* This act strengthens the rights of children with special educational needs to be educated in mainstream schools. It also provides parents of children with special needs with advice and information. SEN code of practice 2001 (revised 2002) - what does this do? * SEN code of practice 2001 provides guidelines for schools and LEAs about the practical help they can give to children with special educational needs. Statutory Assessment of Special Educational Needs- this means?
Gives guidance and support to school staff and ensure high quality service and the best practice possible. Disability Discrimination Act 1995 and 2005 Special Educational Needs and Disability Act 2001 Race Relations (amendment) Act 2000 Children’s Act 1989 Children’s Act 2004 Government strategy for SEN 2004 Code of practice to promote race equality 2002 Every Child Matters 2005 School Policies, safe guarding G&T, SEN diversity, bullying. 1.2 Describe the importance of supporting the rights of all children and young people to participate and equality access. All children have the right to a varied and balanced education. This also must be supported by a high quality of teaching and learning experiences.
1.2 Explain the importance of promoting the rights of all children and young people to participation and equality of access. All children have the right to a broad and balanced curriculum. This must also be supported by high quality teaching and learning experiences. Schools have a duty to ensure all pupils have equal access to the curriculum irrespective of their background, race, culture, gender, additional needs or disability. Ti understand the importance of
Disability Discrimination Act 1995 Protects the rights of all those with disabilities. It also places a duty on schools and other organisations to eliminate barriers to ensure that individuals can gain equal access to services. Disability Discrimination Act 2005 Places a duty for schools to produce a Disability Equality Scheme. Schools must encourage participation in all aspects of school, eliminate harassment and unlawful discrimination. Special Educational Needs and Disability Act 2001 Makes it unlawful for education providers to discriminate against special educational need or disability.
However, we can aim to offer each unique child equality of opportunity suited to their individual needs and requirements. We as staff need to understand the needs and requirements of each individual child. For each child to have equal opportunities, settings they learn and play in must ensure that they and their families are fully included in the setting, taking into account the diversity of the children and families who come to the setting. Inclusion is the process of making this happens. Working towards inclusion involves striving to remove barriers to children and their families.
Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning; 2. Every child has unique characteristics, interests, abilities and learning needs; 3. Educational systems should be designed, and educational programmes implemented, to take into account the wide diversity of these characteristics and needs; 4. Those with special educational needs must have access to regular schools, which should accommodate them within a child-centred pedagogy capable of meeting those needs; 5. Regular schools with this inclusive orientation are the most effective means of
Education Reform Act (1988) – Introduced the National Curriculum to all schools in England and Wales and allowed schools to change or modify what was taught to children with SEN. Children Act (1989) – Stated that the rights and wishes of the child should be considered and that the welfare of the child was paramount. Education Act (1983) – Required that a code of practice be introduced for guidance on identification and provision of SEN. Introduced the role of the Special Educational Needs Co-ordinator (SENCO) and
Local authorities are required to provide services that meet the needs of children who are identified as being at risk. The goal of the 2002 act was to improve the lives of all children who receive informal or professional care. It covers all services that children might use such as school, day care and children's homes. The Convention on the rights of the child (1989) This convention introduced rights for
The aim of the code is to ensure that every child with SEN reaches their full potential within the educational environment, to identify their needs early and to monitor their progress toward identified goals. There are some key fundamental principles that according to the DfEs (2001) that must be kept at the forefront of any organization in relation to the code, these are * A child with special educational needs should have their needs met. * The
Unit 306 Promote equality, diversity and inclusion in work with children and young people Outcome 1 Promote equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity The education act is based towards the school responsibilities towards children with special educational needs. It means schools must provide resources, equipment and extra support to meet the needs of any children. The disability act places a duty on schools to encourage children to participate in all different areas of school life free from harassment and discrimination. It also eliminates barriers to make sure that children can have equal access to services. The SEN and disability act makes it unlawful for schools to discriminate against children with SEN or disability.