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Special Education

Notes Universal design seeks to foster access to learning and the environment by recognising learner
diversity throughout the whole process of design rather than trying to adapt existing and often
unsuitable approaches and environments. When applied to education, this could mean more inclusive
(universal) approaches to the design of the curriculum and to teaching methods.

The Disability Discrimination Act (DDA), emphasised the ‘social model’ of disability.

Self Assessment

2. State whether the following statements are 'True' or 'False':
(i) An IEP must be in effect before special education and related services are provided to a child.
(ii) The disability discrimination act emphasized the social model of disability.
(iii) Children make progress at same rate and same ways in which they learn.

2.5 Disability as a Category of Special Educational Needs

Although special educational needs and disability act (SENDA) can be seen to represent two different
ideological perspectives it is clear that one model dominates. Disability is portrayed as one aspect of
special educational needs. Familiarity may play a large part in the use of terms. The special educational
needs framework seems to offer a certainty which schools and policy makers could use as an
intellectual ‘comfort zone’. What ever the reason, this mindset is hard to change and at present there
is no indication that the SENDA has had a lasting impact.
The perception of many of the students in Pearson’s study that special educational needs are associated
with behavioural difficulties and with learning difficulties does have some basis in fact.

Yet the evidence that we have reviewed indicates that within the category of special educational
needs there are distinct sub-groups of children and young people with different needs, different
educational experiences and different outcomes.
A possible consequence of grouping children with disabilities under the overarching special
educational needs label is that the needs of those with low incidence disabilities in particular become
subsumed as policies are driven by the needs of the majority, that is, children with moderate learning
difficulties and those with behavioural, emotional and social difficulties. It is notable for example,
that the DfES report on 14-19 Curriculum and Qualifications Reform makes no mention of disabled
students, only those with special educational needs (and they are not featured in any of the 11 case
studies in the report). Where there is reference to students with special educational needs they appear
to be equated with those working below Level 3 of the National Curriculum, whose needs will be
met by the proposed Entry Level diploma. This emphasis on learning difficulties is carried on into
the government White Paper on 14-19 education and skills. With reference to young people who are
‘not in education, employment or training’ (NEET), the White Paper initially makes a distinction
between pupils with special educational needs and those ‘at risk of disengagement’ or ‘with significant
barriers to learning’. However, several references are subsequently made to young people with
‘learning difficulties and disabilities’ and to young people with special educational needs, suggesting
a lack of clarity about definitions.
While we would like to make clear that we fully support initiatives to improve the educational
experiences and life chances of young people with learning difficulties or disabilities and with
behavioural, emotional and social difficulties, the main thrust of our argument is that these young
people comprise only a portion of pupils currently defined as having special educational needs.
Policies that are appropriate for these young people may not always be relevant to other disability
groups. Indeed the label of behavioural, emotional and social difficulties is probably one of the most
approximate and catch-all labels used to describe special educational needs.

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