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The Revised Code of Practice for Special Educational Needs which has been effective since January 1st 00 reflects the changes in recent legislation the Disability Discrimination Act 15, the Education Act 16, the Human Rights Act 18 and the SEN and Disabilities Act 001.
All the previously mentioned legislations give the Special Educational Needs learner a stronger entitlement to be educated alongside their peers in a mainstream school.
Education is the most important element of our lives and is defined as ‘acquiring skills’. Inclusive education means all learners whether they are children, young people, adults, disabled or disaffected (difficulties in behaviour or attendance) have the right to be educated together in mainstream establishments. This obviously depends on the schools ability to cope with the learners specific needs; appropriate level of resources been available, including in class support, health and safety issues and the welfare of other learners who are also entitled to receive their education.
Schools have a responsibility to provide a broad and balanced curriculum for all learners; therefore teachers are committed to giving each of their learners the best possible opportunity to achieve the highest standards. Nationally about 0% of learners may display some varying degree of special educational needs during their school career.
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All learners are unique and therefore each has their own exclusive way of learning, especially as no two dyslexic learners are the same. Differentiation must always begin with an assessment of the individual learner. Differentiation is only successful when teachers know the strengths, weaknesses and capabilities of their learners.
Early years education is invariably an important part of developing positive inroads necessary to promote effective learning. Learners will usually be eligible for preschool provision during the term in which they have their 4th birthday. Prior to the learner entering their preschool education they are visited at home, so the staff can observe them in familiar surroundings. Prospective parents and learners are also welcome to come into school, where they are usually met by the Head teacher and given a tour of the facilities and be introduced to staff. Before the learner begins preschool their parents are encouraged to promote a positive partnership between school and home.
Learners will experience different activities that are planned and managed within the structure of the early years curriculum. These activities are differentiated to meet the needs and abilities of the individual learner. They will provide a succession of activities to promote learning step by step.
Learners are encouraged to choose their own activities during ‘child-initiated play’. Firstly oral skills are expressed during imaginary play. There are various role-play areas to be explored such as, jungle, shop and kitchen where learners can join their peers in free play. There are also ‘small world’ activities including farms and train stations. Listening centres with pre-recorded tapes of stories or songs are readily available. The learner can progress onto painting and the use of natural materials such as sand and water to encourage gross motor skills. Construction toys such as Mobilo and Duplo will also support and bring into play gross motor skills. Fine motor skills can be refined and improved through, jigsaws, threading beads and lacing. There is also the free use of computers either for playing games or writing, this encourages letter recognition and co-ordination through the use of the mouse. Learners are withdrawn for short periods either individually or in small groups to work with the teacher on more formal, focused work.
Within six weeks of entering reception class learners are given a statutory baseline assessment. This assessment records their ability to recognise letters, numbers to ten, write their own name and know basic shapes. These results are forwarded to the LEA to be collated.
‘Mainstream schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. Moreover they provide an effective education for the majority of children (with or without disabilities or SEN) and improve the efficiency and ultimately the cost � effectiveness of the entire education system.’ (Secretary of State for Education, 00)
A well-structured, differentiated teaching programme will support the less able learner whilst also meeting the needs of the more gifted learner.
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