Special Educational Needs and Disability (SEND)

The Special Educational Needs and Disability Code of Practice (0-25 years) 2014 states that:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”

A child of compulsory school age has a learning difficulty or disability if he or she:

-    has a significantly greater difficulty in learning than the majority of others the same age: or

-    has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions.

A child under compulsory school age has SEND if he or she is likely to fall within the definition above when they reach compulsory school age or would do so if special educational provision was not made for them.

Many children and young people who have SEND may have a disability under the Equality Act 2010- that is “…a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities”.

See more at: 

http://www.cantrell.nottingham.sch.uk/index.php/key-information/special-educational-needs-and-disabilities-send

Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs

The guidelines reflect good practice in the education of pupils with special educational needs and are provided to assist schools in addressing the following questions: 

1. Why is the allocation model changing? 

2. What are the main features of the revised allocation model? 

3. How can schools implement the revised allocation model effectively? 

A three-step process to support pupils with special educational needs: 

 How can we identify needs? 

 How can we meet needs? 

 How can we monitor and report on progress?

See more at:

https://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf

How to include children with special educational needs and disabilities

An inclusive school means that all students are welcomed – regardless of gender, ethnicity, socio-economic background or educational need. They learn, contribute to, and take part in all aspects of school life.

Students with SEN spend most or all of their time learning with their peers, and the school encourages awareness of the mutual benefits of inclusion.

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