Essay on : Promote Equality, Diversity and Inclusion

The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.

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.

Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity.

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.

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.

Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment.

1.1 Identify the current legalisation and codes of practice relevant to the promotion of equality and valuing of diversity.

The 1944 Education Act saw children with SEN categorised and labelled by disabilities and where considered to be uneducable. These children received special educational treatments in special schools (HMSO 2006b; Hodkinson and Vickerman 2009). In 1978 Warnock introduced the idea of SEN, statements of SEN and inclusion. Warnock’s framework was introduced in the 1981 Education Act (Drifte 2012; HMSO 2006b; Hodkinson and Vickerman 2009). However there was no additional funding for training or the statementing processes. Although many special schools in the 1980’s and 1990’s seen the number of children attending reduce greatly. During this time period there was also an increase in the number of children being identified as having SEN and being given a statement of SEN (HMSO 2006b). In the 1993 Education Act the government introduced a code of practice on SEN, which gave guidance on the responsibilities for all children with Sen, for Local Education Authorities (LEA) and the governing bodies of mainstream schools (Department for Education and skills (DFES) 2001; Ofsted 2004). 1994 seen the Code of Practice: Identification and Assessment of Special Educational Needs introduced leading to all LEA, schools, health services and social

The NCSE (3013) recommends that every child with SEN is protected from enrolment practices that block his/her access to a school, may enrol in the nearest school to meet his/her needs. A school must enrol a student with SEN if directed by the SENO on the basis that the school will be provided with resources in line

The SEN code of practice was updated in 2014 and now covers the 0-25 age range and includes guidance relating to children and young people with disability and SEN. There is a more focused view on children and young people and parents in decision making. A stronger focus on high aspirations and on improving outcomes for children and young people. The code includes guidance on the joint planning and commissioning of services to make sure that education, health services and social care have a close co-operation. Guidance on publishing a local offer of support for children and young people with disabilities and SEN. Education and training settings take a graduated approach to identify and support pupils and students with SEN (to replace School

A revised SEN code of practice came into force in 2002 which provides a clear framework for identifying, assessing and make provision for Robert, so that his needs will be met ( Hodkinson and Vickerman, 2009). Thomas and Vaughan (2005. p.129) declared that the Salamanca statement (1994) called upon all Government to “adopt as a matter of law or policy the principle of inclusive education” and the improvement of education services for all children regardless of differences or difficulties.

Provides guidance on policies and procedures to guide schools and other professionals who have links with the schools and children with SEN. It provides support, advice on, how to meet the needs of SEN children to the age of 25 as well as promoting their welfare. The Act develops a strong relationship between parents, schools, local authority and other organisations that deal with childrenâ€TMs with SEN and to help raise achievement of children without

In my phase one school SEN pupils have access to a high quality education; the school operates support systems for SEN students, providing equal opportunities for everyone.

The Special Educational Needs and Disability Act (SENDA) was implemented in 2001 to ensure that disabled students are not discriminated against in education or any other learning environments. The Act included a wide range of opportunities to be made for those with SEN such as field trips, courses and work placements in order for them to socialize with people with equal learning difficulties.

When the Department of Education defined inclusivity in 1999, the intention was that ‘all pupils have the chance to succeed, whatever their individual needs and the potential barriers to learning might be’. Since the 2002 revised Code of Practise on SEN, inclusion in all UK schools has been legally enforced. Inclusivity in schools ensures equal access to education for all children with special educational needs. It is a multifaceted concept that encompasses all areas of SEN, an umbrella term for the disabilities that require extra assistance in educational settings, with the aim of eliminating discrimination and enabling every child to reach their potential and not be characterised by their condition. As a result of this new framework, disabled children are able to attend their nearest mainstream school with the expectation of necessary provisions and resources to be available. This discourse will focus on children with hearing impairments and reflections will be based on observations from my time spent at School X. In the SEND policy, the school in question asserts that all of the teaching is ‘designed to make sure that all pupils, regardless of ability, make the maximum progress during their time with us’, seemingly adhering to the inclusion section of the Code of Practise. In particular, the school is distinguished for its Centre for the Deaf, with the 2013 Ofsted report stating that ‘the integration of [deaf] pupils into the school is a shining example of inclusion’