Definitions in the Children Act 1989 and the Disability Discrimination Act 1995
Definitions in the Children Act 1989 and the Disability Discrimination Act 19951:4 A child may fall within one or more of the definitions. This Code helps early education settings, schools and LEAs meet their responsibilities for children with SEN. Guidance relating to Part 4 of the Disability Discrimination Act 1995 will help them meet their responsibilities for disabled children.
Fundamental Principles
1:5 The detailed guidance in this Code is informed by these general principles and should be read with them clearly in mind:
● a child with special educational needs should have their needs met
● the special educational needs of children will normally be met in mainstream schools or settings1
● the views of the child should be sought and taken into account
● parents2 have a vital role to play in supporting their child’s education
● 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 and the National Curriculum.
Critical Success Factors
1:6
● the culture, practice, management and deployment of resources in a school or setting3 are designed to ensure all children’s needs are met
A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.
Section 1(1), Disability Discrimination Act 1995
A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be
Fundamental Principles
1:5 The detailed guidance in this Code is informed by these general principles and should be read with them clearly in mind:
● a child with special educational needs should have their needs met
● the special educational needs of children will normally be met in mainstream schools or settings1
● the views of the child should be sought and taken into account
● parents2 have a vital role to play in supporting their child’s education
● 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 and the National Curriculum.
Critical Success Factors
1:6
● the culture, practice, management and deployment of resources in a school or setting3 are designed to ensure all children’s needs are met
A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.
Section 1(1), Disability Discrimination Act 1995
A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be