Sen in Mainstream Schools
Introduction
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
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