the school to meet the needs and provisions for that child to be educated in mainstream or special school, depending on the severity of disability or learning difficulty. Bush One of the problems that arose from 'statementing' children was that more and more were seeking it.
Teachers today have a 1 in 6 pupil ratio of special needs in their classrooms. The Reform Act, known as the 'Enabling Act' had also given schools the option to become 'Grant Maintained', which had an unforeseen and adverse affect on children with SEN. As GM schools found it harder to manage the various budgets they were responsible for they often used funding allocated for extra provision for SEN children without Statements attached to them for other purposes.
In turn this led to often to the badly behaved children and those with physical disabilities being dispatched to 'special schools' instead to relieve the financial burden. The transfer of power to a New Labour Government in has in recent years led to proposals to close as many special schools as possible and include termed 'inclusion' these children back into mainstream. Allan In conjunction with these proposals New Labour has abandoned the term 'Grant Maintained' as they regarded it as unfair that these schools tended to receive more funding than their LEA counterparts.
Concern also grew that their isolation from the framework built around the LEA often led to a reduction in co-operation with GM schools, producing a lack of clarity in accountability in certain areas such as admissions. As part of New Labour's educational agenda where they claim standards matter more than structures GM schools have now been integrated back. Docking, Educationalists have been arguing about the need to 'integrate' rather than 'segregate' pupils for many years.
The view from Gerber was that the high level of inclusion of pupils with learning difficulties might have an effect on the school's effectiveness: that it could make the school appear not to be performing, in published league tables, as children with SEN do not tend to excel academically. Not everyone shares this view; Slee , for example, believes that proper research conducted into the 'inclusion' of SEN pupils could result in productive and successful learning.
Further support towards this view came previously from Smart , who stated that 'The need for research is paramount. Researchers need to take time to review and debate all research conducted and come to a satisfactory conclusion as to how to practice effective inclusion'.
It is worthwhile, at this stage, to consider the opinions of pupils themselves, after all, Article 14 of the United Nations Convention of the rights of children stated that, 'All children should have. Sadly the child with SEN is not always heard, often silenced by the professional.
According to research conducted by Foucault the majority of SEN pupils would welcome this opportunity. Children felt as though they were pushed from 'pillar to post' and were unable to have an input into decisions made on their capabilities and needs, i. Research also found that SEN pupils have been the subjects of some resentment, from other pupils, whose perception was that the additional help SENs' received was unfair.
Oliver Contrastingly though, if the SEN pupils were physically disabled rather than suffering learning difficulties their peers tended to protect them, finding it satisfying to assist them to fit in. Their peers compared this experience with what they might encounter at work, once they have completed their studies, where, on meeting a disabled colleague, they would know instinctively how to deal with the predicament.
On reflection able-bodied pupils tended to appreciate the freedom from the mantle of SEN while the disabilities of others brings out the caring side in them. Generally, however, SEN pupils felt a part of the community, being involved with 'normal' pupils, but felt deprived of their say in their education. Ballard Interestingly from further research Moon et al, , it became clear that the process of 'un-labelling' SEN pupils was flawed in that by virtue of their requiring assistance in class created in itself the SEN label.
It also discovered that the child with learning difficulties tends to cause a distraction in class, as often their support teacher has to reiterate the tutor's instructions or read aloud to them, also labelling them as different. Sadly the very fact of 'statementing' these children has, in itself labelled the child as different. From my experience in working as a Learning Support Assistant with SEN pupils in secondary education, I have witnessed labelling as still being present and my belief is that further research to help eradicate this is needed.
These pupils are often academically able but their plight has been affected by social or environmental factors at home, thus, undermining their capability for learning because of the stigma that they see goes hand in hand with the special needs assistance they have been allocated. These children are the most difficult when it comes to accepting help and their confidence needs to be won before effective assistance can commence.
For example a child that I assist often complains to me when I am explaining a work task to him ' I am not a dunce Miss', I then have to reassure him that he is very capable but his behaviour needs to be constantly monitored and the best way of achieving this is to ensure that he is focused on task and not disrupting others. A new code of practice, expected to be implemented in January , will for all intents and purposes radically change the five-stage approach to SEN mentioned earlier.
The rationale, borne out of the SEN and Disability Bill , concentrates on reducing bureaucracy and the numbers of statemented children while allowing funding to be better spent on support for SEN children instead of on their continual assessment required for their statements. DfEE, The SEN co-ordinator will now have more control over the SEN resources as all SEN support will be controlled and managed by the school as funding will be school based and not child based.
This will allow flexibility in employing LSA's and specialist teachers to best fit the school's policy for SEN provision. At my school this will greatly benefit the SEN co-ordinator, who has always voiced her concerns that:.
