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Inclusion and Special Educational Needs

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Inclusion 2 Special Educational Needs 2 Gifted and Talented 8 Referencing 12 Bibliography 14 Inclusion 'Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programs of study to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum: A Setting suitable learning challenges. B Responding to pupils' diverse learning needs. C Overcoming potential barriers to learning and assessment for individuals and groups of pupils.' (www.dfes.gov.uk) When we as teachers think about inclusion, we generally think about those pupils with SEN (Special Educational Needs) that come to mind. However it is not only those with SEN that the UK education system should meet the needs of, inclusion covers a whole host of pupils from different ethnicities, socio-economic backgrounds, the gender imbalance in attainment and also those defined as Gifted and talented should all have their specific needs met by teachers and schools. Special Educational Needs 'The term SEN (Special Educational Needs) has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.' (http://www.direct.gov.uk/EducationAndLearning/Schools/SpecialEducationalNeeds) The severity of a child's SEN has a wide scope and can vary dramatically. Children with profound learning difficulties will most frequently attend special schools. Some pupils with moderate needs will attend special schools with the provision for integration in ordinary schools, but most children with SEN will attend ordinary schools and will fully integrate with other pupils. It is sometimes necessary for a child with SEN to have a 'statement', in these instances the LEA (Local Education Authority) ...read more.


The detailed guidance of this Code is informed by the following general principles which should be kept clearly in mind by all parties working with children with SEN: * A child with special educational needs should have their needs met * The special educational needs of the children will normally be met in mainstream schools or settings * The views of the child should be sought and taken into account * Parents have a vital role to play in supporting their child's education * Children with special education needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum (http://www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/toolkit/) The Code of Practice is a compulsory piece of government legislation and must be adhered to by all mainstream and special schools. The Code also states that all schools should admit pupils with already identified special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Admission authorities may not refuse to admit a child because they feel unable to cater for their special educational needs. It also states that admission authorities cannot refuse to admit children on the grounds that they do not have a statement of special educational needs or are currently being assessed. As part of the SEN Code of Practice, it sets out recommendations that all schools should have a designated SENCO (Special Educational Needs Co-ordinator). The role of the SENCO is mainly to support the school and staff to ensure that the provision is made for children with SEN to have access to the best education and resources available to them. They should also liaise with parents and other professionals in respect of the children's SEN; they should also ensure that the appropriate individual educational plans are in place. Most pupils with SEN will integrate into ordinary schools. It is therefore important that schools understand every child's individual need and gives them access to the best possible education available to them. ...read more.


(Clark and Callow, 1998, page 60) It is from here that we have to allow pupils that we recognise as being gifted and talented to have a life outside of their education and provide them with a balance for this. Schools and teachers also have to be careful of what can be known as the "lone ranger" syndrome. 'The busy teacher may be only to thankful to be able to send a capable child to work on his own. If the teacher is not careful such a child may find himself working far too often and for far too long in isolation, and developing a "lone ranger" syndrome.' (Leyden, 1998, page 65) In my own experiences I have also seen these pupils simply be told to carry on reading through the text book whilst others in the class catch up or given just another exercise which consists of more of the same. It is a hard balance for teachers to make but by progressing pupils at the same level when some pupils can be expanded into providing more analytical, evaluative answers to exam question must be done. Word Count: 2988 Referencing * Education and Learning, "What are Special Educational Needs" http://www.direct.gov.uk/EducationAndLearning/Schools/SpecialEducationalNeeds Last accessed: 21/1/07 * The BBC, "What are Special Educational Needs" http://www.bbc.co.uk/schools/parents/work/primary/sen last accessed: 21/1/07 * The General Teaching Council, Policy and Research, "Inclusion and Pupil Achievement" http://www.gtce.org/policyandresearch/ROMtopics/seninclusionrom last accessed: 21/1/07 * Teacher Net, Special Educational Needs - Removing barriers to achievement, "SEN Toolkit" http://www.teachernet.gov.uk/wholeschool/sen/teacherlearningassistant/toolkit Last accessed: 23/1/07 * Department for Education and skills, Gifted and Talented - The National Programme http://www.standards.dfes.gov.uk/sie/eic/eicgiftedtalented/ - last accessed: 23/1/07 * The BBC, E-Credits for more Gifted Pupils, www.bbc.co.uk/1/hi/education/6214407.stm, Dec 2006, last accessed: 25/1/07 * Michael Barber - Prime Minister's Delivery Unit, 2001, Sited in: Assessing Gifted and Talented Children, Qualifications and Curriculum Authority, London * HM Government, October 2005, Higher Standards - Better Schools for all. * Teaching Expertise, http://www.teachingexpertise.com/articles/white-paper-need-to-know-131 - last accessed: 15/2/07 * Catherine Clark and Ralph Callow, 1998, Educating Able Children - Resources and Processes for Teachers, Fulton Publishers. ...read more.

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