Room 5 - Education Policies Room
Overview of the room.
Section 1: The education of children with visual impairment.
Section 2: Special Educational Needs (SEN).
Section 3: The Special Educational Needs Code of Practice.
Section 4: The Special Educational Needs and Disability Act 2001.
Section 5: Room recap – key things learnt.
Section 6: Additional links / resources.
Overview of the room
The Education Policies Room is aimed at professionals and others who are not familiar with the field of education or its policies, particularly policies relating to special educational needs. The trend towards the education of children with visual impairment in mainstream schools is described, along with commonly used terminology, such as ‘SEN’. It is intended as an introductory guide rather than an authoritative account. Links are provided to web sites and other resources where further information can be obtained if desired.
Some of the descriptions are taken or adapted from other guides, and are referenced as appropriate.
Suggested learning aims
To develop your knowledge and understanding in the following areas:
The population of children who have a visual impairment in the UK.
The different educational settings where children with visual impairment are educated.
The meaning of the term ‘Special Educational Needs’ (SEN) and how these needs are met in educational settings.
UK legislation that determines the educational provision for children with visual impairment.
Suggested learning outcomes
Having worked through this material, it would be expected that you would be able to answer the following questions:
What are the factors that have and do determine where children with visual impairment are educated today?
Who are the key professionals involved in the education of children with visual impairment?
What are the special educational needs of children with visual impairment?
What are the different levels of intervention described within the Code of Practice and at what level(s) might mobility and independence support be provided?
What are the potential implications of SENDA for mobility and independence education?