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Explain How To Be Based On A Range Of Legislation For Inclusive Education

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In the nursery I am in there are SEN policies and procedures to be based on a range of legislations to help guide us to meet specific needs of the child. Legislation in the UK prohibits discrimination in education and supports inclusive education. The UK also has obligations under international human rights law to provide inclusive education for all children.CSIE (2013) Legislation and guidance for inclusive education. http://csie.org.uk/inclusion/legislation.shtml ( Other policies would be relevant to the SEN policy. Sometimes these would include Equal opportunities, health and safety and child protection. There are many special educations need which need to met in today 's society in early years settings. The department of education provides …show more content…

Another sign for a child to have learning difficulty is a barrier to making use of the educational facilities provided for children of the same age in schools. “Special needs” arose from an influential report in 1978 known as the Warnock report. This report suggested all children have the right to a good standard education regardless of disability. As we do in our nursery a team of professionals assess children along with their parents. “The statementing process has become too bureaucratic and unresponsive to parents” In the Warnock report the term ‘ children with learning difficulties’ should be used to describe children are currently categorised as educationally sub normal and those with educational difficulties.Gillard, D. Warnock report 1978 - notes on the text. http://www.educationengland.org.uk/documents/warnock/ . The mistake people make in early year setting is assuming all children learn at the same rate. Children do not learn at the same rate or speed. Each child is an individual with individual methods of learning, strengths and weaknesses. Children need to be examined in order to indicate whether they need special educational …show more content…

This foundation endorses the principle of non-discrimination and reinforces the important of fundamental human dignity. My nursery tries to provide all these thing 's seeking respect for children. Disability is a physical or mental impairment which has a substantial and long term effect on a personal ability to perform normal day to day activities. The Disability Discrimination Act in 1995 requires things to be unlawful to discriminate against people in respect towards disabilities . This includes employment, transport and education. In our nursery we concentrate on The equality Act of 2010, we aim to provide the development needs of a every individual child in the nursery and provide appropriate resources to support children as to the curriculum. Where necessary, appropriate adjustments to practices and procedures will be made to ensure difficulty for young disabled children is not an issue. Conveying whether a person needs additional needs is very important to make sure of. The identification of special needs should be made by a hey person who makes regular observations of each progress. Any concerns can be made aware of and dealt with. Parents can be informed of the

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The school have to apply the national policies which are related to children, young people and families and have a good knowledge of the policies, one of these important policies that the school have to follow is the Every Child Matters policy, for children nationally this has had great impact on them. Schools will need to create their own policies in accordance with the national guidelines, such as the safeguarding policy for children and the child protection policy, in following guidelines from the local education authorities. It is the school’s responsibility to make sure that staff, parents and carers of children and visitors are informed about the policies in school, which apply to them. The Every Child Matters policy has 5 key aims for

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Through the literature review Early Childhood RtI are examine and explore so that developmentally appropriate practice in early childhood programs keep struggling students on grade level performance. Response to Intervention (RtI) Defining RtI Rudinoff (2011) defines RtI as a tiered model, and the intervention correlates with the student’s needs. The most important component of the RtI is its universal screening tool. The screening tool should employ developmentally and age appropriate assessments (Gersten, Rolhus, Clarke, Decker, Wilkins, & Dimino, 2015 and Watts, Duncan, Siegler, & Davis-Kean, 2014).

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After the 1992 constitution, the first policy that seemed to open the avenues for the children with disabilities in general was the Free Compulsory Universal Basic Education (FCUBE). For the first time, the issues of compulsory schooling and disability was addressed by legislation, however, the word ‘inclusion’ was not directly used but regular schools were encouraged rather than mandated to accept children with disabilities including those with autism. In the 2006 Disability Act, provision for inclusion of children with disabilities was made clear and now some efforts are being made to include children with autism in the regular

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An investigative case study into the hypothesis that a child with Special Educational Needs achieves more in the classroom when given 1-1 support from a qualified adult, (teaching assistant or teacher). In terms of what the child can achieve in the lesson, the work that they produce and their overall understanding of the task. Background This research is important as Stoke-on-Trent has a high percentage of pupils with Special Educational Needs compared with the figures for the rest of the country and this figure is set to rise over the coming years as the number of children being classified as SEN rises. In 2009 the national statistics set Stoke as having an average of 3.3% (Stoke-on-Trent Children and Young People’s Needs Assessment, 2009)

