Laura Thurman

Module ITE105 SEN Code of Practice

40468807

The SEN code of practice sets out the procedures that must be followed by educational organisations to meet the needs of children. The code describes how help for children with special educational needs in schools and early education settings should be made through a step-by-step or graduated approach. Although the code is essentially a guide for teachers, it does not (and could not) tell them what to do for each individual case.

HERE IS A LINK TO THE PDF FILE OF THE SEN CODE OF PRACTICE: https://www.education.gov.uk/publications/eOrderingDownload/0581-2001-SENCodeofPractice.pdf

The fundamental principles of the SEN code are: 1. a child with special educational needs should have their needs met 2. the special educational needs of children will normally be met in mainstream schools or settings 3. the views of the child should be sought and taken into account 4. parents have a vital role to play in supporting their child's education 5. children with special educational needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage Why the SEN code of practice is important concerning Autistic children Children with an Autism Spectrum Disorder (ASD) can find school difficult for a number of reasons, generally related to difficulties with communication, social skills and sensory sensitivity. Wing (1985) tells us that children who suffer with ASD are unaffected by the world and between the ages of 2-5 will attach themselves to an object which if taken away the shy and quiet child you once knew will evolve into a bundle of fury until his temper tantrum expires as quick as it started, this tells us that children with this disorder respond positively to a routine even from an early age. In an educational environment the school would have to make sure that the childs routine is the same every day, for example the same person teaches him, and sits with him at lunch, and lunch is taken at the same time in the same place ect; consequently this should help the childs behaviour stay positive. To for fill principles 2 and 3 concerning autistic children is difficult as the main aspects of ASD is difficulty with communication and social skills, and so as a teacher we would have to find a way to communicate with the child Wing (1985) suggests that autistic children develop the most when they attend school as the social situations help them to communicate, and even if the child doesnt develop as much as others an effective method is to use pictures to tell how the child is feeling. In conclusion the SEN code of practice is an effective way to ensure that a child with any special educational need is receiving the best education experience possible and that the educational department are doing everything they can to help at home and at school.