Supporting Inclusion in the Early Years

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Supporting Inclusion in the Early Years – brief summary

•Background Warnock Report (DES 1978) significant landmark in special education stating that the purpose of education for all children is the same, the goals are the same, but the help individual children need in progressing towards them will be different.

•The Children Act (1989) and the Disability Discrimination Act 1995 both defined disability as:--

"A child is disabled if he is blind, deaf, or dumb or suffers from a mental disorder of any kind of is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed". (Children Act 1989:17.11)

•Curriculum Guidance for the Foundation stage (Dfee/QCA 2000) which established a framework of stepping stones towards early learning goals (replaced desirable learning outcomes) encompassing children from their third birthday to the end of the reception class year. Guidance states that no child should be excluded or disadvantaged because of SEN, ability or disability.

•1993 Education Act require the secretary of state to issues a code of practice on the identification and assessment of children with SEN The Code (DFE 1994) provided a common framework for all schools LEA to follow in identifying, assessing and providing for children with perceived SEN.

•The Special Educational Needs and Disability Act (SENDA) 2001

•SEN code of Practice (DfES 2001) (supercedes original code of 1994) came into effect from January 2002, forming a framework direct at identifying, assessing and providing for children with perceived SEN as quickly and early as possible. It states at the outset that LEA should work with settings to "to ensure that any child's special education needs are identified early".

Principals of the revised code:

•A child with SEN should have their needs met
•SEN normally be met in mainstream
•View of the child sought and taken into account
•Parents have a...
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