Special Educational Needs Policy

Special Educational Needs Policy

Introduction

Historically, people with specific learning disabilities have been segregated from mainstream school practices as well as economic and social activities (Atkinson et al. 1997). Similarly, several people with sensory impairments as well as physical disabilities have been excluded from the society (Humphries and Gordon, 1992). At times, segregation of the disabled had led to severe social practices like sterilization and incarceration. Such practices had been observed due to misconceptions of physical and intellectual characteristics (Oliver and Barnes, 1998).

The practice of separating the disabled from the rest had originated from the mistaken notion that human bodies must conform to a certain standard or norm. Foucault had discussed this erroneous belief extensively (Rabinow, 1984). Traditionally, children requiring special educational needs (SEN) are segregated into separate learning environments. While this education practice has been established for years, other educators and analysts have been questioning its efficacy. Most of them suggest that students with SEN should be included into mainstream schools to maximize their learning experiences. Several other benefits as well as issues have been raised in relation to this educational issue. In this paper, the factors related to the education and inclusion of students with SEN, including the curriculum, attitude of the educators, professional development, equality issues as well as learning experiences, will be discussed. The significance and relevant effects of these factors will be the basis of the conclusion of this paper on whether inclusion should be adapted.

Special Educational Needs (SEN)

In this policy, the definition of special needs is the provision for a child over and above mainstream

teaching for the majority of the class. This policy reflects the needs of our school and 'Code of Practice' guidelines. A copy of the 'Code of Practice' is available on request at school. All children share the right to a broad and balanced curriculum and should be treated with the same degree of concern for their education and development. All children have abilities, personal qualities and talents which must be identified, recognised and developed.

Children should have the same chance to benefit from resources available to Pyworthy School irrespective of gender, ethnicity, level of ability and social circumstance. Children have the right to equal opportunity as well as quality of opportunity at whatever level of academic achievement. We aim to maximise potential. Throughout the Policy, there are two references to 'equality of opportunity'. Nowhere does it define what is meant by that phrase in relation to gender, race or disability. There are two references to monitoring. However, there is no mention of monitoring the impact of this policy in relation to race, gender or disability. There is no reference at any point to the legislative requirements contained in the Race Relations Act or the Race Relations (Amendment) Act. There may be some indirect consequences present, particularly in relation to race and minority ethnic groups. However, without gathering relevant monitoring information, this could prove difficult to clarify, one way or the ...