Special Educational Needs Sample Clauses
The Special Educational Needs clause outlines the responsibilities and procedures for identifying and supporting students who require additional educational assistance due to learning difficulties or disabilities. It typically details how a student's needs are assessed, the process for developing individualized support plans, and the roles of parents, teachers, and specialists in implementing these plans. This clause ensures that students with special educational needs receive appropriate accommodations and resources, promoting equal access to education and compliance with relevant legal requirements.
Special Educational Needs. The School shall do what is reasonable to detect and deal appropriately with any difficulty (including but not limited to social, emotional, behavioural or learning difficulty) which is considered to be a "special educational need". The School staff are not, however, qualified to make a diagnosis of conditions such as those commonly referred to as dyslexia, or of other learning difficulties.
Special Educational Needs. Please refer to the Special Education Needs Policy.
Special Educational Needs. 7.1 In respect of the Academy the following duties will apply in relation to pupils with Special Educational Needs (ʺSENʺ), ARK Schools must comply with all of the duties imposed upon the governing bodies of maintained schools in:
7.1.1 Part 4 of the Education ▇▇▇ ▇▇▇▇ as amended from time to time;
7.1.2 The Education (Special Educational Needs) (Information) Regulations 1999 as amended from time to time; and
7.1.3 The Education (Special Educational Needs Co‐ordinators) (England) (Amendment) Regulations 2008 as amended from time to time.
Special Educational Needs. Ensuring that children, their parents and young people are involved in discussions and decisions about their individual support and about local provision. Consulting children/YP with SEN or disabilities, and their parents when reviewing local SEN and social care provision. Arranging for children with ▇▇▇ or disabilities for whom they are responsible, and their parents, and young people with ▇▇▇ or disabilities for whom they are responsible, to be provided with information and advice about matters relating to their SEN or disabilities, including matters relating to health and social care and advice and support on the take-up and management of Personal Budgets. Ensuring that children, their parents and young people in the county; head teachers, proprietors and principals of schools and post-16 institutions and other organisations, where appropriate across the county are aware of the services available to support SEN and D and how such services can be Special Educational Needs All state funded schools, have a duty to comply with Special Educational Needs & Disability (SEN&D) legislation. Headteachers and governing bodies should have particular regard to: Sections 1, 4, 6, 8, 9 and 10 of the current SEND Code of Practice, 2014. the SEND Regulations 2014 (part 3) the prescribed qualifications and experience of SENCos, information that must be included in the SEN Information Report and the manner of publication of this report; the Governors Guide to the Law sections 3.5, 3.5.1, 3.5.2, 3..5.3, 3.5.4, 3.5.5, 4.7.3 and 4.7.
Special Educational Needs. If your child has special educational needs and you apply for a place for them at ‘Pear Drops’, you may be invited to an informal meeting with the Headteacher. This meeting will discuss how the Club can support your child’s needs.
Special Educational Needs specialist advice, assessments, training and support for ICT with individual pupils with special educational needs.
Special Educational Needs. Principles
Special Educational Needs. The School and its staff are not qualified to make a medical diagnosis of conditions that affect learning (such as dyslexia or dyspraxia) but it will do what is reasonable to detect and deal appropriately with any difficulty (including but not limited to social, emotional, behavioural or learning difficulty) which is considered to be a "special educational need".
Special Educational Needs. Parents are expected to work closely with their child’s teacher to increase the success of extra help and support they receive in school. Consolidation of key skills and targets
Special Educational Needs. Children who experience difficulties with their behaviour are expected to manage their behaviour along with every child in the school and are supported to do so. Children with additional needs will be supported in managing their behaviour. Outside agencies such as the SEND team, CAMHS and Bramley Bank may also be used to support the school.