Special Educational Needs
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Children with Special Educational Needs - Overview
Background
One of the main principles behind SEN policy is that children with special educational needs should attend ordinary schools where appropriate. The Education Act 1996 sets the framework for this and is further strengthened by the SEN and Disability Act 2001 (SENDA).
Legally a child is defined as having special educational needs if he or she has a learning difficulty which needs special teaching. A learning difficulty means that the child has significantly greater difficulty in learning than most children of the same age. Or, it means a child has a disability which needs different educational facilities from those generally provided by schools for children of the same age in the area.
Responsibilities
All schools, Local Education Authorities (LEAs) and other providers must take account of the Special Educational Needs Code of Practice. In general terms:
The LEA has overall responsibility for SEN provision, for formally assessing children who may need a statement of special educational needs and for reviewing statements at least once a year.
The Special Educational Needs and Disability Tribunal hear parents' appeals against LEA decisions on childrens' special educational needs and claims of disability discrimination in certain circumstances.
The governing body's responsibilities fall into the following areas:
- Admissions - the governing body (whether admissions authority or not) must comply with the provisions of the SEN Code of Practice on admissions of children with Special Educational Needs whether those children have a Statement or not. This is further influenced by the SEN and Disability Act 2001 (SENDA) which reinforces the need for Inclusive Schooling.
- Policy - the governing body decides the school's general policy and approach to meeting childrens' special educational needs for those with statements and those without
- Resources - the governing body should make every effort to see that the necessary special arrangements are made for any pupil who has SEN by setting up appropriate staffing and funding arrangements and overseeing the school's work. The governing body should ensure that those children take part in the everyday activities of the school as far as is practical
- Communication
- ensure that the school's policy on SEN is made available to parents, staff and the LA and report annually
- ensure that staff are aware of children with SEN that they teach and of the importance of identifying pupils who have SEN and providing appropriate teaching
- consult the LA and other governing bodies when necessary
The school must have a named teacher responsible for SEN in the school, usually known as the Special Educational Needs Co-ordinator (SENCo for short). The governing body may a committee or governor to monitor the school's work for children with SEN.
