Nonetheless, it was not until the first Code of Practice for SEN in 1994, that much notice was taken of trying to meet the needs of the much wider group of pupils who had always been in mainstream schools, but whose needs had not been systematically addressed (Tutt, 2007). This coincided with the Salamanca Statement (UNESCO, 1994), which drew together a range of countries to agree and sign commitment to principles of inclusion, ensuring that all children are enrolled in ‘regular schools’ as a matter of course (Ekins, 2012). It made it clear that ‘its’ scope extends beyond those children expressed as having special educational needs:
The guiding principle that informs this framework is that schools should accommodate all children regardless …show more content…
From this, the Paper proposed the replacement of Statements with Education, Health and Care Plans (EHCPs), which should be fully implemented by April 2018. This emphasises the importance of multi-agency working, which was established after the 2003 Green Paper, ‘Every Child Matters’, advocating the need for cooperation and communication between professionals from different agencies such as the Social Services, Health and Education sectors. ‘By fostering more collaborative ways of working…provides more effective support for the needs of children and their families’ (Allen & Gordon, 2011). And from this, the Common Assessment Framework (CAF) was created and introduced to all departments as a standardised approach to assessing children’s additional …show more content…
That is 24million out of 57million out of school (Rieser, 2014). Also, there are still many barriers to inclusive education, including: accessible buildings, peer support, resources, teaching tools, collaboration among professionals, financial and budgetary support and the lack of adequately trained teachers – to the fact that ‘many teachers are even unaware of the concept of co-morbibity’ (Gedge, 2015). This is supported by Avramidis, Bayliss, and Burden (2000, cited Tiwari et al., 2015) who conducted a survey study in the UK, and concluded that inclusion practices were unsuccessful largely due to teachers' lack of training in special education instructional methods. This highlights that one size does not fit all (Sharma & Das, 2015 cited Tiwari et al., 2015). Inclusive education requires instruction to be tailored to meet the unique needs of each individual
The guiding principle that informs this framework is that schools should accommodate all children regardless …show more content…
From this, the Paper proposed the replacement of Statements with Education, Health and Care Plans (EHCPs), which should be fully implemented by April 2018. This emphasises the importance of multi-agency working, which was established after the 2003 Green Paper, ‘Every Child Matters’, advocating the need for cooperation and communication between professionals from different agencies such as the Social Services, Health and Education sectors. ‘By fostering more collaborative ways of working…provides more effective support for the needs of children and their families’ (Allen & Gordon, 2011). And from this, the Common Assessment Framework (CAF) was created and introduced to all departments as a standardised approach to assessing children’s additional …show more content…
That is 24million out of 57million out of school (Rieser, 2014). Also, there are still many barriers to inclusive education, including: accessible buildings, peer support, resources, teaching tools, collaboration among professionals, financial and budgetary support and the lack of adequately trained teachers – to the fact that ‘many teachers are even unaware of the concept of co-morbibity’ (Gedge, 2015). This is supported by Avramidis, Bayliss, and Burden (2000, cited Tiwari et al., 2015) who conducted a survey study in the UK, and concluded that inclusion practices were unsuccessful largely due to teachers' lack of training in special education instructional methods. This highlights that one size does not fit all (Sharma & Das, 2015 cited Tiwari et al., 2015). Inclusive education requires instruction to be tailored to meet the unique needs of each individual