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Foreword by the Secretary of State
A programme for early action...
By 2002...
1 Policies for excellence
Our policies for
raising standards are for all children, including those with special
educational needs (SEN). Early identification of difficulties and appropriate
intervention will give children with SEN the best possible start to their
school lives. Our initiatives for improving literacy and numerary, introducing
target setting for schools and opening up new technologies will help children
with SEN reach their full potential.
What are special educational needs?
Early identification and early
intervention
School improvement and
target setting
National
Curriculum, assessment and qualifications
The impact of Information and Communications
Technology
Summary
2 Working with parents
Parents of children with
special educational needs face exceptional pressures. We want to help them cope
with those pressures, and to give them real opportunities to influence and
contribute to their child's education, working in partnership with schools,
LEAs and other statutory and voluntary agencies.
Parents and families
Choice
Entitlement
Partnership
Supporting Parents
Summary
3 Practical support: the framework for SEN provision
A robust framework for assessing and monitoring special
educational needs is essential. But too often at present resources intended to
support children with SEN are being diverted to procedures and paperwork. We
want to achieve high quality provision with less emphasis on the need for
statements.
Code of Practice
Improving provision at stages 1-3 of the Code of
Practice
Statements
National criteria
Reviewing statements
Summary
4 Increasing inclusion
The ultimate purpose of
SEN provision is to enable young people to flourish in adult life. There are
therefore strong educational, as well as social and moral, grounds for
educating children with SEN with their peers. We aim to increase the level and
quality of inclusion within mainstream schools, while protecting and enhancing
specialist provision for those who need it. We will redefine the role of
special schools to bring out their contribution in working with mainstream
schools to support greater inclusion.
The principle of inclusion
Inclusion within mainstream schools
Admission arrangements for children with
SEN
A new role for special
schools
Summary
5 Planning SEN provision
Whether in mainstream or
special schools, children with the most severe and complex difficulties will
continue to need specialist support. We shall encourage regional co-operation
so that specialist facilities, whether from the maintained, voluntary or
private sectors, are available when and where they are needed. LEAs will make
decisions about changes to their special schools in the light of this regional
co-operation and guidance from the Government.
Planning: the regional dimension
Planning: the school dimension
Non-maintained special schools and
independent schools
Changes to the
arrangements for independent schools
Summary
6 Developing skills
Professional development -
for teachers and others - will be needed if staff are to have the skills,
knowledge and understanding to make a reality of our proposals for raising
standards for all children with special educational needs.
The mainstream context
Professional development of teachers
Initial teacher training and induction
Continuing professional development
Learning support assistants
School governors
Educational psychologists
Summary
7 Working together
The Government, LEAs, other
local agencies and business need to work together in supporting the education
of children with SEN. Their contributions need to be developed, improved and
co-ordinated to achieve our aims of raising standards, shifting resources to
practical support and increasing inclusion.
Government
Co-operation between local agencies
Provision of speech and language therapy
Transition from school to further and
higher education, training or employment
Summary
8 Principles into practice: emotional and behavioural
difficulties
We want to put our principles into practice
for all children with SEN, including one group which presents schools with
special challenges - children with emotional and behavioural difficulties. The
number of children perceived as falling within this group is increasing. We
need to find ways of tackling their difficulties early, before they lead to
under-achievement, disaffection and, in too many cases, exclusion from
mainstream education.
Children with emotional and behavioural
difficulties: a strategy for action
Improving achievement
Early identification and intervention
Inclusion: effective behaviour policies
Strengthening staff skills
Specialist support
Disseminating best practice
Encouraging fresh approaches in the
secondary years
Summary
Appendix 1 Members of the National Advisory
Group on SEN
Appendix 2 Funding and
the SEN framework
Appendix 3
Arrangements for consultation
Please note that all statistics quoted for January 1997 are provisional figures derived from the Schools' Census (Form 7).
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31/08/2000