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AN INTRODUCTION TO INCLUSION, SPECIAL EDUCATIONAL NEEDS AND DISABILITY

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1 AN INTRODUCTION TO INCLUSION, SPECIAL EDUCATIONAL NEEDS AND DISABILITY
UNIT 4.6 Nick Peacey From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

2 OBJECTIVES At the end of this unit you should be able to:
explain how the terms inclusion, SEN and disability are used understand recent legislation and regulation in this area, in particular teachers’ responsibilities at what are known as School Action and School Action Plus of the revised Code of Practice for the Identification and Assessment of SEN (DfEE, 2001) and the Disability Discrimination Act (DfEE, 1995) (revised 2005) recognise that teacher attitudes may limit pupils’ achievement of their potential start developing your knowledge of teaching strategies which may be used with pupils with different SEN within the whole class inclusion approach. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

3 BACKGROUND Definitions Defining SEN and disability
Reports and legislation The National Curricula (NC) for England 1999 and the revised secondary curriculum 2007 Some background: the developing legislative framework The SEN Code of Practice: a little more detail From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

4 THE THREE-STAGE APPROACH TO MEETING NEEDS
School Action Individual Education Plan (IEP) Support and provision on an individual plan Additional staff in the classroom School Action Plus The statement of SEN: the third stage of the Code of Practice for SEN From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

5 THE RESPONSE OF SCHOOLS
English as an additional language and SEN Special schools, units and resource bases Access arrangements for examinations and assessments Concerns about a pupil not recognised by the school as having SEN, i.e. not at one of the stages of the SEN Code of Practice From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

6 HELPING PUPILS WITH SEN TO LEARN
Pupils with language impairment Pupils with autism spectrum conditions (sometimes known as autism spectrum disorders (ASD)) Cognition and learning Learning difficulties Dyslexia Dyspraxia Behaviour, emotional and social development Behavioural, emotional and social difficulties (BESD) Sensory and/or physical needs Medical conditions Deafness and hearing impairment Visual impairment From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

7 FURTHER INFORMATION To explore this material further, read:
Peacey, N. (2009) ‘An introduction to inclusion, special educational needs and disability’, in S. Capel, M. Leask and T. Turner (eds) Learning to Teach in the Secondary School: A Companion to School Experience, 5th edn, London: Routledge. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

8 FURTHER READING Cheminais, R. (2000) Special Educational Needs for Newly Qualified and Student Teachers: A Practical Guide, Oxfordshire: Routledge. Farrell, M. (2009) The Special Education Handbook: An A-Z Guide for Students and Professionals, 4th edition, Oxfordshire: Routledge. Garner, P. (2009) Special Educational Needs: The Key Concepts, Oxfordshire: Routledge. Lewis, A. and Norwich, B. (2004) Special Teaching for Special Children? Pedagogies for Inclusion, Maidenhead: Open University Press. From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009


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