Children And Young People With Special Educational Needs And Disabilities

1723 Words Nov 12th, 2015 null Page
Since the 1900’s the government has changed how children and young people with Special Educational Needs (SEN) are supported in schools all over England. Thus, authorities are entering a new era of understanding which highly promotes inclusion throughout schools, from as early as the arrival of children in an Early Years setting (Department for Education/DfE, 2014). In this assignment an understanding of key historical policy and legislative developments surrounding SEN provision and disability will be established. A description will be given identifying ways in which teachers create effective inclusive environments for learners with Special Educational Needs and Disabilities (SEND). Also a range of strategies used for differentiation will be reviewed. The third and final part is going to show an understanding of the importance of professional people and parent/ carer’s partnerships, in SEN provision including the benefits and challenges within educational settings.

NALDIC (2007) suggest that inclusion should “permeate all school policies so that they increase learning and participation” with particular consideration given to SEN children and young people. Likewise, Fredrickson and Cline argue (2002, pg. 65) that integration is a process “where the onus is on the assimilating individual to make changes so that they can fit in”. Alternatively, inclusion involves “schools in a process of accommodation where the onus is on the school to change, adapting curricula, methods…

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