Inclusion:
Special Educational Needs
Introductory Core Course
Foundation training for teaching assistants
Day 1
Key Legislation
Warnock Report
1978 (suggested getting
Education Act
1870(ed for all)
Special Education
Needs Code of
Practice for Wales
2002 ( Graduated Response)
SENDA 2001
(DDA 1995 Part 4)
Education Act
1944 (compulsory)
rid of labels-Handicapped,
towards individualised Education
learning)
Act 1981
(advocated
integration and
greater collaboration)
Education Reform
Act 1988 (entitlement
Key Legislation
RE:SEN
Children Act 1989
(children with disabilities are
children first)
Education Act 1993
CoP 1994 (staged
The Learning Country
A Paving Documents 2001
Shaping the Future
for Special Education
An Action Programme
for Wales 1999
for all children – broad
balanced curriculum-NC)
referral – to statementing)
DDA 1995
Green Paper
1997 (increase
inclusion –
contribution LSAs)
Education Act 1996
(legal entitlement for parents to
express wish)
Feelings associated with:
Inclusion
 valued
 at ease
 content
 happy
 useful
Exclusion
 rejected
 upset
 angry
 frustrated
 unhappy
 hard done by
 useless
What is educational inclusion?

Educational inclusion is about creating a secure, accepting,
collaborating and stimulating school in which everyone is valued,
as the foundation for the highest achievement for all pupils.
In an inclusive school:

the inclusive ethos permeates all school policies so that they
increase learning and participation for all pupils

school practices reflect the inclusive ethos and policies of the
school.
(adapted from Index for Inclusion, CSIE)
The Government’s strategy
The Government’s strategy for giving children with SEN and
disabilities the opportunity to succeed includes:

removing barriers to learning
by embedding inclusive practices in every school and early years
setting

raising expectations and achievements
by developing teachers’ skills and strategies for meeting the
needs of children with SEN and sharpening the focus on the
progress children make.
EDUCATION DIRECTORATE
Swansea’s Inclusion Policy
The City and County of Swansea is committed to a
policy of social inclusion of which inclusive
education is a key dimension.
Inclusion is defined as the process of increasing
the participation of learners in their communities.
Inclusion is a process not a fixed state. It is about
ensuring fair and equal treatment for all and
promoting practice that:
 removes discriminatory structures, biased policies
and prejudicial practices
 celebrates diversity
 maximises the achievement of all
CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE
EDUCATION DIRECTORATE
Which groups should be included?
 Girls and boys
 Minority and faith groups
 Traveller children, asylum seekers and refugees
 English or Welsh as an additional language
 More able and talented pupils
CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE
EDUCATION DIRECTORATE
Which groups should be included?
And:
 Looked After Children (LAC)
 Young carers, pregnant schoolgirls etc
 Lesbian, Gay, Bisexual and Transgender pupils
 Those at risk of disaffection or exclusion
 Those with SEN
CITY AND COUNTY OF SWANSEA • DINAS A SIR ABERTAWE
The Three Circles
Setting suitable
learning challenges
LEARNING
OBJECTIVES
TEACHING
STYLES
ACCESS
Overcoming
potential
barriers to
learning
Responding to
pupils’ diverse
needs
To get INCLUSION right
ATTITUDES
SKILLS
RESOURCES
Disability Discrimination
‘It is unlawful for schools to discriminate against disabled
pupils for a reason relating to their disability, without
justification’.
Disability Discrimination Act 1995
Reasonable adjustments
Schools are required to make reasonable adjustments to ensure
that disabled pupils are not put at a substantial disadvantage in
comparison with those who are not disabled.
Disability Discrimination Act 1995
The Disability Discrimination Act
2002
‘This DDA Act requires settings/schools not to treat a disabled child
‘less favourably’ and to make ‘reasonable adjustments’
In






practice this means to:
Eliminate discrimination and promote positive attitudes
Promote equal opportunities
Improve access to the curriculum
Make physical improvements
Provide information in a range of formats
Take specific action for children whose first language is neither
English or Welsh
 Ensure that children are provided with material that is
appropriate to their ability
Making provision
Schools are required to make different or additional provision
available (for example, equipment, resources or additional adult
support, where necessary) to meet the needs of pupils with
SEN, or SEN and a disability.
Education Act 1996
The nature of special educational
needs
Special educational needs could mean a pupil has difficulties with:
 all of the work in school (global)
 some of the work in school (specific)
 reading, writing, number work or understanding information
 expressing themselves or understanding what others are saying
 making friends or relating to adults
 behaviour
 Organising themselves
 some kind of sensory or physical need which may affect them in
school.
The SEN Code of Practice for Wales
(2002)
The SEN Code of Practice for Wales (2002):
 Sets out statutory guidance on policies and procedures for
providing appropriately for pupils with SEN.
 Helps schools, teachers, LEAs and others to understand their
responsibilities.
It seeks:
 to enable pupils to reach their full potential and to be included
in their school communities
 to enable pupils to make a successful transition to adulthood.
Areas of need
 Communication and interaction
 Cognition and learning
 Behaviour, emotional and social
development
 Sensory and/or physical
What factors influence learning?
Teacher/
Assistant
Task
Child
Learning Environment
Key parts of a TA’s role
 Promoting independent learning.
 Encouraging the inclusion of the
pupils in the mainstream
environment as far as possible.
 Enabling the pupil to carry out a
task, not doing the task for them.