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TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS. Linda Hunter and Sue Lilley disguised as Malcolm Lewis ! Sir Bernard Lovell School South Gloucestershire. The 1981 Education Act states that :- ‘A child has Special Educational Needs if he or she has a learning difficulty which……

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TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

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  1. TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS Linda Hunter and Sue Lilley disguised as Malcolm Lewis ! Sir Bernard Lovell School South Gloucestershire

  2. The 1981 Education Act states that :- • ‘A child has Special Educational Needs if he or • she has a learning difficulty which…… • may be as a result of a physical or sensory • disability • may be as a result of an emotional or • behavioural problem • may be as a result of ‘developmental delay’ • (1981 Education Act, Section 1)

  3. The 1981 Act :- • changed the focus away from labelling the child • placed the focus on the extent to which a • learning difficulty stops a child from learning • with other children of the same age • placed the focus on the child’s special • educational needs in terms of the SEN provision • required to help them learn • stressed that ‘special educational needs’ is a • relative term which arises from the interaction • between a child and his or her environment

  4. The Code of Practice for Special Educational Needs • The identification and assessment of • Special Educational Needs • First published by the DFEE in 1994 • Revised as part of ‘Programme of Action’ in • 1998 • Came into force in January 2002 • Sets out a series of recommendations for good • practice

  5. Guiding Principles which underpin good practice • A child with Special Educational Needs should :- • have his/her needs met • their needs will normally be met in mainstream • schools and settings • they should be offered full access to a balanced and • relevant education. • the views of the child should be considered • parents/carers have a vital role to play in supporting • their child’s education

  6. CATEGORIES OF NEED Sensory difficulties Language difficulties Children with Special Educational Needs are often described in terms of :- Learning difficulties Communication difficulties Emotional & Behavioural difficulties A combination of the above

  7. The Four Areas of Need used in the Revised Code of Practice are :- • Cognition and Learning (C&L) • Behavioural, Emotional and Social • Development (BESD) • Communication and Interaction (C&I) • Sensory and/or Physical (S&P) • *It is important to recognise that a child’s • needs often overlap these groups

  8. The Graduated Response • School Action • School Action Plus • Request for Statutory Assessment • Statement of Special Educational Needs

  9. ‘All teachers are teachers of children with special educational needs.’

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