# data[].attributes.body
Look on the back page!

# data[].attributes.headline
VIDEO-CLIP
specialised equipment and technology for children with SEND

# data[].attributes.subject
VIDEO-CLIP
specialised equipment and technology for children with SEND

# data[].attributes.attachment_link.title
Assistive Technology for students with special needs Episode 48 of Transition Tuesday

# data[].attributes.body
SUPPORTING CHILDREN WITH SEN

# data[].attributes.attachment_link.title
Occupational Video - Special Needs Teacher

# data[].attributes.body
WEEK 2 & 3

# data[].attributes.body
WEEK 1

# data[].attributes.headline
ROLES AND RESPONSIBILITIES OF OTHERS WHO SUPPORT CHILDREN

# data[].attributes.subject
ROLES AND RESPONSIBILITIES OF OTHERS WHO SUPPORT CHILDREN

# data[].attributes.attachment_link.title
Explain the roles and responsibilities of others who contribute to the support of children and young people with special educational needs and disabilities

# data[].attributes.attachment_link.title
What does a TA do to identify if a child has an additional needs and why is this important

# data[].attributes.body
barriers

# data[].attributes.headline
   UNITED NATION CONVENTION ON THE RIGHT OF THE CHILD

# data[].attributes.subject
   UNITED NATION CONVENTION ON THE RIGHT OF THE CHILD

# data[].attributes.body
United Nations (UN) Convention on disability rights Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect their:

behaviour or ability to socialise, for example they struggle to make friends

reading and writing, for example because they have dyslexia

ability to understand things

concentration levels, for example because they have ADHD

physical ability

Who to talk to

If you think your child may have special educational needs, contact the SEN coordinator, or ‘SEN CO’ in your child’s school or nursery.

A request can also be made by anyone else who thinks an assessment may be necessary, including doctors, health visitors, teachers, parents and family friends.

If they decide to carry out an assessment you may be asked for:

any reports from your child’s school, nursery or childminder

doctors’ assessments of your child

a letter from you about your child’s needs

The local authority will tell you within 16 weeks whether an EHC plan is going to be made for your child.

UNITED NATION CONVENTION ON THE RIGHT OF THE CHILD

ARTICLE 13

According to the article children have right to get and share information as long as information is not damaging to them or top the others.

Article 19

Government should ensure that children are properly cared for and protect them from violence and abuse all forms of exploitation. Under this act state parties shall take all appropriate legislation, administrative, social and educational measures to protect the child from all forms of physical or mental violence or abuse while in the care of parent’s legal guardians or any other person who has the care of the child.

Article 31

You have right to play and rest

EQUALITY ACT 2010

A new Equality Act came into force on 1 October 2010. The Equality Act brings together over 116 separate pieces of legislation into one single Act. Combined, they make up a new Act that provides a legal framework to protect the rights of individuals and advance equality of opportunity for all.

The nine main pieces of legislation that have merged are:

·         the Equal Pay Act 1970

·         the Sex Discrimination Act 1975

·         the Race Relations Act 1976

·         the Disability Discrimination Act 1995

·         the Employment Equality (Religion or Belief) Regulations 2003

·         the Employment Equality (Sexual Orientation) Regulations 2003

·         the Employment Equality (Age) Regulations 2006

·         the Equality Act 2006, Part 2

·         the Equality Act (Sexual Orientation) Regulations 2007

Further Information about the Protected Characteristics:

Key Points under the Equality Act 2010

Age
The Act protects people of all ages. However, there may be grounds to justify that different treatment because of age was not unlawful direct or indirect discrimination if you can demonstrate that it was a proportionate means of meeting a legitimate aim. Age is the only protected characteristic that currently allows employers to justify direct discrimination. The Act continues to allow employers to have a default retirement age of 65 until April 2011.

Disability
The Act has made it easier for a person to show that they are disabled and protected from disability discrimination. Under the Act, a person is disabled if they have a physical or mental impairment which has a substantial and long term adverse effect on their ability to carry out normal day-to-day activities, which would include things like using a telephone, reading a book or using public transport.

# data[].attributes.headline
UNCRC ARTICLE 23- RIGHTS OF THE CHILD WITH DISABILITY

# data[].attributes.subject
UNCRC ARTICLE 23- RIGHTS OF THE CHILD WITH DISABILITY

# data[].attributes.attachment_link.readable_text
If I have a disability, I have the right to special care and education.

Article 23 of the UNCRC is about children and young people with a disability.

All children and young people have the right to be safe and happy. When a child or young person has a disability, people should make sure it does not get in the way of this. They should do this no matter what that disability is.

Children and young people should be cared for in a way that takes any disabilities they have into account, and should be taught at school in a way that understands their disability.

People shouldn't treat a child or young person badly because of their disability. They shouldn't stop them from doing things they want to do, and shouldn't try to take away their rights.