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All children have right to equality and to have equal opportunities to learn and develop. Children need to feel valued and to be protected from discrimination. I believe it is very important to raise awareness in children at a very early age and childcare providers have a huge role in forbidding discrimination in a setting in case it may occur as children as young as three may already have a bias and prejudgments. An ECCE educator can always act as a role model and has to always show anti-discriminatory behavior and can encourage her class to develop a positive attitude to the differences, such as gender, ethnicity1, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. When a child care practitioner values anti-discriminatory practice, she also will support the children to achieve: -Better self-esteem -Better confidence to start something new, unknown -Affirming individual and group identities -Strengthens the child’s connection to his family and background -Cater for different traditions,

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Evaluation and Placement of Special Education Students Special education is to function as part of the general education framework. Development of special education through laws such as IDEA, identified children with disabilities and unique needs that was best addressed with additional intervention not typical to the general education student. Appropriate placement of a child must follow appropriate evaluation, including the information from parents and a variety of assessments. Ethical practices and compliance with laws and regulations which protect student and parent privacy are crucial due to the confidential information gathered in the process.

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The early intervention is a national program that initiated in the 1975 Education of All Handicapped Children Act. This law aims to help children in 36 months with disability, just like giving services like checking the children, giving some medications and urgent actions. This law also is centered to children who are not growing according to the standard pattern of development or children who are at risk and even those who are developmentally delayed. The first thirty sixth month of a baby’s life is the most critical of development. It might be physically or cognitively.

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We have always had learners with learning disabilities in our classroom but each time professionals or teachers have failed to recognise them as learners who need special instructions and attention. These learners have been always recognised with confusing and controversial labels like slow learners, neurologically disabled, perceptually disabled, dyslexic etc. These labels were given by various professionals who assess the disability and hence, are so varied. Over the years, many different terms have been consolidated to formulate one term for this disability which is known as Learning Disability. (Lerner, 2000)

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This applies to education systems, which need to promote inclusion by ensuring the occurrence contribution and achievement of all children, including children with disabilities. Practitioners need to critically reflect on how they provide an inclusive environment for all children. All children should be educated to respect differences in culture, language, religion, beliefs, and values and encouraged to be proud of their own identity and heritage, to eliminate any superior or inferior feelings. (Barnardo’s, 2002, Derman-Sparks and the A.B.C. Task

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‘Constructivist’ theory of learning is considered to be the main developmental theories of learning currently working in the area of special educational needs. Constructivism is ‘child-centred development’. It is an active and building process, where learners use what they already know to learn new things, and infer new knowledge based on their interaction with new experiences outside themselves, using information and ideas from within themselves, or already obtained. In other words, knowledge is considered to be socially constructed because it is obtained in partnership between new experiences and knowledge already acquired. Constructivism is useful for understanding the way in which a child may progress educationally, which is important

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Child and young person centred provision is a concept that emphasises child participation and inclusion in matters that touch on their welfare (McNeish and Newman, 2002). It also emphasises taking into account the user’s perception of services offered to them, and the user’s view of the adjustments that need to be made on services so as to meet the best interest of the child (Broadhurst et al., 2010). By including young persons and children with disability in any decisions affecting their welfare, carers and service providers are better placed to understand them, engage with them, and share pertinent information (Kirby et al., 2003). Consequently, the government has come up with five ‘Every Child Matters’ outcomes that need to be met by child centred provision. These include: being healthy, enjoying and achieving, staying safe, achieving economic well-being and making a positive contribution (Kirby et al., 2003).

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Introduction Over the years, there has been a rapid increase in the number of children being diagnosed with developmental disabilities with 2500 children diagnosed in 2010 and an alarming rate of 4400 children in 2014 (Goy, 2016). The increase in children being diagnosed with developmental disabilities has sparked Singapore’s desire to shift towards achieving a more inclusive society and giving the disadvantaged more opportunities in their early years (Shanmugaratnam, 2015). As the development of young children in their early years have a direct impact on their overall development as adults in the future, it is essential to invest time and effort in their early years to ensure that they are able to reach their maximum potential (Encyclopedia

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This article mainly argues that school psychologists are the primary sources in assessing students who have specific learning disabilities. The main points of the article is to show the importance of school psychologists and their roles in helping with children with specific learning disabilities. The topics covered in this article are mainly how school psychologists determine the type of assistance children with specific learning disabilities need. This article is primarily about the important roles of school psychologists and them determining the eligibility of children with specific learning disabilities and what teaching practices to use for

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Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning, • Every child has unique characteristics, interests, abilities and learning needs, • Education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs, • Those who have special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable

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