Supporting Inclusion In The Early Years
Essay Preview: Supporting Inclusion In The Early Years
Report this essay
Supporting Inclusion in the Early Years – brief summary
Background Warnock Report (DES 1978) significant landmark in special education stating that the purpose of education for all children is the same, the goals are the same, but the help individual children need in progressing towards them will be different.
The Children Act (1989) and the Disability Discrimination Act 1995 both defined disability as:–
“A child is disabled if he is blind, deaf, or dumb or suffers from a mental disorder of any kind of is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed”. (Children Act 1989:17.11)
Curriculum Guidance for the Foundation stage (Dfee/QCA 2000) which established a framework of stepping stones towards early learning goals (replaced desirable learning outcomes) encompassing children from their third birthday to the end of the reception class year. Guidance states that no child should be excluded or disadvantaged because of SEN, ability or disability.
1993 Education Act require the secretary of state to issues a code of practice on the identification and assessment of children with SEN The Code (DFE 1994) provided a common framework for all schools LEA to follow in identifying, assessing and providing for children with perceived SEN.
The Special Educational Needs and Disability Act (SENDA) 2001
SEN code of Practice (DfES 2001) (supercedes original code of 1994) came into effect from January 2002, forming a framework direct at identifying, assessing and providing for children with perceived SEN as quickly and early as possible. It states at the outset that LEA should work with settings to “to ensure that any childs special education needs are identified early”.
Principals of the revised code:
A child with SEN should have their needs met
SEN normally be met in mainstream
View of the child sought and taken into account
Parents have a vital role to play in supporting childrens education
Children with SEN should be offered full access to a broad, balanced and relevant education, including an aoopriate curriculum for the foundation stage.
Also included changes in relation to previous code re official categories and labels g.e. learning difficulties, emotional and behavioural difficulties, physical disabilities (all old code) to communication and interaction, cognition and learning, behaviour, emotional and social development, sensory or physical.
Code of Practice (2001) has a graduated model of assessment referred to as EARLY YEARS ACTION AND EARLY YEARS ACTION PLUS. And also explains the formulation of individual education plans (IEPS) as a central feature of the graduated approach. An overview of this graduated model of assessment can be found in chapter 3 of Jones (2004) Supporting Inclusion in the Early Years Maidenhead: Open UP This chapter also discuss the role of the SENCO.
The decision regarding initial referral rests largely with the individual