Schools and Education Overview
A child of compulsory school age or a young person has a learning difficulty or disability if they:
have a significantly greater difficulty in learning than the majority of others the same age; or
have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions;
a child under compulsory school age has Special Educational Needs if they fall within the definitions above or would do so if special Educational provision was not made for them.
Children in the groups above may be assessed for an Educational Health and Care Plan (EHCP).
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EHCP Timeline
Special Needs Schools in Britain
Special Needs Schools in Surrey
Special Needs Schools in Hampshire
Special Needs Schools in Ghana
Incusion and Reasonable Adjustment
Inclusion is about - Placement - Acceptance- Participation - Progress -Achievement
Inclusion (National Association of Headteachers)
Inclusion is a process that maximises the entitlement of all pupils to a broad, relevant and stimulating curriculum which is delivered in an environment that will have the greatest impact on their learning. All schools, whether special or mainstream should reflect a culture in which the institution adapts to meet the needs of its pupils and is provided with the resources to make this happen. Inclusive schooling is essential to the development of an inclusive society. It involves having an education service that ensures provision and funding is there to enable pupils to be educated in the most appropriate setting.
Inclusion (The Autism Education Trust)
School inclusion is a process of including and educatng a pupil within a school (mainstream or special) where the school is able to recognise and assess the pupil's particular needs and is willing and able to be flexible in how the curriculum is delivered, and to adapt the routines and physical environment the pupil is expected to operate within. Particular attention is given to the relationships the pupil is enabled to develop with other pupils (With or without Autism), both within and outside the school, and the potential benefits to other pupils and staff.
Reasonable Adjustment
Under the Equality Act, Educational Institutions and other providers have a duty to make reasonable adjustments for individuals with Special Needs and Disability. More information on schools is available in;
Reasonable Adjustment for Disabled Pupils:Guidance for schools in England.
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