Most children and young people with special educational needs or disabilities will have their needs met within local mainstream early years settings, schools or colleges, through a graduated response.
When a child or young person is identified as having a Special Educational Need (SEN), settings and schools will take actions to remove barriers to learning. It is also their responsibility to put effective special educational provision in place.
This SEN support should be based on ‘Assess-Plan-Do-Review’ with an understanding of the pupil’s needs, supports making good progress and securing good outcomes.
Special Educational Needs and Disabilities (SEND) are based on four broad areas of need:
- Communication and Interaction
- Cognitive and Learning
- Social, Emotional and Mental Health
- Sensory and/or Physical.
Those involved in making special educational provision for the child/young person must ensure that the child/young person has the opportunity to be included in activities that the school provides to all within their setting.
Equality Act 2010
All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory - they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations.
