Children With Special Educational Needs And Disability

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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 my first attachment who was diagnosed with dyslexia as well as slight dyscalculia at the start of the year. According to an independent report by Rose (2009,p.29) “Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling”. This definition has since been used by the British dyslexia association. During my time in attachment one I experienced many provisions taking place to help support Child A to enable them to have equality of opportunity and have an inclusive education, something the Department for Education (2015) SEND code of practice promotes. Child A struggled the most with writing, including spelling and pronunciation of words as well as counting and recall of number facts in maths. Provisions that the class teacher and school put in place included intervention groups outside of the classroom, where the child would go with an adult to a separate room to complete the class task or to use online support programmes suc... ... middle of paper ... ...ions in literacy should include rhythm and musical qualities. I think Child A would benefit from an engaging program as mentioned in this research which will both improve learning and engagement. In order to fully provide child A with an inclusive education by supporting dyslexia issues and social interaction issues I think it is key to provide support within the classroom as much as possible, such as providing resources like whiteboards and larger writing. Child A did have appropriate provision in place such as interventions to improve reading and writing thus giving an equal education. These interventions however did prevent social interaction with the class, increasing the chance of labelling. Therefore I think resources within the class are more beneficial to help improve dyslexia, improve class interaction and still deliver educational equality of opportunity.
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