Critically Analyse Two Interventions That Have Taken Place to Support the Inclusion of Children with Identified Special Educational Needs

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Critically analyse two interventions that have taken place to support the inclusion of children with identified Special Educational Needs: Case Study 6-Amanda- Dyslexia looking at the Independent Educational Program within schools and the Reading Recovery programme. Amanda is a 13 year old student who has been diagnosed with Dyslexia. She has the reading age of a typical 10 year old. She has difficulty with her spelling, grammar and sentence structure as well as difficulties expressing her feelings on paper and completing tasks in lessons. She is reluctant to come to school and has low self esteem. The school has a responsibility to support Amanda and develop an inclusion strategy for her [Appendix 1.]. The initial issue with this Case Study is that Amanda is 13 years old; this is Year 8/9 at school. She has merely a year away from starting her GCSE’s and whilst the Case Study mentions she has been diagnosed with Dyslexia, it does not mention as to whether she has received any interventions previous to this. It will have to be assumed she has not. Most interventions for Dyslexia are to be implemented within the early years of education, typically year 1 (Clay, 1987; Lyons & Beavers, 1995; Anand & Bennie, 2005; Singleton, 2009; Schwarts, Hobsbaum, Briggs & Scull, 2009). With Amanda already being in secondary school, this will have had a massive impact on her education, assuming of course that she has received no interventions for her Dyslexia previously. The second issue with Amanda’s case is that she struggles seemingly with all aspects of Dyslexia; grammer, sentence structure, reading and expressing herself. Her reluctance to come to school and low self esteem are more than likely down to her struggling in school. The Disability Discrimination Act (1995) defines a person as having a disability when, ‘he has a physical or mental impairment which has a substantial and long term effect on his ability to carry out day to day activities’. (Special Educational Needs Code of Conduct, 2009, page 7). Dyslexia is just one of the many Special Educational Needs which schools are adapting to accommodate. Dyslexia is a difficulty with reading and writing, but is difficult to define, as those with dyslexia often describing their condition as ‘words and letters jumping about on the page’ (Tønnessen, 1998; Lyon, Shaywitz & Shaywitz, 2003; Singleton, 2009). The schools and other educational practitioners then face the difficulty of assisting and intervening with a condition which is neither conclusively diagnosed, nor physical. Dyslexia affects between 3%-10% of the population (Snowing, 2000). The Special Educational Needs Code of Conduct states that all schools have a responsibility to assist with special educational needs as a whole; to include parents, teachers, head teachers and other educational practitioners working within the school. It is important that all the staff within the school is aware of a child with a condition and is all up to date with treatment, assistance and intervention (Special Educational Needs Code of Conduct, 2001).

The first intervention of Dyslexia is the development of an Individual Education Plan. This can be developed between the Educator and the student. It is typically carried out on a one-to-one basis. The initial stage should involve all practitioners, parents and the student themselves as this is the best way to fully understand the individual situation of that student (O’Connor & Yasik, 2007). The school then tailor an educational plan which best suits not only where the student is at currently, but where they hope to be and the rate at which they can get there (Catone & Brady, 2005). An Individual Educational Program for Amanda would involve her and her school and parents. The teachers should sit with her and assess that she is 3 years behind her expected reading age, and only 2 years away from her GCSE’s. They would assess at what rate she learns, which areas she...
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