By Sally Beveridge
This re-creation of precise academic wishes in faculties presents a concise yet entire evaluate of key concerns in provision for kids with certain wishes in faculties, emphasising the position of the mainstream school room instructor. This moment variation seems on the a variety of alterations in specified academic coverage and perform that experience taken position some time past 5 years. subject matters coated include:* strategies of SEN* the legislative framework* the diversity of particular academic want and provision* educating techniques and organisational ideas* frameworks of help.
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Additional resources for Special Educational Needs in Schools, 2nd Edition
Sample text
It is precisely in the area of academic competition that those with special educational needs are most disadvantaged. There was anxiety therefore that they would become marginalized and that the gains made under the 1981 Education Act would be lost. Many authors provided evidence to add weight to these concerns, including for example: a reported reduction in mainstream staffing to support special educational needs and a slowing down of inclusion initiatives (Clark et al. 1997); increasing referrals for statements (Davie 1996); and rising numbers of permanent exclusions (Garner 1993; Parsons and Hewlett 1996).
They are also likely to need special help in order to develop their orientation and independent mobility in the environment. Although practice varies from LEA to LEA, visually impaired children have increasingly been educated in ordinary schools. Where this is so, they and their teachers should be supported by specialist teachers of the visually impaired. These staff can provide guidance on lighting, materials and the use of specific aids in the classroom. They may also work individually with pupils; for example, to develop their skills in Braille.
The National Curriculum Early fears that a minority of pupils would be automatically exempted from the National Curriculum subsided when the government made it clear that the entitlement to the ‘broad and balanced’ curriculum that was envisaged applied to all pupils. This was generally welcomed, not only because it was in accordance with principles of equal opportunity, but also because it emphasized a continuum between ordinary and special educational provision. There was some optimism that the entitlement to the National Curriculum might both broaden and raise the status of the learning experiences that were provided for pupils with special educational needs.