Exploring inclusion in a UK primary school Essay

Exploring inclusion in a UK primary school - Essay ExampleVygotsky, a world-renowned psychologist hypothesized that a child whose development is impeded by a defect is not simply a child less developed than his peers but is a child who has developed differently (Vygotsky, 1993, p.67). He pass on emphasized that what made development different for those with mind and body differences was the intellectual and social compensatory processes in which they were powerfully motivated to engage in cabaret to be part of their social milieu. (in McPhail & Freeman, 2005). Vygotsky claims In the final analysis, what decides the band of a personality is not the defect itself, but its social consequences, its socio-psychological realization (Vygotsky, 1993, p. 68). This prompts parents and teachers suspecting children of having limited facts of life needs to go for professional diagnosis for that particular child. This is an important step towards optimal development. A very new BBC news rep ort claims that early intervention will improve the lives of vulnerable children and help break the vibration of dysfunction and under-achievement. (Sellgren, 2011, para.1). To determine if a child has special education needs, it should first be evaluated if he has a developmental disability A broad definition of a developmental disability is a terminus or disorderphysical, cognitive, or emotionalthat has the potential to significantly affect the typical progress of a childs growth and development or substantially limits three or more study life activities including self-care, language, learning, mobility, self-direction, capacity for independent living, and/or economic self-sufficiency (Federal Developmental Disabilities Act of 1984). Collating observations the child, teachers and parents may be reviewed by a special education needs coordinator or SENCO. This is the person responsible for implementing the SEN Code of Practice. He or She is primarily responsible for assessing, pl anning, monitoring and reviewing childs provision and progress (Teaching Expertise B, 2010). As such, the SENCO will be able to support the childs teachers in the provision of special education needs for him by way of providing in-service staff training, setting effective targets for the child and creating an Individualized Educational send off (IEP) with the school teachers and key staff to suit his needs (Teaching Expertise B, 2010). The SENCO can design interventions that take a graduated approach. He/She may come up with a team of specialists to work together to tint the childs special needs. Multi-agency working isessentially about bringing together practitioners with a say of skills to work across their traditional service boundaries (Every Child Mattters Changes for Children). A multi-disciplinary team of special needs educators, therapists, psychologists, idiom pathologists, physicians, social workers and even government officials may join hands in the care and education of children with special needs to ensure their optimum growth and development (Teaching Expertise A, 2010). Coordinating with a SENCO is in conformation with the Childrens Act 2004, the legislative support of Every Child Matters programme. This act aims to improve and integrate childrens services, leaven early intervention, provide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families (DfEs Children Act and Reports, 2004). The five key outcomes set out in Every