A Critical Review of a Senco Essays

4368 Words Mar 18th, 2013 18 Pages
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 “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
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In 2009 new government regulations and amendments to the SEN Code of Practice 2001 required SENCos to be qualified teachers and for those teachers new to the role to undergo compulsory training in the form of the National Award of SEN Coordination. The 2006 House of Commons Education and Skills Select Committee Report on SEN clearly defines the role of the SENCo as a strategic leader, and recommended that SENCos “should in all cases be qualified teachers and in a senior management position in the school as recommended in the SEN Code of Practice”. (Recommendation 84)
Statutory and regulatory frameworks and relevant developments at national and local level

The SEN Code of Practice 2001 remains the statutory legislation governing SEN practice and provision. The 2001 Code of Practice replaces the 1994 Code of Practice, although it retains much of the original guidance, but takes into account developments in education since 1994 and includes new obligations introduced by the SEN and Disability Act 2001. The 2001 Code of Practice promotes a more consistent approach to meeting the needs of children with SEN and focuses on preventative work and early identification as well as developing strong partnerships between parents, schools, local authorities, health and social services and voluntary organisations.

The school Special Educational Needs and

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