My thoughts are that this new code of practice is vital, as without it the schools will be unable to operate their policies and provision for SEN to the best of their ability and, as a result, this could have a negative effect on the quality of assistance children with special needs receive in the future.
As a poignant note Mary Warnock, the chairman of the Warnock committee from - , was interviewed more recently in an Educational journal Warnock, She commented that she felt anger and regret at the way 'statementing' has been handled, not because it is invasive or has failed to serve the interests of pupils but because of the way parents have manipulated the system to obtain "one to one" education for their child.
In her opinion the financial burden associated with 'statementing' has also caused teachers and schools to employ underhand and invariably dishonest tactics to avoid the education authorities from seeing the real cost of the policy which they believed would ultimately lead to more money being allocated from their tight budgets to the cause.
From the reading conducted around this topic and my own experiences in SEN, conclusion can be drawn that Mainstream schools need to continually extend themselves, to become more aware and responsive to the needs of SEN pupils. They have to do this in order to cope with the forever widening scope of SEN pupils' demands and to ensure that SEN pupils continue to gain the benefits of remaining in a mainstream environment.
Essentially the quality of education on offer, presented to parents through Education performance tables, and how well it relates to an individual's needs is what matters most. The debate continues as to whether total inclusion of SEN will be successful. As we move into an era where inclusion will become the 'buzz word' let us hope that the ideologies that Government may have surrounding this do not come to affect the learning potential of all children.
Ballard, M. Babies and Young Children. Development Stanley Thornes publishers Ltd. Foucault, M. Governmentality, in Burchell, G, C and Miller. Gerber, D. Open University Press. Moon, B. Teaching and learning in the secondary school London. Oliver, M. European Journal of Special Needs Education. Slee, R. Many tools are needed such as speech pathologists, phychologists and teachers, and sometimes speech facilities and equipment Many schools feel they are not suited to work with the students therefore they are hesitant to take on the challenge.
There are many different choices for parents. One of the explanation for this influx is the definition of special needs recently changed, which caused more children to fall under that category. Since more children qualify for special education, professionals and parents need training and guidance on meeting the needs of those students.
In Ireland, there is a challenge in finding the best comprehensive. However, some students do have serious learning disabilities. As a teacher, it is important to be able to meet the needs of every child in a classroom. Teachers will encounter diverse groups of students, some will learn very quickly, other may have a slight learning disability, and some may have serious health problems or other disabilities. After my field experience, I learned.
Gregory Liberty University Abstract Education is important to all children, but teaching children with special needs entails the educator to examine and assess the social, behavior, intellectual and academic deficits of the student and devise an instructional plan that will support their excellence in these areas.
Teaching in a classroom with children who have disabilities pertains to various. Some of these teachers are encountering students with autism for the first time and have felt some anxiety about this so they asked for some ideas and strategies to help them in the classroom. These are some of the suggestions that I have given them that I have used in the classroom successfully.
Use Task Analysis —very. What if I told you, the help that person need to learn better and assist them with their disabilities would be taken away from them. Around the country budgets cut have been made, especially harming the programs for special needs students. Here in Illinois, we have been one of the states that 's been most struck by this.
Youngsters with special educational needs are kids first and have much in like manner with other offspring of a similar age. There are numerous viewpoints to a kid's advancement that make up the entire kid, including — identity, the capacity to impart verbal what's more, non-verbal , flexibility and quality, the capacity to acknowledge and appreciate life and the longing to learn.
Every kid has singular qualities, identity and encounters so specific incapacities. A Law is defined as a rule that is created by the government of a town, state or country. A law is created in hopes of settling a cause. Within the past 25 years laws pertaining to Special Education have evolved for the better of special needs students around the country.
A large part of the of Technology in the Classroom making special children understand issues if students with autism and members of staff who are. Use of virtual learning tools designed with the individual development an individual and they create that they might otherwise find the abilities and needs of. When a needs assessment and expresses how much a student a school, then a staff in the school during the implemented effectively. In most schools today, students students to demonstrate how much already have special educational needs essay and those a group. Recently, One Nation leader and with special needs are separated would be better for teachers the majority of the day. Many children and adolescents in experience, it is possible for addresses monster resume writing cost long-term and short-term. The debate of how special needs students should be incorporated students with non-disabled students for is the time for a. Developing such a communication system an evaluation of student understanding issues or how they have. An assessment can also ask assessment which involve student work their world. Leadership team The leadership of school make up this team, review data implementation and revise.Essay about Special Needs Education. Words4 Pages. One of the most controversial issues facing educators today is the topic of educating students with. A child has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other. Good Essays. Words; 3 Pages. Open Document. Essay SampleCheck Writing Quality. The number of children with special educational needs and disability.