Key issues in special educational needs and inclusion pdf

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key issues in special educational needs and inclusion pdf

With the introduction of the Children and Families Act , changes in the process of assessment and identification of children in need of special support in England and Wales have been introduced. These changes are regarded as the most significant in two decades, with consequent implications for service provision. In this paper, we suggest that there is a gap between the theoretical approach to disability portrayed in the new policy and many of the practical changes consequently introduced. To examine this mismatch, a sequence of arguments is presented, as a critical analysis of the approach introduced by the new policy, in light of a framework recognized worldwide for conceiving and classifying disability — the International Classification of Functioning, Disability and Health for Children and Youth ICF-CY. Although the ICF-CY is not mentioned in the new policy for special educational needs and disability, possible links between the two are presented, with implications for service provision. A considerable shift has recently been observed in the policy regulating the provision of special educational needs and disabilities SEND services for children and young people in England. In theory, this is a substantial change, as it entails a considerable move toward a new conceptualization of SEND, with implications for professional practice and service provision for vulnerable children and young people.
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Published 14.01.2019

What if… we thought anew about how we support special educational needs and disability?

Inclusion and Special Educational Needs and Disability (SEND)

At Parklands Infant and Nursery School, we believe all children are valued equally, regardless of their abilities, aptitudes, interests and behaviour. Each child is entitled to a broad, balanced, relevant and differentiated curriculum, with high aspirations for progression and achievement. We have had children attend the school with a range of additional needs. These have included speech, language and communication problems; learning needs; hearing and visual impairment; social, emotional and behavioural needs; physical disabilities; ADHD and children on the Autistic Spectrum. At Parklands we place great importance on identifying Special Educational Needs early so that we can help children as quickly as possible. We recognise that children make progress at different rates and have different ways in which they learn best.

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Key Words: Disability, Inclusion, Medical Model of Disability, Social Model of .. addressing the issues of SEN pupil segregation and exclusion.
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Conceptual Analysis ARTICLE






  1. Mason G. says:

    We are committed to sharing expertise and knowledge in partnership with our mainstream colleagues and other professionals.

  2. Valburga B. says:

    Polices and Reports

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