A child may fall within one or more of the definitions. This Code helps early education settings, schools and LEAs meet their responsibilities for children with SEEN. Guidance relating to Part 4 of the Disability Discrimination Act 1995 will help them meet their responsibilities for disabled children.
Fundamental Principles 1 The detailed guidance in this Code is informed by these general principles and should be read with them clearly in mind: child with special educational needs should have their needs met the special educational needs of children will normally be met in mainstream schools or settings the views of the child should be sought and taken into account parents have a vital role to play in supporting their child’s education children with special educational needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum.
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Critical Success Factors the culture, practice, management and deployment of resources in a school or tenting are designed to ensure all children’s needs are met A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities. Section 1(1), Disability Discrimination Act 1995 A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be