Code Of Practice In Schools In The Early 1990's

The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder (ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified

This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN.

The Common Assessment Framework 2009 aims to identify additional need and promotes information sharing and coordination of services. Working Together to Safeguard 2003 outlines legal requirements for safeguarding, promoting welfare, roles and responsibilities of professionals and working together to keep children safe. The Munro Review 2012 regards the rights, wishes and feelings to shape the provision of services. The Safeguarding and Welfare Requirements of the Statutory Framework for EYFS 2014 outlines responsibilities for childcare providers for children 0-5 years. Special Educational Needs and Disability Code 2014 provides guidance relating to promoting the welfare of children and young people with special educational needs and

The publication of the Warnock Report in 1978 caused ground-breaking changes to the education system. It changed the way in which society viewed children and young people with disabilities, and, moved towards a philosophy for an inclusive education (Moore 2009). Warnock (2010) states that many reports and a considerable amount of legislation have emerged since then, These include, 1981 Education Act establishing the recommendation 's, The National Curriculum 1988, The Education Act 1993, 1994 Code of Practice on the Identification and Assessment of Special Educational Needs, Excellence for All Children 1997, 2001 SEN and Disability Act, ‘Barriers to Inclusion ' (Department for Education and Skills 2004) ‘Special Educational Needs: A New Look (2005). In the 2005 review Warnock suggests that there should be no priority made to mainstream or special schools, only the needs of the child, also, either setting should be considered as long as it has provision to support the needs of the pupil (Warnock, Norwich and Terzi, 2010) HAVE I REF ALL ABOVE CORRECTLY???????

The Special Educational Needs Code of Practice 2001 outlines the statutory guidance for policy and the procedures and responsibilities towards children and special educational needs. It includes the levels of support which should be provided to children depending upon their individual needs.

Coordinated admissions aim to ensure that as far as is practical, every child in a local authority area who has applied in the admissions round receives a place. And with the exception of grammar schools, who do not have to take pupils who are not up to scratch academically, schools must take all comers. Even those with challenging behaviour. Youngsters with special educational needs who don’t have a statement are treated in the same way as everyone else although this may sometimes require reasonable adjustments for them in the school or particular support for any special educational needs, as defined in the Disability Discrimination Act 1995.

On October 1st 2010, the Equality Act came into force. This consolidated and strengthened the previous equality laws. This act prevents children and their families from being discriminated, victimised or harassed because of their age, sex, race, religion or disability. Through this act each child, whether already in the setting, or applying through admissions, will be treated in a fair and equal way, with aims for all children to have reasonable provisions to allow them to access all educational areas. Although a school is not expected to make adjustments that are not reasonable, they are expected to make general adjustments, reasonably planned within the school’s approach to planning for SEN children. The Equality Act 2010 outlines four definitions of discrimination, direct discrimination, indirect discrimination, discrimination arising from a disability and harassment and victimisation. This allows school settings to have clearer expectations and implement them. The Equality Act 2010 and the Discrimination Disability Act (DDA) (2005) both aim to ensure each and every child has access to a broad and balanced academic and social curriculum. Following this code of practice in a school, confirms that all members of staff provide the same high-quality teaching to children, as well as displaying professional behaviour.

Background and Facts: The Education for All Handicapped Children Act was passed in 1975. It required public schools to give equal educational opportunities for children who suffered from a disability. The school would work together with the child’s parents to form an educational plan. An important piece of this law was the ‘stay-put’ provision. During a dispute of a disabled child’s educational placement, the child was entitled to remain in their current setting until the matter was resolved.

Scottish policies understand that children and young people may need additional support within the classroom throughout their school career, thus the introduction of the Additional Support for Learning Act in 2004 (ASL) (The Scottish Executive, 2005; Riddell, 2014). This Act recognises that anybody may require assistance in the classroom at any time whether the child is learning English as a second language, if there are family difficulties such as parental divorce or bereavement, or if the child has special educational needs (Riddell, 2014; Riddell and Weedon, 2009). It is placed under a much wider group of children and not just those who have ‘special educational need’ (Riddell et al., 2009; Barrett et al., 2015). The purpose of this act was to eliminate the preconceptions others can have when they know if someone has ‘special educational needs’ (Riddell, 2014; Cline and Frederickson

The act was designed to make a difference to the education of SEN children by allowing them to have access to the educational facilities available all children. This is done by offering support tailored to the needs of the individual and their families whilst taking the opinion and wishes of the child into account with

As school leaders, we have to hold the public trust and so ethics are such an important part what we do in our school. I think there are a few simple rules and one of them is always to think about what is the best benefit for our students. Our ultimate goal is to provide a safe learning environment where students are willing to learn and improve. If we keep this in our mind, we can hardly go wrong with an ethical question that we face. Ethical challenges need to be confronted with courage and compassion for those who would be impacted by difficult decisions. School leaders are responsible for setting the examples that others would wish to follow.

Robert’s rights to inclusion is reinforced by the Special Educational Needs and Disability Act (2001) which gave Robert the right to attend mainstream school and to be educated alongside his peer (Thomas and Vaughan, 2005). The Act strengthened further the Disability Discrimination Act (1995) which makes discrimination again Robert unlawful. The United Nation Convention on the Right of the Child Article 23, highlights that a child with a disability should have effective access to and receive an education ( Jones , 2004) Tassoni (2003) underlined that The Children Act (1989) spelled out the idea that all children have rights. It required protecting all children, but also highlighting the needs and rights of vulnerable children. As with Robert, he is a child in need and as such the school and LEA has legal duties to make sure that Robert is achieving within society.

Both in the UK and internationally there exists a code of conduct within which police forces are expected to comply while operating in their line of duty. These codes of practice have been introduced in both international law and domestic law to ensure that the decisions and actions taken by the police are accountable to the public. This paper will analyse and evaluate the balance between police powers and how accountable they are for the actions they take, the decisions that they make and how these actions and decisions can be challenged by the public. The police are charged with the task of upholding the law within society and as a result the police have greater powers than those of ordinary citizens and a significantly greater access

at the same time and a Learning Support Assistant. The SEN department policy for interventions is with accordance to and reflects the revised UK SEND Code of Practice, 2014 within its context and aligns with the school’s

This factual issue is often undisputed because the rule or standard is normally contained in the employer's disciplinary code. If the employee disputes knowledge of the rule or standard, it will be necessary for the employer to demonstrate that the employer made the code 'available to employees in a manner that is easily understood' see item 3(1) of the Code of Good Practice: Dismissal. If there is no code, Commissioners will consider evidence concerning past practices of which the employee was aware to determine whether the employee could reasonably be expected to have known of the rule or standard. 'Some rules or standards are so well established and known that it is unnecessary to communicate them' item 3(1) of the Code of Good Practice: