1. AN INTRODUCTION TO INCLUSION, SPECIAL EDUCATIONAL NEEDS AND DISABILITY
UNIT
4.6
Nick Peacey
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

2. OBJECTIVES At the end of this unit you should be able to:
explain how the terms inclusion, SEN and disability are used
understand recent legislation and regulation in this area, in particular teachers’ responsibilities at what are known as School Action and School Action Plus of the revised Code of Practice for the Identification and Assessment of SEN (DfEE, 2001) and the Disability Discrimination Act (DfEE, 1995) (revised 2005)
recognise that teacher attitudes may limit pupils’ achievement of their potential
start developing your knowledge of teaching strategies which may be used with pupils with different SEN within the whole class inclusion approach.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

3. BACKGROUND Definitions Defining SEN and disability
Reports and legislation
The National Curricula (NC) for England 1999 and the revised secondary curriculum 2007
Some background: the developing legislative framework
The SEN Code of Practice: a little more detail
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

4. THE THREE-STAGE APPROACH TO MEETING NEEDS
School Action
Individual Education Plan (IEP)
Support and provision on an individual plan
Additional staff in the classroom
School Action Plus
The statement of SEN: the third stage of the Code of Practice for SEN
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

5. THE RESPONSE OF SCHOOLS
English as an additional language and SEN
Special schools, units and resource bases
Access arrangements for examinations and assessments
Concerns about a pupil not recognised by the school as having SEN, i.e. not at one of the stages of the SEN Code of Practice
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

6. HELPING PUPILS WITH SEN TO LEARN
Pupils with language impairment
Pupils with autism spectrum conditions (sometimes known as autism spectrum disorders (ASD))
Cognition and learning
Learning difficulties
Dyslexia
Dyspraxia
Behaviour, emotional and social development
Behavioural, emotional and social difficulties (BESD)
Sensory and/or physical needs
Medical conditions
Deafness and hearing impairment
Visual impairment
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

7. FURTHER INFORMATION To explore this material further, read:
Peacey, N. (2009) ‘An introduction to inclusion, special educational needs and disability’, in S. Capel, M. Leask and T. Turner (eds) Learning to Teach in the Secondary School: A Companion to School Experience, 5th edn, London: Routledge.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009

8. FURTHER READING
Cheminais, R. (2000) Special Educational Needs for Newly Qualified and Student Teachers: A Practical Guide, Oxfordshire: Routledge.
Farrell, M. (2009) The Special Education Handbook: An A-Z Guide for Students and Professionals, 4th edition, Oxfordshire: Routledge.
Garner, P. (2009) Special Educational Needs: The Key Concepts, Oxfordshire: Routledge.
Lewis, A. and Norwich, B. (2004) Special Teaching for Special Children? Pedagogies for Inclusion, Maidenhead: Open University Press.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009