A Critical Review of a Senco Essay - 4380 Words

A critical review on the role of the SENCO and dyslexia: how this role has been affected and impacted upon by recent legislation Introduction The BDA Dyslexia Friendly Schools Pack for Teachers (2009) provides an overall guide of what dyslexia is and how a dyslexia friendly school should be delivering education to the dyslexic learner. The writers begin with a definition of dyslexia stating that â€Å"dyslexia is a learning difference, a combination of strengths and weaknesses†. This is an informative definition as opposed to the recommendation of Norwich et al (2005) that exemplary schools should promote an inclusive school system whereby dyslexia is considered but not in isolation. The BDA (2009) state that importance ought to be†¦show more content†¦The largest identified area of special need in the school falls under SLCN ( Speech, Language and Communication Need ) as set out in the SEN Code of Practice 2001 where 61% of SEND children have a medical diagnosis of receptive and/or expressive language difficulty, followed by 21% of SEND children with a medical diagnosis of and Autism Spectrum Disorder ( ASD). Other types of need are Down’s Syndrome ( 2%), Apert’s Syndrome (2%), Social, Emotional and Behavioural Difficulties SEBD (6%), Dyslexia (2%) and more generally literacy difficulties which are under investigation for potential specific causes (6%). These needs are justifiable as they have been recognised and identified as such by relevantly qualified and external agencies or are in the process of being more specifically identified . A critical review of the role of the SENCO The role of the SENCo has developed through government policy and undergone significant changes in the past decade with the introduction of the statutory SEN Code of Practice 2001 which states that the role of the SENCo includes identifying and placing pupils in need of special educational provision on a graduated system, liaising with parents and other professionals in regards to children with SEND and advising and supporting other practitioners in the field amongst other responsibilities.Show MoreRelatedManaging And Leading Teaching Assistants1642 Words   |  7 PagesSENCOs managing and leading-Teaching Assistants: Whilst the role of the SENCO is varied, in most school’s it is the SENCO who is responsible for managing and deploying Teaching Assistants (TAs). According to the DfE, since 2000 the number of full time TAs has increased from 79,000 to 243,700, with 15% of these being in the secondary sector. This initial increase could be attributed to the Green Paper published in 1998 by the government, which set out their proposals to improve the teaching professionRead MoreDifferent roles in a Primary schools1071 Words   |  5 Pagesmanage either Key Stage 1 or 2. Also to take responsibility for delivery and performance of a subject or subjects within a Key Stage in order to promote effective teaching and learning by students. SENCO SENCO are responsible for day-to-day provision for pupils with special educational needs. The SENCO will co-ordinate additional support for pupils with SEN and liaise with their parents, teachers and other professionals who are involved with them. 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Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement. Where the LEA declines to provide a statement, the school mayRead MoreWorking with Parents or Carers and Colleagues in School4093 Words   |  17 Pagesyou  in  maintaining an environment  where all learners are included.  The tasks  provide some of the key  information on  current policy, theory and practice  that you will be required to engage with through your  course of study and professional practice.   Take  a critical and evaluative attitude as you engage with each of  these self-study tasks, annotating and keeping relevant notes which will later contribute towards your  professional development profile.  Bear in mind that the issues and strategies of inclusionà ‚  areRead Moreunit 332 Essay2148 Words   |  9 Pagesprocess from a personal perspective, by considering critical incidents through life experiences. There are two types of reflection, reflective in action which is during being able to think on our feet and adjust what we are doing this comes from our experience and knowledge, whereas reflective on action is after the event has finished and reflect on what we do and why. It is helpful to have feedback from more than once source to that we can use the critical reflection to become more experienced and do ourRead MoreInclusive Practice Essay3545 Words   |  15 Pageseither PTC evenings or IEP reviews and there was a reluctance on her part to communicate with the school and share relevant information that may contribute to academic progress. â€Å"The success of any policy of inclusive education depends on the quantity and quality of communication between the school and home.† (Metcalfe and Metcalfe, 2001, p.38). Within mainstream primary and secondary school environments the member of staff designated Special Educational Needs Coordinator (SENCO) is responsible for ensuringRead MoreCU2645 move and position individuals in accordance with their plan of care11160 Words   |  45 PagesEarly Years SENCO Handbook Early Years SENCo Handbook – Information and Guidance Foreword I am pleased to introduce to you our Early Years SEN Handbook, designed to support all Early years’ Settings in receipt of the Free Entitlement (Nursery Education Grant) to meet their responsibilities under the Special Educational Needs Code of Practice (2001). It is designed to complement existing guidance such as the SEN Code of Practice (2001); SEN toolkit and Wiltshire Council’s own Indicators and ProvisionRead MoreINCLUSIVE EDUCATION AND INTERPROFESSIONAL PERSPECTIVES Essay4934 Words   |  20 Pageseither undergoing, or had recently completed training for early years professional status.† Due to the level of education, it is clear to me why most of them were confident when working with outer agencies and writing reports according to the NutBrown review of early education and childcare qualifications interim report (March 2012) - â€Å"Getting qualifications right will help to ensure that women and men enter the profession with the skills and experiences they need to do the best work with young childrenRead MoreMy Professional Practice Setting1451 Words   |  6 Pagesdisruption on a consistent basis across whole school and the actions/interventions put in place to try support these students. My portfolio of evidence will highlight the behaviour management system within my school and its effectiven ess. Literature Review With the nature of this assignment, and its importance within school settings I am open to a wealth of academic literature and professional literature. I will investigate key texts associated with low level disruption and strategies to discourage