Download Special Educational Needs in Schools, 2nd Edition by Sally Beveridge PDF

By Sally Beveridge

This re-creation of specific academic wishes in faculties presents a concise yet finished review of key matters in provision for kids with distinctive wishes in colleges, emphasising the function of the mainstream lecture room instructor. This moment version seems on the various adjustments in distinct academic coverage and perform that experience taken position some time past 5 years. issues lined include:* suggestions of SEN* the legislative framework* the variety of unique academic desire and provision* educating ways and organisational innovations* frameworks of help.

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This has led in turn to increasing concerns about the inequities that can result from parental lobbying on behalf of their own The legislative framework 31 children and the confrontational approach which can characterize the use of the Independent Tribunal. Gross (1996), for example, has presented evidence that it is the most articulate and best supported parents who are gaining additional resources for their children through statementing. g. Simmons 1996), but others fear that, in a time of financial constraint, such an approach continues to focus resources on the minority at the expense of the majority of children with special educational needs.

They are also likely to need special help in order to develop their orientation and independent mobility in the environment. Although practice varies from LEA to LEA, visually impaired children have increasingly been educated in ordinary schools. Where this is so, they and their teachers should be supported by specialist teachers of the visually impaired. These staff can provide guidance on lighting, materials and the use of specific aids in the classroom. They may also work individually with pupils; for example, to develop their skills in Braille.

In such cases, with support from speech and language therapists and/or specialist language teachers, additional help and guidance will focus primarily on the social use of language and appropriate communication strategies in the classroom (Martin and Miller 1995). Some children with language impairments may also have problems in acquiring literacy skills. The identification of such problems is, of course, usually made at school. Reading difficulty is particularly prevalent among pupils with special educational needs, and this is a reflection of both the importance attached to literacy and also, as discussed later in this chapter, of the way in which educational progress is assessed.

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