1. SPECIAL EDUCATION ANNA FONTDEGLÒRIA

2. INTRODUCUTION  Why I have chosen this theme, besides, it is a subject I am interested in, I’m studying the mention of special education.  During the presentation I’m going to talk about special education in UK, in St Stephen’s School and in Mormead class.  Then I’m going to comparate between SEN provision in Spain and the UK based on first hand.

3. Special education in UK  Every child matters it is a government policy SEN children Regular School Be inclusive AIMS Stay safeBe healthy Enjoy and achieve Economic well-being Positive contribuition

4. Special education in UK ​ The ministry of Education in the UK define eight fundamental ideas of inclusion

5. Article of interest

7. Special education in UK  In primary schools, the member of the staff who has the responsibility for coordinating S.E.N. (Students with special Needs) provision within the school is the S.E.N.CO (Special Educational Needs Coordinator).

8. Special education in UK Individualized Education Program  Each IEP must be designed for one student and must be a truly individualized document.

9. Special education in St Stephen’s School  Their policy is to ensure all children with disabilities are treated equally and are given the same opportunities as others.  The school continually reviews the progress and standards of all children and decides on how best to further each child’s learning with support.

10. Special education in St Stephen’s School  There was a teacher who was responsible for these students.  SENCO is who makes the diagnosis of S.E.N. students and decides in which areas they need to work deeply.  The SENCO would coordinate with the teacher and the support teachers.

11. Mormead Class  In Mormead Class are there three students with special needs.  Each of them has a support teacher who helped them in all the subjects and hardly every day. 1. Autistic 2. Autistic 3. Hyperactive

12. Mormead Class  A part from that, there are some other students with less ability than others, and some of them might require assistance of a support teacher in some specific areas such as numeracy or literacy.

13. Teachers ResourcesPatienceRoutinesWell cordinatedGood relationship

14. Comparison (UK-SPAIN) SPAINUK Don’t have a support teacher for each student with special needs. Have a support teacher for each. Have a coordinator. A lot of schools are not very well coordinated Very well coordinated Have the option to addapt the curriculum Don’t have a lot of resourcesA lot of resources

15. Conclusions  They worked very well with children but they didn’t carry out inclusion, because quite often they took the children out of the classroom.  They have a lot of personal resources, especially support teachers.  They were very well coordinated.  I learnt a lot of their resources and the ways to teach this kind of students.

16. THANK YOU