The following principles underpin all SEND guidance. For more detail on this, visit gov.uk see: Ordinarily available SEND provision
- SEND code of practice: 0 to 25 years - GOV.UK
- Disabled Children and the Equality Act 2010 - What Early Years providers need to know and do: A blog from the Equality and Human Rights Commission
- Guide and training package for early years providers on the disability duties in the Equality Act
- Disabled Children and the Equality Act 2010: What teachers need to know and what schools need to do
In education, inclusive practice means designing and delivering learning experiences that accommodate the diverse needs of all students.
This includes minimising or removing barriers to learning, ensuring accessibility, and promoting equality and diversity. An inclusive setting is one that actively promotes participation and reduces the barriers that children and young people with SEND may experience while they are in their care.
All schools and settings should have a clear approach to early identification and a clear response to children and young people’s SEND as part of their universal offer.
Ordinarily available SEND provision should be read alongside the SEND Code of Practice 2015
Every child or young person is entitled to:
A good education that enables them to maximise opportunity and success in learning and life, irrespective of need, prior attainment, background or circumstance.
Strong pathways into further education, training, employment and independent living.
Successful and fulfilling participation in society, economic prosperity, good physical and mental health.
Access to suitable, high-quality provision, which meets diverse need and diminishes barriers to participation and engagement.
Equity of access and onward life chances; those who need something more or something different in order to realise this ambition do receive something more or something different.
A rounded education with access to and benefiting from a breadth of experience and cultural capital.
A strong commitment to early intervention and prevention to tackle, diminish or avert potential barriers to success.
A strong commitment to partnership working which actively seeks and values the contributions of parents/carers and children and young people.
Education in local community wherever possible.
Their special education needs being seen as a difference or neurodivergence rather than a shortcoming or weakness.
Freedom to build, negotiate and maintain an extensive range of authentic relationships.