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Special Education Needs

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SpecialEducation Needs

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SpecialEducation Needs

Specialeducation needs is a situation found in the young people that limitthe ability to learn in a smooth way like other people the age. Manykids have been found to experience such difficulties at some point intheir lives. Children affected require assistance from specialists inthe areas that they experience the special education needs. Some ofthe areas that the children require the special attention includehandling of school work, reading and writing, expressing themselves,making friends and socializing with others as well as organizingthemselves.

Historyof Special Educational Needs In the UK

Thepassing of the universal declaration of human rights in 1948 markedan error that created more attention on the special needs cases. Thedeclaration recognized the need to cater for the children who havedifficulties in learning in an intense way that the rest of the kidsof the same age. The act considered that the children with suchmental and physical challenges were unable to lead a comfortable lifewithout the provision of special attention and assistance. Thedeclaration provided that the special needs children were unequal tothe rest of the kids without such challenges. This was taken that thespecial needs children required unequal assistance. Such supportincluded being offered with special classes as well as otherresources more than what is provided to the other children.

Thehuman rights declaration was practiced until the year 2010 where thelaw was subjected to some changes. A bill was passed kin England thatdefined the previously referred to as disabilities as specialeducation needs. The bill came in to put to an end of the unequalsubject. Classifying the special cases as unequal was seen as adiscrimination of the children having difficulty in learning(Alexander 2014 p.356). The bill brought in an error of integrationwhere the learning process of the children was expected to be offeredin the same venues, but only with special care. The law had shiftedthe aspect of seeing the children as unequal to people only requiringadditional and differentiated support. To date, the children withspecial need share the same facilities as those who do not experiencethe challenges.


Theindividualized education plan is a program designed to address theindividual learning needs of a particular child receiving specialeducation. Every child receiving the special education is required bylaw to have such a plan. The individualized education plan hasevolved through a series of activities as described below.

Theindividual education plan was introduced in schools in the year 1976.This came in to neutralize the aspect of generalizing the requirementof the various children receiving special education. The systembrought in the aspect of addressing each child in a way that fits thespecial need he experiences. For instance, the point of giving thespecial education children more time to do an exam has been captured(Board and Tinsley 2014 n.p). This has enabled the children toreceive education in an environment that is less stressing.

Withtime, the agreement on the individual education plan has beentransformed into a contract. The agreement is binding between theparents, teachers and the children whereby all the parties arerequired to participate in the plan preparation. In the case of abreach of the contract by one party, the aggrieved party has theright to sue the wrongdoer in a court of law. This puts a legalobligation on all the parties to plan for the needs and ensure promptimplementation of the same. This is quite different from the pasthandling of the special needs, in which they were generalized and noplan was prepared for any child.

HowIndividual health care plans (IHCP) came up in the UK

Allalong, there has been no law governing the administration of theindividual care loans. However, the various challenges that have beenwitnessed in the past regarding the children receiving the specialeducation have necessitated the installation of such a program in theUK education system. The school sampled out that has taken up theindividual care plan is Thorpedene Primary School. This schoolincluded the plan in its system to enhance an all-inclusivecommunity. This means that the institution wanted to include all thespecial education children in the school`s activities. The schoolalso needed to encourage the children with special health conditionsto take care of themselves. It was also necessary to include all thechildren in the school sporting activities (Carter 2015, n.p). Theplan also came up in the quest of enabling the school’s medicalteam such as the nurses is well informed of the health conditions ofeach special case. This was in line with the obligation bestowed onthe nurses to offer medical attention to any emergency that may occur(Alexander 2014, p. 357). The plan was put in place in accordancewith the requirements of the individualized special education.

Currentevolvement of the (Statement) of Special Educational Needs (SEN) tothe current EHC Plan

Theevolvement of SEN is the transfer of documents from the currentstatements to the Education, health and care plan. This has been doneto take into account the suggestion of the children wishes into theprograms. The school has taken upon its responsibilities to enhance aworth partnership among the parents, teachers and the children(Hayes, 2013, p.103). The process of plan transfer was initiated inthe year 2014 and was expected to take a period of three years to becomplete. The transfer of the plan has been implemented with theintention of capturing the wishes of the parents, children, and theinstitution, and also to provide a platform for advice seeking incase a question arises.

The2014 SEND Code of Practice

The2014 SEND Code of Practice marked the introduction of a mandatoryrequirement for all institutions in the UK to publish their policiesregarding the special education needs. The code of practicerequirement became a statutory requirement which all the schools hadto comply with (Alexander 2014, p. 356). The schools have to publishdetails regarding the provisions they have made for the specialeducation pupils.

Thereforms were necessitated by the challenges that were faced with theprevious system of special education. The reforms brought about theaspect of inclusiveness in major decision making, where the parentswere given an opportunity to contribute on their children’s welfareaspects.

Thecode of practice requires the schools to publish the contributionsmade by the parents, teachers as well as the children. The schoolunder consideration forwarded a report to the concerned authoritythat the special education kids wanted an environment where honestywas upheld (Lee, 2011, p. 103). The report also included the meetingsheld with all the stakeholders and the suggestions brought up toimprove service delivery.


Alexander,R., 2014, September. Evidence, policy and the reform of primaryeducation: a cautionary tale. In FORUM:for promoting 3-19 comprehensive education(Vol. 56, No. 3, pp. 349-375). Symposium Books. PO Box 204, Didcot,Oxford, OX11 9ZQ, UK.

Board,K. and Tinsley, T., 2014. LanguageTrends 2013/14: The State of Language Learning in Primary andSecondary Schools in England.CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England.

Carter,A., 2015. Carter review of initial teacher training (ITT).

Hayes,D., 2013. Foundationsof primary teaching.Routledge.

Lee,I., 2011. Formative assessment in EFL writing: An exploratory casestudy. ChangingEnglish,18(1),pp.99-111.