SEN
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MESSAGE BOARD
Understanding Special Educational Needs and the Code of Practice
To view the Special Educational Needs Code of Practice http://www.dfes.gov.uk/sen/lea/
Principles
A pupil with special Educational Needs (SEN) should have their need identified, which will normally be met in mainstream schools or early education settings.
Those responsible for Special Educational Needs provision should take into account the views and wishes of the pupil/s.
Professionals and parents should work in partnership.
Provision and progress should be monitored and reviewed regularly.
LEA's should make assessments in accordance with prescribed time limits.
Provision and Placement
Strengthening the right of a pupil with a statement to a place in a mainstream school.
Students with Special Educational Needs should be provided with a broad, balanced and relevant education.
Statements
should be reviewed annually and amended accordingly.
Individual Education Plans (IEP) should focus on up to three or
four key targets and should identify teaching strategies, reviews dates
and success/exit criteria.
Special
Educational Needs and the Code of Practice
Old Code of Practice 1994
8 areas of Special Educational Needs
1. Learning
Difficulties
2. Specific Learning Difficulties (Dyslexia)
3. Emotional and Behavioural Difficulties
4. Physical Disabilities
5. Sensory Impairments / hearing
6. Sensory Impairments / visual
7. Speech and Language Difficulties
8. Medical Conditions
New Code of Practice 2002
The 8 areas have now become 4 new areas
1. Communication
and interaction
2. Cognition and Learning
3. Behavioural, Emotional and Social Development
4. Sensory and/or Physical
5 Stages of identification and Assessment
Old Code of Practice 1994
1. Differentiation
of work
2. Individual Education Plan in place
3. Involvement of outside agencies
4. Formal Assessment
5. Statement produced outlining provision and placement
New Code of Practice 2002
- Early years Action
When the early education practitioner who works day to day with the child or the SENCO identify that a child has special educational needs together they provide interventions that are additional or different from those provided a part of the setting's usual curriculum offer and strategies. An IEP will usually be devised.
- Early Years Action Plus
When the early education practitioner who works day to day with the child and the SENCO are provided with advice or support from outside specialists, so that alternative interventions additional or different strategies to those provided for the child through Early Years Action can be put in place. A new IEP will usually be devised.
- School Action
When a class or subject teacher identify that a pupil has special educational needs they provide interventions that are additional or different from those provided as part of the school's usual differentiated curriculum offer and strategies. An IEP will usually be devised.
- School Action Plus
When a class or subject teacher and the SENCO are provided with advice or support from outside specialists, so that alternative interventions additional or different strategies to those provided for the pupil through school Action can be put in place. The SENCO usually take the lead although day-to-day provision continues to be the responsibility of class or subject teachers. A new IEP will usually be devised.
- Statemented Provision
Where the LEA, having made an assessment of a child, decide to make a statement, it will include the following,
Introduction: child's name, address and date of birth. The child's home language and religion. The name and address(es) of the child's parents.
Special Educational Needs: (learning Difficulties), details of each and everyone of the child's special educational needs as identified by the LEA during statutory assessment and of the advice received and attached as appendices to the statement.
Special Educational Needs Provision: The special educational provision that the LEA consider necessary to meet the child's special educational needs.
- The objectives that the special educational provision should aim to meet.
- The special educational provision which the LEA consider appropriate to meet the needs set out in special educational needs and to meet the objectives.
- The arrangements to be made for monitoring progress in meeting those objectives, particularly for setting short-term targets for the child's progress and for reviewing his or her progress on a regular basis.
Placement: The type and name of school where the special educational provision set out in special educational provision is to be made or the LEA arrangements for provision to be made otherwise than in school.
Non-Educational Needs: All relevant non-educational needs of the child as agreed between the health services, social services or other agencies and LEA.
Non-Educational Provision: Details of relevant non-educational provision required to meet the non-educational needs of the child as agreed between the health services and/or social services and the LEA, including the agreed arrangements for it's provision.
Signature and date
Individual Education Plans
Old Code of Practice 1994
- As many targets as the school, SENCO and staff wished to incorporate into the plan.
- Recommendation of review at least once every 6 months.
- No success criteria.
New Code of Practice
- The short-term targets set for or by the pupil
- Teaching strategies to be used
- Provision
- Review details
- Success or Exit Criteria
Special Needs you might Support
As the Special Educational Needs Code of Practice framework currently stands there are different kinds of special needs described which may require additional support.
- Mild learning difficulties
- Moderate learning difficulties
- Specific learning difficulties (Dyslexia)
- Dyspraxia
- Severe learning difficulties
- Profound and multiple learning difficulties
- Physical Disability
- Sensory impairment (Visual, Hearing)
- Language impairment
- Communication impairment including Autism, and Asperger's syndrome
- Emotional and Behavioural difficulties (including AD/HD Attention Deficit/ Hyperactivity Disorder).
INCLUSION
MDT (Multi-Disciplinary Team)
Offering Learning, Attendance, and Behaviour Support
Middlesbrough
Council is responding strongly to the Government's national agenda to
delegate more funding to our schools under the programme of Fair Funding.
As a local authority we are also highly committed to providing best value
for all pupil, parents and schools and have a particularly good record
in maintaining a top quality service to our children and young people
who have special educational needs.
It is the aim of the Inclusion Service, through the Multi-Disciplinary
Team, to continue to deliver this specialist attendance, learning and
behaviour support, which has evolved to complement the achievements that
schools have secured for themselves.
The focus of the teams work is to promote Inclusive Education, raise achievement
and provide all pupils with the opportunity to succeed. Such a service
will be delivered through a continuation of the best practices that have
already developed.
The challenge is to be responsive to the needs of schools and to forge
partnerships.
Barbara Comiskey
Find out more information about Special Educational Needs
http://www.dfes.gov.uk/a-z/STATEMENTS_OF_SPECIAL_EDUCATIONAL_NEEDS.html
http://www.dfes.gov.uk/sen/news/
http://www.becta.org.uk/inclusion/
http://www.becta.org.uk/inclusion/
http://www.additionalneeds.net/tvs_special_needs.htm
http://www.geocities.com/SEN_resources/
http://www.literacymatters.com/special.html
If you need more information on Dyslexia
http://www.dyslexia.com/
http://www.dyslexia-inst.org.uk
Dyslexia Teacher http://www.dyslexia-teacher.com
http://www.dyslexia-uk.netADHDNews.Com http://www.adhdnews.com
http://www.add-adhd.org
http://www.newideas.netASPERGER'S DISORDER HOMEPAGE
http://www.aspergers.com
Center for the Study of Autism http://www.autism.com
o o o o o AUTISM RESOURCES o o o o o http://www.autism-resources.com/
http://www.babybumblebee.com/autism.htm