Inclusive Education
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
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