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Special education in public schools
Positive changes in special education
Special education in public schools
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INTRO
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,
These children were now being seen as a group in which society had obligations to provide “normalisation” (Bowe, 2007, p.45) and would lead to a revolutionary law being introduced in America. The Education for All Handicapped Children Act was passed in 1975, of which Australia became a signatory. (AIHW, 2004). This Act mandated “that all school-age children with disabilities must receive a free appropriate public education” (Bowe, 2007, p. 101) “in the least restrictive environment” (Bowe, 2007, p. 5). For the first time in a century, Australia no longer segregated these children into an isolated “special facility” (Allen & Cowdery, 2012, p. 8). State governments established special education units within mainstream schools (AIHW, 2004). This is referred to as Integrated education and is described by Talay-Ongan & Cooke (2005), as an environment “where children with similar disabilities in special classes share the normal school environment, and utilise some classes (e.g., art or physical education) or the playground that all children enjoy.” In 1992, the Disability Discrimination Act was introduced in Australia which specifically covered the topic of Education and in 2005 a set of supplementary standards was passed which specifies the support schools are required to provide to students with a
As a society it is our duty to protect others from harm, especially children and young people, and as aduls who work with children we need to be doubly aware of this responsibility. No-one, whether child, young person or adult deserves to suffer from abuse; whether physical, sexual or emotional; or be subject to neglect. If we safeguard our children and young people they are more likely to grow into confident members of society. As practitioners we have a duty to ensure that the children and young people who are in our care are protected, and that as practitioners we recognise the signs and symptoms of harm and abuse. “School policies and procedures need to be such that parents and governors are aware of them and that staff are fully trained with regard to safeguarding.” School policies will need to cover:
The aim of the act is to make sure that public rights for individuals with incapacities as well as defends them from judgement. However, it inspires health experts including civic associations to overwhelmed barriers as well as make changes to make sure full availability for people with incapacities. However, the technique it helps anti-discriminatory practice is protecting people with incapacities from discrimination as well as making sure that they all have civil rights. Moreover, it inspires people in public organisations including health authorities to adapt their services as well as facilities to allow accessibility for people with incapacities. For example, in the care home the disability discrimination act helps promote anti-discriminatory
All legislation and codes of practice will support practitioners to work effectively with children and their families. The legislation and codes of practice give children and families rights to be treated fairly and equally. Equality Act 2010; this is a way of interacting with others in society and it is statutory by law. The act is compulsory to any organizations whether voluntary, independent or private sector including childminders must comply with the act. Early years providers must have a policy in place regarding equality of opportunities and support children with learning disabilities. The EYFS states that settings must have responsibility to ensure
I should also be aware that I should maintain confidentiality whilst giving advice and guidance to any student with special needs
Naturally schools have tended to focus more on the educational achievements of children than on wider areas of education. However, parents of children with SEN have often highlighted the need for a focus on these, in order to equip their children with life skills that will help to make them independent adults one day.
Disability Discrimination Act 1995- By law settings are required to make ‘reasonable adjustments’ to prevent disabled children/person being discriminated against. At my placement, all areas are accessible via ramps and they have disabled toilet facilities. They provide one to one support for children with special educational needs where necessary so all children can access all areas of the curriculum.
The nursery shares a site with both a children’s centre and primary school. ‘Inclusive’ fulltime provision is provided for sixty, three to four year olds, 23% of which have special educational needs. Tassoni (2003) defines inclusion as the importance of automatically providing for the need of the individual.
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
In order to insure that children with disabilities can reach their maximum potential they need to have a strong support system. To accomplish this, there needs to be an increase in educating families and caregivers about their child's disability. In addition, improving current support programs and ensuring the mental health needs are met in LMIC. Caregivers need to be educated properly about their child’s disability in order to provide them with the proper support. A lack of knowledge about their child’s condition leads to negative feelings, parent–child interactions, child behavior and development (Colins, 2017). This has to do with existing support programs lack of inclusiveness.Need for developing specialized training programs aimed towards
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...
Thorburn, J., & Corby, M. (2002). The ECE inclusion handbook: practical guidelines for early childhood teachers working with children who have special needs. Christchurch: User Friendly Resouce Enterprises Ltd
November 13, 2013. “Increasing Options and Improving Provision for Children with Special Educational Needs. (SEN).” Gov. UK. Copyright 2018 Crown.
A set of written guidelines and regulations issued by regulatory bodies or professional associations which serve as a guide to acceptable practices and explain how people working in a particular profession would react in order to comply with required professional and ethical standards of the enterprise. Codes do not normally have the force of law. However, violating a code of practice in any profession may have legal consequences.
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.