2. Teaching & Learning

Inclusion & SEN Policy Appendix 1 Definitions

The Children & Families Act 2014 says “A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her”. A child of compulsory school age or a young person has a learning difficulty or a disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. The Education Act 1996 definition includes disabled children needing any special educational provision. However, not all children who are defined as having a disability under the Disability Discrimination Act will have special educational needs. Introductory Statement At Regents Park Community College’s staff and governors strive to support all our students to enable them to reach their full potential at school. They are fully included within the school community and are able to make successful transfers between educational establishments. The inclusion policy details how we will do our best to ensure that the necessary provision is made for any student who has special educational needs and those needs are made known to all those who are likely to work with them. The policy aims to support all members of staff in providing positive whole school approaches towards learning, progress and achievement of inclusion students. All teachers are teachers of inclusion students. As a school we understand that meeting the needs of inclusion students requires partnership working between all those involved – students, parents/carers, LA, school children’s services and other agencies; and therefore we are committed to continues strengthening of our working partnerships. The Code of Practice 2014 identifies four areas of need: Communication and interaction: Children and young people with speech, language and communication needs (SLCN) have difficulty in communication with others. This may be because they have difficulty saying what they want to, understand what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different with one, some or all of the different aspects of speech, language or social communication occurring at different times of their lives. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on

how they relate to others. Cognition and learning:

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and