Special educational needs
So, what exactly is the definition of Special educational needs?
A child is only considered to have special educational needs, (SEN) if they have a learning difficulty that requires a greater level of support than his or her peers. This would therefore require educational provision to be made for the child.
A child who has a disability that prevents them from fully accessing the same educational facilities as his or her peers, would also be considered to have SEN. This also counts for children who have social and emotional difficulties, or conditions that affect a child’s mental state, though this child would only be seen as having SEN providing such a condition hinders them from fully accessing educational facilities, therefore requiring provision that is eitherextra or different from what the school gives through its usual differentiated teaching.
Children that are younger than the compulsory school age, can also beconsidered as having SEN, if it is determined early on, that such child could not fully access the same educational facilities as his or her peers, or they have a learning diffculty that will certainly require special educational provision that is extra or different to the provision given to his or her peers, as and when the child was to start full-time education.
Section 312 of the education act 1996, stats, Special educational provision means:
“a) For children of two or over, educational provision which is additional to, or otherwise different form, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area.
“b) For children under two, educational provision of any kind.”
Definitions in the 1998 Children Act (section 17 , Children Act 1989) defines a disability to be…
“A child is disabled if he is blind, deaf or dump or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be described.”
Autism and misconceptions
It is often the case that parents of children whom have been diagnosed as having an autism spectrum condition assume that their child’s educational setting will naturally make adjustments and accommodations for the child! Most assume that a child with autism is automatically considered to have special educational needs, therefore requiring additional provision to be made. Again isn’t actually the case at all. A formal diagnosis of autism is just that, “A diagnosis of autism” nothing more, nothing less! Such a diagnosis does not entitle a child to receive additional educational provision (through the school must make reasonable adjustment for any child with a disability, this is adifferent thing all together).
Although a child with a diagnosis of an autism spectrum disorder is classified as having a, ‘disability’ this is not a ‘learning difficulty’. Whether the child has a learning difficulty is usually determined by the school or local authority (LEA) dependent of the child’s age.
It should be noted that despite a child’s autism, they may well succeedacademically, requiring little if any extra provision at all. This is more commonly the case for children diagnosed with High functioning autism orAspergers syndrome. However it is extremely important to remember that regardless of a child with autism high academic progress, who may have even received the top grades in their class, can still be considered and seen as having special educational needs. As mentioned before, if such a condition as autism affects areas of the child’s social and emotional functioning while at school, hindering the way they access education could result in a child being placed on the special educational needs register. Behavioural difficulties, exclusions, misunderstandings, due to poor social interaction and communication, increased anxiety and school refusal are all factors that should be taken into account when considering if a child has SEN. Sadly it is often the case thatLEAs refusal to carry our a statutory assessment or even issue a statement as they claim the child does well academically therefore not requiring additional provision to be made. This is not true and certainly isn’t a good enough reason not to make educational provision for such a child.
Lastly it is important to remember that just because a child doesn’t speak English as a first language doesn’t mean they have SEN.
Coming up next time… Section one understanding special educational needs, part two, ‘The stages of SEN and is my child receiving the right type/amount of support?’
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