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NASEN has embarked on a programme of formulating and
publishing policies which will make a public statement
about objectives and good practice in the world of special
educational needs. Included here are overviews from
two of the policy statements that may be of interest
in connection with the ISSEN project:
Inclusion Policy (overview)
Curriculum Access Policy (overview)
Inclusion: The Policy
Context
Both nationally and internationally, there is an ongoing
debate about the merits of greater inclusion for children
with special educational needs. This is often defined
simplistically in terms of placement.
Some parents, disabled people and professionals argue
that children deprived of mainstream access are being
denied a basic human right to be educated alongside
their peers.
Others, however, point out that children's attendance
at mainstream school does not guarantee their needs
are met. They argue that children require an appropriate
curriculum, resources and positive staff attitudes and
skills to ensure that they are 'included' in any meaningful
sense.
At the other extreme, there are those who see inclusion
of all children in mainstream schooling as either impractical
or else so demanding of resources that it would breach
the principle of a reasonable and equitable use of resources
for the school population as a whole. Some argue that
their special educational needs can only be met within
a segregated provision.
In NASEN's view, inclusion is not a simple concept,
restricted to issues of placement. Its definition has
to encompass broad notions of educational access and
recognise the importance of catering for diverse needs.
Increasing mainstream access is an important goal. However,
it will not develop spontaneously and needs to be actively
planned for and promoted. Moreover, inclusive principles
highlight the importance of meeting children's individual
needs, of working in partnership with pupils and their
parents/carers and of involving teachers and schools
in the development of more inclusive approaches. Inclusion
is a process not a state.
Key Principles
This is an over view of the the key principles which
form part of NASEN’s inclusion policy:
- Valuing diversity
- Entitlement
- Dignity
- Individual needs
- Planning
- Collective responsibility
- Professional developements
- Equal opportunities
The policy statement goes on to outline school, local
authority and central government responsibilities that
should be followed to enable us to work towards inclusion
For further information and the full NASEN policy statement
for Inclusion click
here.
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Curriculum Access: the
policy context
It has only been in the last 30 years that
it has been formally recognised that all children with
special educational needs are educable. Since then,
there has been continuing debate about the nature of
the curriculum that is most appropriate for them and
the degree to which they can or should be expected to
access the curriculum typically provided for most pupils
in schools.
On the one hand, there have been concerns that rigid
adherence to the broader curriculum normally available
to most children may deny the opportunity to adequately
meet individual needs and to exploit pupils' strengths
and interests. On the other, there are risks that any
alternative or modified curriculum can become too restrictive.
There are also dangers that the status of such alternatives
can become devalued, leading to renewed concerns that
pupils with special educational needs themselves will
be regarded as second class citizens.
NASEN welcomes the increasing commitment in recent
government documents to a curriculum that includes all
children. However, it recognises that considerable discussion
has been promoted about the circumstances under which
such a curriculum might still be disapplied, both in
terms of the underlying rationale and the nature, status
and quality of any alternative. A fundamental concern
is that all pupils should have access to a curriculum
that is good quality, meaningful and appropriate to
their individual needs and that does not compromise
their entitlements.
Key Principles
- Entitlement
- Individualised Learning
- Equal Value
- Effective teaching and learning
- Importance of professional development
- Funding
The policy statement goes on to outline school, local
authority and central government responsibilities that
should be followed to enable curriculum access.
For further information and the full NASEN policy statement
for Curriculum Access click
here
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