What Is The Relationship Between Inclusion And Provision
Component Part 2 – Academic essay on Inclusion.
Inclusion is a process that accommodates to the educational, social and emotional needs of children, young people and families. The inclusive process can incorporate a range of specialized provision that can be accessed according to need. A key factor that determines the success, of inclusive provision is the training of staff, and the impact of that training in the planning, differentiation and presentation of the curriculum. (Reid, 2011).
The aim of my presentation was to discuss and elaborate on Inclusion with my focus primarily on the 1981 Education Act and also the link between Special Educational Needs (SEN) and Provision and what the SEN Code of Practice did to make it a fairer …show more content…
The SEN Code of Practice is ‘to give practical guidance’ and advice to LEAs, governing bodies of state schools and government funded Early Years settings and to all who help them (e.g. health and social services) to meet their responsibilities for children and young people with special educational needs. It is a statutory requirement that all these bodies must take into account what the Code says when making decision. However, the Code does not prescribe what should happen in each individual …show more content…
The term ‘parents’ includes any one who has the parental responsibility for example, foster care. Partnership with parents is one of the guiding principles in the SEN Code of Practice. Parents should be informed and involved at all stages so there should never be a situation where parents are unaware that their child is experiencing difficulties. There are three crucial roles in school to support pupils with special educational needs. The first being the class teacher, the class or subject teacher will report any concerns to the head teacher or to the SENCO, keep records of progress and keep parents informed and involved. However, for some students their special educational needs may only become apparent after a period of time for this reason assessment should be a continual process for early identification. The SENCO has a key role in the management of SEN provision in a school and Early Years setting and generally takes responsibility for the day-to-day management of this. Other responsibilities include liaison with colleagues in the school, parents and outside agencies and the general co-ordination of SEN provision in the school. (Wendy,
Inclusion is a process that accommodates to the educational, social and emotional needs of children, young people and families. The inclusive process can incorporate a range of specialized provision that can be accessed according to need. A key factor that determines the success, of inclusive provision is the training of staff, and the impact of that training in the planning, differentiation and presentation of the curriculum. (Reid, 2011).
The aim of my presentation was to discuss and elaborate on Inclusion with my focus primarily on the 1981 Education Act and also the link between Special Educational Needs (SEN) and Provision and what the SEN Code of Practice did to make it a fairer …show more content…
The SEN Code of Practice is ‘to give practical guidance’ and advice to LEAs, governing bodies of state schools and government funded Early Years settings and to all who help them (e.g. health and social services) to meet their responsibilities for children and young people with special educational needs. It is a statutory requirement that all these bodies must take into account what the Code says when making decision. However, the Code does not prescribe what should happen in each individual …show more content…
The term ‘parents’ includes any one who has the parental responsibility for example, foster care. Partnership with parents is one of the guiding principles in the SEN Code of Practice. Parents should be informed and involved at all stages so there should never be a situation where parents are unaware that their child is experiencing difficulties. There are three crucial roles in school to support pupils with special educational needs. The first being the class teacher, the class or subject teacher will report any concerns to the head teacher or to the SENCO, keep records of progress and keep parents informed and involved. However, for some students their special educational needs may only become apparent after a period of time for this reason assessment should be a continual process for early identification. The SENCO has a key role in the management of SEN provision in a school and Early Years setting and generally takes responsibility for the day-to-day management of this. Other responsibilities include liaison with colleagues in the school, parents and outside agencies and the general co-ordination of SEN provision in the school. (Wendy,