英语论文网

SENDA established the rights of all disabled students, not to be discriminated against in any form whatsoever, whilst participating or seeking to participate in education, training and any other service provided for students. This new British Standard applies to schools, further and higher education institutions, sixth form colleges and any other 'responsible body'.

The Standard not only covers education in school, but out of school activities such as school field trips, visits to libraries, work placements, short courses and learning resources In practice SENDA means that it is unlawful, for any educational establishment, to treat a disabled person 'less favorably' than a non disabled person, for any reason related to that person's disability. If it is established, that an institution places a disabled person at a 'substantial disadvantage', then they may be required to take steps to prevent that disadvantage. This may involve major changes to policy, the building, delivery of courses and course material.

The law requires educational bodies, to not only ensure implementation of the standards laid out in BS8878, but to anticipate disabled people or students requirements and make appropriate adjustments for them. BS8878 suggests that this should be done by holding regular staff and implementation reviews.

The question as to what is a reasonable adjustment however, depends on the factors affecting the case. The cost of alterations, health and safety, relevant interest of other users, practicality, the size and nature of the institution, the type and nature of the service being provided and the effect of the actual disability on the individual disabled student or person. These are all elements which have to be taken into account and which may have to be examined and judged on by the courts, if a satisfactory outcome to an issue is not established at the time.

The debate relating to inclusion and the treatment of SEN students, also involves the basic structure of education provision. The government, in the early part of this decade, attempted a major revision of policy relating to mainstream inclusion involving the closure of special schools. The arguments for and against this policy are very emotive and quite far reaching. On the one side it could be argued that special schools are currently seen 'As places of last resort' Warnock (2005), where children with SEN were hidden from society. Oliver (1995) argued that special schools could and did not 'prepare disabled students for living independent adult lives in normal society'. He went on to argue that inclusive education could be effective, if the philosophy of inclusion and the promotion of understanding of people with SEN, could be established in all levels of education and society. The opposite view Allan (2008), is that current inclusive practice towards SEN children in mainstream schooling causes humiliation and segregation and leads to bullying at all levels, but especially in secondary education.

In her report, Warnock highlights the problems of segregation and bullying in mainstream schools. She believes that children in primary school can be 'very accommodating to 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。