https://padlet.com/sj_24/E 23.10.20 en-us 2018-04-12 11:57:53 UTC 2020-10-23 14:15:34 UTC hello@padlet.com sj_24 https://padlet.com/sj_24/E/wish/855559532 Overall opens with all 4 countries mirror Warnock's ideas.
You can utilise to support analysis and progress of the SEND Code of Practice
2015, as highlights what is working and what is not with referenced research.
England- very good read identifying developments and draws on pertinent legislation you can utilise in your essays.  
SEN identification, individual planning and inter service collaboration as key.  Not increasing access to mainstream education; there is encouragement of  demand for specialist provision.
He argues had for local authorities to meet stat responsbilities - too much to manage with all area/changes*; although not radical, as might have been suggested in Support and Aspiration 2011.(will further reserach) .  Because of this * needs high level strategic leadership from and in LA.(findings June 2018- will further reserach).  the author does draw on 'SEN support'  as 'forgotten majority' - this is something we keep finding. 

Ireland - in frustration with devolved powers.  No new Code of Practice, but a new Education Act 016. but still not published. strong on segration, special schools - traditional viewpoint.  However it does have over 100 units attached to mainstream.

Scotland - leading the field, with term of 'ASN' additional support needs, paper on bridign the gap (2018) to support policy and practice differences. Strong on social policy, welfare, social justice with links to Finland and Denmark. - strong focus on special school and units provision, as traditional but strong on parent and child's rights ./

Wales - Additional Learning Needs and education tribunal (Wales) Act - new term use.  less money due to post industrial poverty, small schools, micro special schools in mainstream (6 children.  ]]> 2020-10-23 12:42:08 UTC https://padlet.com/sj_24/E/wish/855559532 2354922 https://padlet.com/sj_24/E/wish/855584682
I've picked the following three points from the paper

 Statistics show that there has been an increase of pupils with SEN in special school over recent years 

 In Spain we could say that we are in a process in which we have initiatives in some local government/middle tier and organisations, but they are individual initiatives that do not respond to a larger overarching plan for system wide reform. 

Education approach: Mainstream teachers for normal pupils and special teachers for SEN with an official decision


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First influenced by the one and only Warnock Report 1978 (the danes used some info from the education act 1944),  including the Salamanca Declaration from 1994 and 2006 United Nations Convention Rights of persons with disbilities, gave way to a powerful piece of danish legislation the Folkeskole Act. 
"A loveable child has many names".

Inclusion is the primary focus in Denmark, special schools do exist still only for the severally disabled that need more one on one care and attention. Inclusion is brought in most schools. Schools are rewarded with funds per child that is included. From 20,000 euros to 60,000.

The Danish school life is very calm/hagge and focuses on the quality of the individual child's physical and mental needs, social relationships with special consideration for any children with send needs. This promotes mental health and hagge which is also a benefit for send children and adults in education.

]]> 2020-10-23 12:52:32 UTC https://padlet.com/sj_24/E/wish/855589733 20598910 https://padlet.com/sj_24/E/wish/855619446 The following are direct quotes from the text- 

There is less support in the classroom compared to some English authorities. The average Netherlands class is about twenty-five pupils and without teaching assistants; so, it is really a tough job to do inclusion.
 
In 2003 there was new legislation called the ‘The Backpack’. “The Backpack’ was a personal budget for pupils with more severe special educational needs. However, this system resulted in financial problems in the Netherlands when parents learned that it was possible to apply for a ‘Backpack’. Because it was open end funding the system threatened to become bankrupt. That brought an end to the backpack.

We subscribed to the Salamanca Statement and also the UN Conventions but there is no national strategy on inclusion. That means that there is not a principle of inclusion to inform national legislation. There is still a lot of variation in the country and there is also no significant pressure from parents for inclusion in the Netherlands.

So, by 2020, every region will have a budget calculated by reference to the national average resulting in a budget equalisation. It also means that every region will determine its own design of special provision and have a duty of care for federations of schools. This will imply a smaller role for parents.
  
The government does not choose for inclusion, but leaves it to the regional federation of school. Each Federation of schools can decide to become very inclusive if they want. They can close down the special schools and they can re-allocate the money to the mainstream school. The duty of care for an association of schools is very important; it means that if parents come with their child, they are obliged to find a place where there is a match between what a pupil needs and what a school can offer.  If the school thinks that they cannot meet the needs of the child, they do not have to accept and place the child. In this case parents will have to go to another school. The only duty is that schools help parents to find an appropriate place. So, this system sounds like you have significant parental choice, in practice there’s not much choice. 

Special school percentages go down initially and then start to rise as ordinary schools find it harder to accommodate some pupils with SEN; they move to special schools.
 
European Agency research by Cor Meijer (EASIE, 2003) found out that physical distance does matter to the pattern of provision and special schooling. The Netherlands is a small country, and so it is quite very easy to arrange our schools for all kind of different disabilities, compared to Norway, for instance. That is a reason why their system is far more inclusive than the Netherlands one; they simply have to be inclusive because parents do not want their children to live in an institution.

Sources and attitude which is to do with the school culture (Jordan & Goodey, 1996). To encourage more inclusive practice, it is not enough to focus only on attitude, also focus on skills and resources. In the Netherlands. I believe that we are moving forward, step by step, but it is quite a challenge.



It seems the  Netherlands idea of inclusion is very much segregated and not working cohesively. The government is not holding any main responsibility for inclusion to be implemented into the Education system and therfore the lack of consistency between each region can clearly be seen and the barriers this is causing is alarming. Personally, I think the Govement should make a decision and implement legislation for all regions to follow. 

]]> 2020-10-23 13:02:01 UTC https://padlet.com/sj_24/E/wish/855619446 https://padlet.com/sj_24/E/wish/855637006 A number of acts regulate the education system in Denmark. The Ministry of Education at the helm! 
education is compulsory for all 6-16yr olds.
The Folkeskole Act makes it obiligatory for all schools to differentiate education to the individual pupil so it offers the learner relevant and afficiant education, in accordance with their development background and needs. 
Its the schools Head Teacher responsible for organising it all. It doesnt just come in the form of lessons in the classroom but out doors, teachers support, through pedagogical and practical assistance. Supplementary education plays a huge part in Denmark.
None of it requires an assessment or referral, all it takes is for the teacher or headteacher to recognise the need for help. Working with parents supplementary education has become a tool that clearly places responsibility for support to learners and for an inclusive approach to schooling with the local school.]]> 2020-10-23 13:06:54 UTC https://padlet.com/sj_24/E/wish/855637006 https://padlet.com/sj_24/E/wish/855672955 My info was taken from Ministry Of Education website, European policy and legislation website, Danish Disability, Frontiers, Special Educational Needs in Denmark and the document on interact nov 2018]]> 2020-10-23 13:16:47 UTC https://padlet.com/sj_24/E/wish/855672955