Special Needs Case Study

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Special Educational Needs Policy

“The purpose of education for all children is the same; the goals are the same. But help that individual children need in progressing towards them will be different. Whereas for some, the road they travel towards the goal is smooth and easy; for others it is fraught with obstacles.” (Warnock Report, 1.4)

Governing Body Policies regarding the school’s position on the admission and education of special needs students.
• For New Students: A short screening assessment to determine the student’s specific case needs and learning gaps.
• The student has to be able to do mostly inclusive learning, and to be mainstreamed most of the day.
• The student could spend some lessons in EAL and/or Individual Special
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• As this the Special Needs Department is still new, severe cases that need to be taught individually for the biggest part of the day, are not accepted yet although it is planned in the near future, to have a few classes for more severe cases such as autism, or genetic disorders.
• Physical disabilities that need special facilities such as wheelchair access are not yet accepted, but will be in the future when there is a lift in place.
Philosophy and Objectives of the Special Needs Department
GISU’S OBJECTIVE is…to raise attainment; maximize achievement in its broadest sense
(Including personal and social achievement) and promote inclusion.
Targets:
• To increase the percentage of children who, having started their key stage with below average attainment, have by the end of that key stage made progress at above the average national
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Whatever the level of pupils’ difficulties the key test of how far their learning needs are being met is whether they are making adequate progress.

a. Referral Procedures and assessment criteria
• Students do not need IEP’S in order to access this provision, but teachers still need to know which students have special needs.
• There should therefore be something like a “Watch Out” list for SEN, which includes every student from those once classified firstly as “additional to or different from…”
• In addition there should be extra students on the “Watch-Out” list for whom teachers might need extra information and guidance in differentiated and inclusive teaching.
• This information can be provided on an A4 Student Information Sheet.
• This SIS should have bullet points detailing the specific SEN concerns for the student and information on the action teachers could consider taking to promote learning.

The bottom half of the sheet is left for teachers to keep working notes under two headings:
• ‘problems relevant to this subject’ and ‘action taken to ensure success in the
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