Inclusive Education and SEN
Inclusion is at the heart of government guidance. The Disability Discrimination Act (DDA)( 2005) states that all schools have a “duty” to promote equality for all disabled people. I will explore inclusion by carrying out a case study on a child who has Special Educational Needs (SEN). I will observe the child and explore ways that I and my setting can help the child to achieve, to the best of his ability. The child I have chosen for this study is a four year old boy who has a diagnosis of autism. He has been attending my school for four months; the school caters for pupils with special educational needs. For the purpose of this essay the child in question will be referred to as G, to also cater to ethical considerations parental consent has also been obtained (appendix one). G is the youngest in his family; he lives at home with his Mum, Dad and sister who is much older than him. I decided to carry out this study on G because he has a diagnosis of autism, I will explore how autism affects inclusion and what support can be offered to help him and other children with a similar disability. G is a placid boy who finds it difficult to access the curriculum without extra support, The National Autism Society (NAS) (2010) states that children with SEN “need extra or specific help in school or nursery” therefore I will look at how I can help him and what support he might need. The statutory framework for the Early Years Foundation Stage (EYFS, 2008) states that “All children, irrespective of...learning difficulties or disabilities ...should have the opportunity to experience a challenging and enjoyable programme of learning and development”(pg.10) with this in mind I will devise an Individual Educational Programme (IEP) to help him achieve to his full potential. The SEN- code of practice (dfes,2001) states that “The IEP should be crisply written and focus on…the key areas…that match the child’s needs” (pg.37) therefore through careful planning I will ensure that the IEP I devise will be based on the information that I gather from my observations and discussions with the parents and other professionals. IEP’s are a way of ensuring that children with any additional needs are supported to achieve. The Camden Early Years intervention team (2004) highlights that “The IEP is a crucial instrument in the cycle of assessing, planning, teaching and reviewing, to use in meeting needs and raising their achievements.”(pg.15) As mentioned G has a diagnosis of autism, autism is part of a spectrum disorder (ASD) Baron-Cohen(2008) highlights two key features of the disability one is “social communication difficulties” and the other is “narrow interests and repetitive actions”(pg.1). Appendix two shows that G has some social communication difficulties, as every time an adult approached him for interaction he would walk away. This could prove to be difficult when thinking of inclusion, Cumine et al. (2010) points out that “Developing relationships can be problematic for children on the autism spectrum” (pg.48) and as one of the principles of the EYFS (2008) is based around Positive Relationships there are barriers from the start. The Inclusion Development Programme (IDP) (dcfs,2009) for children on the autism spectrum gives practitioners strategies to help with developing relationships with the child, it talks about developing eye contact, entering into the child’s world and working with what the child likes most. Positive relationships with parents are also important when working with children. Kay (2008) highlights that “…effective partnerships between home and the setting will mean that all the adults working with a child will have a good understanding of the child’s needs and how these can be best met…”( pg.278). Before G started school I carried out a home visit with another member of staff, from this I was able to begin to build a relationship with the parents as well as a picture of G and his particular needs,...
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