• Special educational needs and disabilities in schools : a critical introduction

      Wearmouth, Janice (Bloomsbury, 2017-06-01)
      This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, to begin to understand how, and to be able, to address the special educational, and/or additional support, needs of children and young people within schools and colleges. Legislation across the United Kingdom and in Northern Ireland has established the legal requirement to ensure the availability of provision for special educational needs, or additional support, needs and disabilities in schools and, as in England for the first time, in further education colleges. In England, for example, the Children and Families Act, introduced in September 2014, has strengthened and extended this legislation. Under the terms of Section 19(d) of Part 3 of this Act, simply to ensure that young people with special educational needs and disability (SEND) have access to an appropriate education is no longer sufficient. Instead, it specifies access that enables young people to ‘achieve the best possible’ educational and other outcomes. This reflects a new and higher level of outcome required by law. Codes of Practice to ensure that education law in this area is implemented in schools and colleges have been developed in each of the four countries. These Codes have the status of statutory guidance. Teachers in schools (and, in England, colleges) continue to be expected to provide effective learning opportunities for all their pupils, including those who have special educational needs and/or disabilities. Schools, colleges and other settings have clear duties under the statutory guidance of the Code that applies in their own geographical area. Current legislation promotes the inclusion of (almost) all young people in mainstream schools and colleges. However this often has to be implemented within a national context of school and college ‘improvement’ and competition and market-oriented practices where, in some (but not all!) places, young people who experience difficulties may not be welcomed. Such challenges are not necessarily insurmountable however and the book discusses the debates and dilemmas and offers practical suggestions to address these. It is essential that all involved understand what ‘having’ a special educational, or additional support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in schools.
    • Special educational needs and disability : the basics

      Wearmouth, Janice (Routledge, 2018-06-18)
      Special Educational Needs and Disability: The Basics provides a comprehensive overview of special educational, and additional support, needs in education contexts in the UK. The second edition of this bestselling publication covers the historical development of special provision and national policy-making, and summarises current and proposed legislation and statutory guidance across England, Scotland, Northern Ireland and Wales, examining the fundamental principles of the field from policy to practice.  Additional focus is given to recent legislation in England extending the age range of young people identified as experiencing difficulties from birth to 25 years, and the implications this has for practice. Fully updated to incorporate recent research evidence, this book covers essential features of policy and practice that teachers need to consider in and outside of the classroom, including: * the identification and assessment of young people’s special or additional learning and behaviour needs, and/or disabilities * approaches to planning in order to meet special or additional learning needs of children and young people  * ways to address barriers to learning and behaviour associated with a variety of difficulties * statutory guidance outlined in the Codes of Practice in England (DfE, 2015), Scotland (2010), Wales (2004) and Northern Ireland (1998) * special educational, or additional support, needs provision and the wider children’s workforce * implications of disability legislation across the UK.
    • Understanding special educational needs and disabilities in the early years: principles and perspectives

      Wearmouth, Janice; Gosling, Abigail; Beams, Julie; Davydaitis, Stephanie (Routledge, 2017-09-18)
      This key text provides essential tools for understanding legislation, policy, provision and practice for children in the early years, particularly young children with Special Educational Needs and Disability (SEND). Based on extensive research and the four areas of need as defined in the Special Educational Needs and Disability Code of Practice: 0 to 25 Years (DfE, 2015), the book charts the development of young children and their growing constructions of learning, communication, language, motor movement and emotion. Providing material that translates into practice in a straightforward and practical way, this text is packed full of personal accounts and case studies, enabling readers to appreciate what the experience of SEND in the early years means for families and professionals, and also to learn more about how they might understand and respond appropriately to a child’s needs.