WEA SEN

Topics: Special education, Psychology, Disability Pages: 7 (1613 words) Published: February 2, 2014
TASK 1

Frameworks, Structures and Definitions (Level 3)

Question 1 – Define the term Special Educational Needs.

The term ‘Special Educational Needs’(SEN) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.

The definition as set by the Special Educational Needs Code of Practice 2001 is:

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:-

a) Have a significantly greater difficulty in learning that the majority of children of the same age; or b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. c) Are under compulsory school age and fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning disability solely because the language or form of language of their home is different from the language in which they will be taught.

TASK 1

Frameworks, Structures and Definitions (Level 3)

Question 2 – Summarise the key aspects of the current regulatory framework governing SEN provision.

The Special Educational Needs (Provision of Information by Local Educational Authorities) (England) Regulations 2001 require LEA’s to publish their policies on SEN and information about how the authority is:

Promoting high standards of education for children with SEN.

Encouraging children with SEN to participate fully in their school and community and to take part in decisions about their education.

Encouraging schools in their area to share their practice in providing for children with SEN.

Working with other statutory and voluntary bodies to provide support for children with SEN.

The following legislation may also be drawn on for guidance:- Educational Act 1996
SEN and Disability Act 2001
SEN Regulations 2001
SEN Code of Practice 2001
Inclusive Schooling Guidance 2001
Disability Rights Code of Practice 2002
The Children’s Act 2004
DFES and DRC Guidance – on implementing the Discrimination Act in Schools and Early Years Setting 2006 Equality Act 2010
Education Act 2011

TASK 1

Frameworks, Structures and Definitions (Level 3)

Question 3 – Describe the range of SEN found in mainstream and special schools, related to the four areas of need, giving examples of each. Summarise the main difficulties experienced by children with SEN in the four areas.

There are a range of SEN to be found in mainstream schools. These are broken down into four areas of need. Every child is unique and should be assessed accordingly. It is possible that their special educational needs are inter-related to more than one of these categories.

The four areas of need are:-

1) Communication and Interaction.
2) Cognition and Learning.
3) Behaviour, Emotional and Social Development.
4) Sensory and Physical

1) Communication and Interaction.
Most children with special educational needs have strengths and difficulties in one, some or all areas of speech, language and communication. It is possible that their communication needs are diverse and complex. It is important that their linguistic competence is developed to assist their thinking as well as their communication.

The range of difficulties that may encompass children and young people with speech and language difficulties could be: Speech and language delay
Impairments or disorders
Specific learning difficulties such as
Dyslexia
Dyspraxia
Hearing impairment
Features on the autistic spectrum
Moderate learning difficulties
Severe learning...
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