SPECIAL EDUCATIONAL NEEDS

Approaches to Learning for Learners with Special Needs

Approaches to Learning for Learners with Special Needs

Introduction

Our modern era of technological developments has evolved the profile of children with disabilities or SEN. A few decades back, the survival chances of a large number of such children were minimal. Now, we witness active participation of the same in mainstream schools and organizations. For England and Wales, primary education, its facilitation and legislations are enacted by the UK parliament in London. Northern Ireland and Scotland do not fall under this legislation set. Compulsory education in the UK ranges from the age of five to sixteen. For students, full attendance in the associated schools is a must for the receipt of quality education. The country has a two-tier education system however, certain parts are also providing for a three-tier education system.

The challenge however is to develop an educational system that is able to provide good education to children with advance disabilities. These may range from learning difficulties to autism, mental illness and even sensory impairments. The educational system prevalent in the UK aims to encompass the educational and pastoral needs of disabled children and pupils. Equal educational opportunities and standards are provided for all through statuary provisions.

Discussion

Statuary Provisions Pertaining to Special Education Needs

The statutory provisions supporting such individuals include the Equality Act 2010 and the Education Act 1996; each of which has defined disability and SEN (Special Education Needs) in clear terms.

The same has been highlighted in the Special Educational Needs and Disability Act of 2001. A startling indicator of the need for SEN provisions is evident from the fact that over 21 percent of the pupils attending schools in Britain had been identified with learning difficulties, for the year 2010 (Great Britain: Department for Education, 2011, Pp.18). The National Curriculum has also identified the necessary contents that shall be deemed to constitute a learning disability for pupils and for young people. All schools are required to adhere to the SEN provisions in order to facilitate social equality in the educational system.

SEN provisions as identified by the National Curriculum are subject to three intervention levels. These include the following:

School ActionThis stage refers to provision of different teaching methodologies by either the teacher or the SENCO (Special Educational Needs Coordinator) to facilitate the learning process.

School Action Plus

In cases where SEN provisions are beyond the scope and resources of the school, further facilitation through the active participation of specialists and external experts is requested.

Statement

At this stage, the local authority caters to the responsibility of arranging and providing apposite SEN provisions.

It is highlighted that the statistics for 2010 reveal an 11.4 percent of students at School Action Level, 6.2 percent at School Action Plus Level and 2.7 percent at Statement Level (Great Britain: Department for Education, 2011, Pp.19).

While emphasizing the need for adequate facilities and quality education, the National Curriculum requires all instructors and teachers to guarantee the following fundamental elements for students with SEN:

Students must be subject to equivalent treatment ...