Moving on, the “vision for children with SEN and disabilities is the same as for all children and young people - that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives” (DfE, 2014). Nevertheless, this has not escaped criticism from teachers because there is “less agreement about whether this principle can be...
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...ssessments for individuals and groups of children can be taken; teachers can set achievable targets and use a graduated approach. The graduated approach identifies four steps of action - assess, plan, do and review (DfE, 2014). Most importantly, the DfE (2014) agrees that “all agencies should work together to fulfil the needs of SEN learners working together with teachers, parents and schools and any other local authority involved”. One question that needs to be asked, however, is whether or not the “quality of the teacher contributes more to learner achievement than any other factor, including class size, class composition, or background” (Sanders and Horn, 1998). Lastly, because teachers spend time planning and teaching children, their role could be the most crucial component of inclusive practice, contributing to high progression made by a diverse range of pupils.
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