The purpose of this assignment is to show how a mainstream primary school supports the development of special education needs (SEN) children. It also suggests improvements that could be made to increase the level of attainment in the future. This also includes legislation policy code of practise in mainstream schools, how they support the SEN students, will also look at particular disability which is the autism plus a case study about a child with autism in mainstream school.
To support this assignment and highlight the provisions made to support SEN children evidence was collected from the school and other areas. This also helped illustrate any areas of weakness.
The Special Education Needs Code of Practice (DFES, 2001) was also utilised to provide information about practice guidance about provisions for children with SEN. It was also used to obtain and compare statutory duties on identifying, assessing and making provisions for children’s specific needs.
Code of Practice
The SEN Code of Practice (DFES, 2001) provides guidance, policies and procedures to help enable SEN children to receive the correct support to reach their potential and make a successful transition to adulthood. Children within mainstream school are provided with the necessary support however some children require external help from other services too.
According to The SEN Code of Practice and the roles and responsibilities in maintained mainstream schools, part 1:31 states that the provision for pupils with special educational needs was a matter for the school as a whole and day to day support and provisions should be undertaken by the governing body, head teacher, Special Education Needs Coordinator (SENCO) and all other members of staff. This should be tailored to the individual needs and factors such as the size, priorities and ethos of the school should be considered see, it includes detailed information of the role of mainstream school.
Key principles in communicating and working in partnership with parents
The Code of Practice also demonstrated the importance of communicating and working in partnership with parents. It stated that a positive attitude to parents/ carers should be used. There should be no judgement made on the children’s care giver and about if they can provide support to the child’s learning. Staff should consider the pressures a parent/ carer may be under because of the child’s special needs.
The LEA’s role in pupil participation
The Code of Practice also stated in part 3:21 to 3:24 the LEA role in pupil participation. It highlighted that it was critical to encourage and support pupil participation across all areas of education. The LEA suggested that SEN children could be consulted on how assessment, planning and review could be improved to make it more user-friendly, and how they wished to be consulted. It also stated that schools and LEA staff would require information and training on working with children with communication difficulties and LEAs could build their confidence and competence by developing training options. Communication tools such as video or taped information could be used develop communication with other parties related to the SEN pupil. The LEA should also take responsibility in signposting schools and relevant professionals to different sources when supporting pupils who may struggle to access information.
Special Education Needs Coordinator (SENCO)
The SEN Code of Practice (DFES, 2001) stated it was important for the Special Education Needs Coordinator (SENCO) to have responsibility for making sure that communication between parent/ carers and other professionals in respect of children with SEN was strong. It stated that the SENCO role was to ensure the correct advice and support is provided in the setting. The child has an appropriate Individual Education Plan (IEP) and that all relevant background information about the child is recorded and updated...