The number of children with special educational needs and disability (SEND) in England is over 1.2 million with over 230,000 having statements or education, health and care plans, a number which has continued to rise over the years (Department for education, 2016). Described by the department for education (2014, p.7) as “Children and young people with SEN all have learning difficulties or disabilities that make it harder for them to learn…”. Within this assignment I intend to outline the provision made for a SEN child in my attachment, which will be referred to as Child A.
Special educational needs and disability is a broad field, and therefore I will be specifically discussing cognition and learning difficulties in regards to Child A in
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Woodward and Johnson (2009) in a survey of teachers in regards to interventions, highlight as mentioned previously the advantages of interventions outside of the class, but several disadvantages have been highlighted. These include; the TA or adult conducting the intervention is taken away from the class which may have an affect of the progress of the rest of the class. The child in the intervention group may miss out on whole class information and may fall behind in other areas. A child who is removed from the class loses out on social interaction time, which may cause secondary problems such as interaction skills and cause a child to be labelled by class peers. Referring back to Child A, who also has social interaction issues as well as dyslexia, it is important to consider the impact of taking Child A outside of the classroom and if this may be impacting on interaction although helping dyslexia. Although taking this into consideration inclusion according to Reid (2013) doesn’t mean mainstream teaching must happen constantly, and acknowledges that inclusion can still happen with the use of interventions. Thomas and Vaughn, 2004 (in Reid 2013, p.13) states how segregation is not sending a child for an intervention and how time out of the class should not interfere with full class
This report aims to recognize the contemporary statutory framework for identifying and working with children with Special Education Needs and Disability in England (The SEND Code Of Practice). The report will pay particular interest in discussing the key elements which derives from the 2014 Children and Families Act practiced in relation to the Department for Education (DfE). The report will pry into the current changes of the SEND code of practice, its assessment framework, why these have been introduced and who these changes makes a difference to. To discuss this the report will be looking at a variety of sources to better understand the most important details also includes but not limited to newspaper report, recent research papers,
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
Dyslexia has been a commonly known problem in the Unites States. Even though, dyslexia is a mental problem that causes disabilities in reading, most people do not know the truth about it. There have been movies where a person with dyslexia sees letters moving around, yet people with dyslexia do not have disabilities like moving letters around. The truth is that there are plenty of misconceptions. The myths going around of what dyslexia supposedly is, is not the truth. These myths are just misconceptions and the truths about dyslexia are more complex than what it seems like. Dyslexics have different learning processes and different ways of handling the problems at hand.
Under the 1944 Education Act children with special educational needs were defined in medical terms and categorised according to their disabilities. Many of those children were considered as ‘uneducable’ and were labelled as ‘maladjusted’ or ‘educationally sub-normal’, and they were given ‘special educational treatment’ in special schools or institutions. In these special schools (institutions) the rights of the children were not considered, as children were socially alienated from family and the society from where they lived. Though the grouping of children with similar disabilities looked positive in the past, such children were deprived their right to association with their peer...
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
Dyslexia is a very common learning disorder that affects more than three million cases reported every year. It can also be referred to as a language based learning disability. Dyslexia is a disability that impairs one’s ability (usually identified in children) to read and interpret different letters/words. It cannot be cured and is generally a lifelong condition but can be treated with therapists/specialists. This disorder does not translate to poor individual intelligence, just simply an individual that struggles in an area of learning. More often than not, this disability can be self diagnosed by an adult. This disorder is the most common learning disability in American children. Although, scientists cannot pinpoint the percentage of children
Before we can expect people to alter their perceptions, they must understand what it is. Dyslexia is a learning disability linked to those who struggle with reading. Although, it seems pretty simple, dyslexia is extremely challenging to identify because it is not defined by one specific thing. Moreover, it includes a wide array of difficulties such as: trouble spelling words, reading quickly, writing out words, “sounding out words in” head, pronunciation and comprehension.
Students with learning disabilities can learn; each student has his or her own strengths and weaknesses. Educators must continue to focus on the strengths of each student and building on them, creating a stronger student and person. Identifying the weakness is at the core of getting a student help with their learning disability, but after this initial identification and placement, the focus should shift to the strengths and adjusting the student’s schoolwork to reflect these strengths. For instance, if a student is weak in reading but has wonderful group interaction skills and is good with his or her hands, the students' reading tasks should then be shifted to reflect these st...
November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.
Upon reading, “Early Childhood Inclusion,” this article entails the importance of early childhood programs for inclusion students. It is very important for the federal legislation government to implement laws and policies to better early childhood programs and ways to reach inclusion students that are placed in an inclusive classroom. As I was reading, I noticed as the year’s procced, the laws and policies change as it relates to early childhood and inclusion students. When children are diagnosed with a learning disability, or any form of disability it is vital to ensure a safe, nurturing, positive environment. No child wants to feel left out or left behind because of his/her disability.
Glazzard J, Hughes A, Netherwood A, Neve A, Stoke J. (2010). Teaching Primary Special Educational Needs. British library: Learning Matters. p7.
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
United Nations Educational, Scientific, and Cultural Organisation. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://www.unesco.org/education/pdf/SALAMA_E.PDF
One of the underlying problems within the existing SEN system is the terminology itself. Currently children are identified as having SEN ‘if they have a greater difficulty in learning than the majority of children of their age which calls for additional or different educational provision to be made for them’ as stated by DfE (2011) cited by Hodkinson and Vickerman (2009: P.18). The term SEN originated from the Warnock Report (1978) where it introduced the idea of special educational needs (SEN), where the initial intention was to move away from the categorisation of pupil. The Warnock Report (1978) was to inform subsequent legislation and significantly change the face of special needs provision. The Act made the teacher responsible for identifying and providing for special educational needs, which is crucial for the child on making the right decisions dependant on their needs. But in todays society, the number of labels has increased due to the about of conditions and syndromes that have been recognised. During this essay I am going to discuss the labelling theory whilst critically analysing the term special educational needs.
A child with a mental or physical disability may not be able to think, work, play, and function like other children of the same age. Someone working in the special needs career will be able to assist these children to function in their everyday lives and to meet goals to encourage them to thrive. In order for someone to work with special needs children, they need to understand the factors involved in a child’s improvement, have a heart for helping others, and be properly educated and trained.