Children and young people with disabilities should:

be able to join in with activities, and their disability shouldn't stop them from taking part

be able to join in and feel included at school

get special care if they need it.

be able to choose what they do, and have a say in choices about their lives.

Related articles

It's essential that all a child or young person's rights are respected if they have a disability. Because of this, all articles in the UNCRC are related to this one.

Full text

This article is a simplified version of Article 23 of the UNCRC. The full text of the Article can be found below:

1. States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.

2. States Parties recognize the right of the disabled child to special care and shall encourage and ensure the extension, subject to available resources, to the eligible child and those responsible for his or her care, of assistance for which application is made and which is appropriate to the child's condition and to the circumstances of the parents or others caring for the child.

3. Recognizing the special needs of a disabled child, assistance extended in accordance with paragraph 2 of the present article shall be provided free of charge, whenever possible, taking into account the financial resources of the parents or others caring for the child, and shall be designed to ensure that the disabled child has effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development.

4. States Parties shall promote, in the spirit of international cooperation, the exchange of appropriate information in the field of preventive health care and of medical, psychological and functional treatment of disabled children, including dissemination of and access to information concerning methods of rehabilitation, education and vocational services, with the aim of enabling States Parties to improve their capabilities and skills and to widen their experience in these areas. In this regard, particular account shall be taken of the needs of developing countries.

Links

The Commissioner's office has an advice line that answers questions about children's rights and child welfare.

Find out about some of the different ways our site can be accessed.

Find out about the rights disabled people have on the UK Government's website.

# data[].attributes.attachment_link.authors[].name
Children and Young People's Commissioner Scotland

# data[].attributes.attachment_link.description
If I have a disability, I have the right to special care and education. Article 23 of the UNCRC is about children and young people with a disability. All children and young people have the right to be safe and happy.

# data[].attributes.body
right of child ,inclusion,and who needs to be involved

# data[].attributes.attachment_link.title
Child rights according to the UN CONVENTION

# data[].attributes.attachment_link.title
Provisions available for children with SEN and how can we be inclusive

# data[].attributes.body
- This framework focuses on the pupils working below the standard of National Curriculum Assessments (SATs) at the end of ks1. Also at key stage 2 and 3.
- This document specifies performance attainment targets (P scales) for pupils aged between 5 to 16 with SEN
- statutory guidance setting out what schools and local authorities must do to comply with the law.
- This guidance must be followed unless there is a valid reason.
- The use of P scales is statutory for reporting teacher assessment in English, Maths and science, to the Department of Education.
- P scales can be used for reporting teacher assessments to parents in other national curriculum subject at other times.
- If a pupil has SEN and their EYFS profile has not been demonstrated at the end of this stage. A small number of pupils can continue to be assessed against EYFS rather than P scales in Year1

# data[].attributes.headline
CHILDRENS RIGHTS
THE UNITED CONVENTION ON THE RIGHTS OF THE CHILD

# data[].attributes.subject
CHILDRENS RIGHTS
THE UNITED CONVENTION ON THE RIGHTS OF THE CHILD

# data[].attributes.attachment_link.readable_text
An education, health and care ( EHC) plan is for children and young people aged up to 25 who need more support than is available through special educational needs support.

EHC plans identify educational, health and social needs and set out the additional support to meet those needs.

Requesting an EHC assessment

You can ask your local authority to carry out an assessment if you think your child needs an EHC plan.

A young person can request an assessment themselves if they're aged 16 to 25.

A request can also be made by anyone else who thinks an assessment may be necessary, including doctors, health visitors, teachers, parents and family friends.

If they decide to carry out an assessment you may be asked for:

any reports from your child's school, nursery or childminder

doctors' assessments of your child

a letter from you about your child's needs

The local authority will tell you within 16 weeks whether an EHC plan is going to be made for your child.

Creating an EHC plan

1. Your local authority will create a draft EHC plan and send you a copy.

2. You have at least 15 days to comment, including if you want to ask that your child goes to a specialist needs school or specialist college.

3. Your local authority has 20 weeks from the date they receive the request for the assessment to give you the final EHC plan.

Disagreeing with a decision

You can challenge your local authority about:

their decision to not carry out an assessment

their decision to not create an EHC plan

the special educational support in the EHC plan

the school named in the EHC plan

If you cannot resolve the problem with your local authority, you can appeal to the Special Educational Needs and Disability (SEND) Tribunal.

Personal budgets

You may be able to get a personal budget for your child if they have an EHC plan or have been told that they need one.

It allows you to have a say in how to spend the money on support for your child.

There are 3 ways you can use your personal budget. You can have:

direct payments made into your account - you buy and manage services yourself

an arrangement with your local authority or school where they hold the money for you but you still decide how to spend it (sometimes called 'notional arrangements')

third-party arrangements - you choose someone else to manage the money for you

You can have a combination of all 3 options.

