Abstract
The importance of the values underpinning the type of society in which we wish to live and the education we consider should be provided for our children, whether or not they are deemed to have Special Educational Needs (SEN), are of the essence. Such values are also complex and often controversial (Haydon, 2007).In the UK, long before 2010, the phrase ‘Special Educational Needs’ (SEN) had ceased to be the preserve of educational specialists. The concept was introduced to state schools across the UK 32 years ago (Warnock, 1978). Nowadays the phrase has a widespread linguistic currency across the general population. A guide for parents and carers has been published (DFES, 2001). SEN is also legally recognised (OPSI, 2001). Despite this, there appear to be no consensus approach to objectively defining and identifying SEN. In principal and in practice, moves towards making all stages of education inclusion-friendly represent an explicit acceptance that every child matters. Wherever possible, addressing SEN in mainstream schools is advocated (DCSF, 2009a).Given this context, in 2010 is the term SEN valuable, or not, to:(a) the individual pupil; and(b) pupils comprising administratively identified groups in our educational system?
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
