Meeting Learning Needs Case Study
Meeting Learning Needs: Case Study
In this rationale I intend to discuss “Why we do what we do” when it comes to Inclusion and Special Educational Needs (SEN). This will be a case study of a pupil with SEN attending the school in which I work. It will first outline the nature of the pupils Special Educational Needs and then critically examine how these needs are being met. The role of multi-agency approaches in providing support to the pupil and parental involvement will also be analysed.
"All children, wherever they are educated, need to be able to learn, play and develop alongside each other within their local community of schools" (Dfes 2004 p5), going further to state that "inclusion is about much more than the type of school that children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school" (p25). http://sen.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15915
(Accessed on 20/01/11)
The case study I carried out was on Billy who is 9 years old, Billy was diagnosed with Autism at the aged 4 shortly after he started mainstream school in reception.
Autism is a type of disability. There are many people with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism just by looking at them. Autism lasts for all of a person 's life. But they can still do a lot of things and learn a lot of skills.
The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of impairments ' which are Social Communication, Social Interaction and Social Imagination.
The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different.
To enable the setting to remove Billy’s barriers to learning we firstly arranged a meeting at his home
In this rationale I intend to discuss “Why we do what we do” when it comes to Inclusion and Special Educational Needs (SEN). This will be a case study of a pupil with SEN attending the school in which I work. It will first outline the nature of the pupils Special Educational Needs and then critically examine how these needs are being met. The role of multi-agency approaches in providing support to the pupil and parental involvement will also be analysed.
"All children, wherever they are educated, need to be able to learn, play and develop alongside each other within their local community of schools" (Dfes 2004 p5), going further to state that "inclusion is about much more than the type of school that children attend: it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school" (p25). http://sen.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15915
(Accessed on 20/01/11)
The case study I carried out was on Billy who is 9 years old, Billy was diagnosed with Autism at the aged 4 shortly after he started mainstream school in reception.
Autism is a type of disability. There are many people with autism in England, Scotland, Wales and Northern Ireland. 1 out of every 100 people has autism. You cannot always tell that someone has autism just by looking at them. Autism lasts for all of a person 's life. But they can still do a lot of things and learn a lot of skills.
The three main areas of difficulty which all people with autism share are sometimes known as the 'triad of impairments ' which are Social Communication, Social Interaction and Social Imagination.
The triad of impairments is the term that describes the difficulties that people with autism experience in differing degrees. Because all people are different, the way autism affects them is also different.
To enable the setting to remove Billy’s barriers to learning we firstly arranged a meeting at his home
Bibliography: Department for Education and Skills. (2001). Special Educational Needs Code of Practice. London: DfES. Dovestone, M, Cullingford-Agnew, S. (2006) Becoming a Primary Higher Level Teaching Assistant: Primary Special Educational Needs. Exeter: Learning Matters Ltd. http://www.sedl.org/change/issues/issues43/concerns.html (accessed on 30/01/11) http://sen.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15915 (accessed on 20/01/11) Knowles, G. (2006) Supporting Inclusive Practise. David Fulton Publishers Ltd. London