Independent support for children of all ages

Independent supporters can help you and your child through the new SEN assessment process, including:

replacing a statement of special educational needs with a new EHC plan

moving a child from a learning difficulty assessment (LDA) to an EHC plan

You can find out how to get local support through:

# data[].attributes.attachment_link.title
Children with special educational needs and disabilities (SEND)

# data[].attributes.attachment_link.description
Children with special educational needs (SEN) can get the help they need to get an education - SEN support, education, health and care plans, SEN before September 2014

# data[].attributes.body
P-SCALES

# data[].attributes.attachment_link.title
[Withdrawn] P scales: attainment targets for pupils with SEN

# data[].attributes.attachment_link.description
Performance (P scale) attainment targets for pupils with special educational needs (SEN).

# data[].attributes.attachment_link.description
Information about the right of children and young people with a learning disability and their families. Find out more on our website and join Mencap!

# data[].attributes.attachment_link.readable_text
The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes. This process must incorporate fundamental change in the way a school community supports and addresses the individual needs of each child. As such, effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish. Here are some ways in which inclusive educational practices build a school's capacity to educate all learners effectively.

Differentiated instruction increases student engagement.

One of the most important principles of inclusive education is that no two learners are alike, and so inclusive schools place great importance on creating opportunities for students to learn and be assessed in a variety of ways. Teachers in inclusive schools therefore must consider a wide range of learning modalities (visual, auditory, kinesthetic, etc.) in designing instruction. Certainly this enhances the way in which educators provide supports and accommodations for students with disabilities, but it also diversifies the educational experience of all students.

Academic supports help each student access the full curriculum.

In this age of accountability and high-stakes testing, it is important for educators to ensure that every student is addressing the appropriate standards and objectives across the curriculum. As such, inclusive schools provide academic supports (flexible pacing and grouping, reading and literacy specialists, tutoring, etc.) that create a supportive environment for all learners. It is immediately clear how these supports help students with disabilities and English Language Learners, but inclusive schools can also better challenge and engage gifted and talented learners by building a more responsive learning environment.

Behavioral supports help maintain a positive learning environment for everyone.

Another important factor in effective inclusive education is the implementation of consistent behavioral supports throughout the learning environment. This consistency is essential for the success of students with emotional or behavioral disabilities in the general education environment, but school-wide behavioral supports also help to establish high expectations throughout the school community as a whole.

Respect for diversity creates a welcoming environment for all.

Inclusive education for students with disabilities can only be successful when those students feel that they are truly a part of the school community. This requires open and honest discussion about difference, and an institutional respect for people of all backgrounds and abilities. In inclusive schools, the establishment of such a climate benefits everyone by fostering an environment where students and their families are valued for who they are.

Inclusive practices make effective use of a school's resources.

In the past, special education often involved the segregation of students with disabilities for the purpose of specialized instruction. Not only does that model of special education in a separate setting deprive students with disabilities of interaction with their peers and full access to the curriculum, it can also involve duplicate systems and resources that are costly for schools to maintain. Inclusive education can make more efficient use of a school's resources by maximizing the availability of staff and materials for all students.=

To read more about benefits of inclusive education for all students, check out Improving Education: The Promise of Inclusive Education. This paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools. It was developed by the National Institute for Urban School Improvement, a project funded by the United States Office of Special Education Programs (OSEP), and it includes examples of inclusive educational environments, assessment and observation tools, and guidelines for supporting inclusive practices.

# data[].attributes.attachment_link.title
Together We Learn Better: Inclusive Schools Benefit All Children

# data[].attributes.attachment_link.description
The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes.

# data[].attributes.body
EQUALITY ACT

# data[].attributes.attachment_link.description
Information and guidance on the Equality Act 2010, including age discrimination and the Public Sector Equality Duty.

# data[].attributes.attachment_link.title
Guide To The SEND Code of Practice [2018/19] (eBook)

# data[].attributes.attachment_link.description
"The guide that the Government should have written, but didn't!"

# data[].attributes.attachment_link.readable_text
Skip to main content

Cookies on GOV.UK

We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

You have accepted additional cookies. You can change your cookie settings at any time.

You have rejected additional cookies. You can change your cookie settings at any time.

Accept additional cookies Reject additional cookies View cookies

Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

# data[].attributes.attachment_link.description
Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

# data[].attributes.body
kids.org.uk website

# data[].attributes.attachment_link.readable_text
KIDS support over 11,800 disabled children, young people and their families every year by delivering over 60 services throughout England.

We ensure disabled children from birth to 25 have the opportunity to learn, play, build friendships, gain confidence and improve their well-being and we provide vital time, emotional and practical support to parents and siblings.

# data[].attributes.attachment_link.keywords[]
special educational needs and disability

# data[].attributes.attachment_link.description
KIDS support over 11,800 disabled children, young people and their families every year by delivering over 60 services throughout England. We ensure disabled children from birth to 25 have the opportunity to learn, play, build friendships, gain confidence and improve their well-being and we provide vital time, emotional and practical support to parents and siblings.