Special Education Needs and Disabilities

Running head: SPECIAL EDUCATION NEEDS AND DISABILITIES
SPECIAL EDUCATION NEEDS AND DISABILITIES
Name of the Student
Name of the University
Author Note

1SPECIAL EDUCATION NEEDS AND DISABILITIES
Table of Contents
1 Introduction...................................................................................................................................2
1.1 Research Question................................................................................................................2
1.2 Key Stages in the Research....................................................................................................2
2 Laws and Policies for the Special Education Needs and Disabilities...........................................3
2.1 Evolution of Special Education Needs provision over the period of time............................3
2.2 Current Situation....................................................................................................................5
2.2.1 Equality Act....................................................................................................................5
2.2.2 Differences between Inclusive and Discreet provisions.................................................6
3 Support needed for enhancing the Special Education Needs and Disabilities.............................7
3.1 Support needed by the teachers and the children with special needs....................................7
3.2 Extent to which the Special Education needs can be supported in Inclusive Education.......9
4 Methodology...............................................................................................................................10
4.1 Justification of the Methodology.........................................................................................10
4.2 Validity and Reliability of the Research..............................................................................10
5 Implications in the Primary Setting............................................................................................10
6 Conclusion..................................................................................................................................11
References......................................................................................................................................12

2SPECIAL EDUCATION NEEDS AND DISABILITIES
1 Introduction
In today’s generation there has been enough effort on part of the researchers and
educationists who have evolved the pedagogical practices to make it even more inclusive. The
focus of the pedagogical approach in today’s generation stresses upon generating an equalizing
effect on the students. It is done to ensure that the students having no disability and students
having disability could be brought on a level ground. The pedagogical approach which stresses
on teaching students having disability separately is becoming redundant as it has been found out
that by means of alienating the students having disability from the ones not having it is not
upholding the principle of inclusivity (Armstrong, Armstrong and Barton 2016).
1.1 Research Question
The purpose of this report is thus to discuss and evaluate the policies and legal provisions
that aim at bettering the life of the students with disability and make things easier to ensure that
the aim is successful. In the following sections, the discussion shall be focusing upon the acts
and legislations that have been passed with the intention to champion the cause of being
inclusive towards the children with special needs. There are quite a lot of forms of special needs
that can affect the children, but in this particular report the discussion shall be focusing upon the
Special Education Need of Attention Deficit Hyperactivity Disorder.
1.2 Key Stages in the Research
Having devoted attention on the aspect of legal arrangements, their evolution and the
present scenario, the discussion shall be focusing upon the specific needs that the children
suffering from Attention Deficit Hyperactivity Disorder needs and what are their implications in
the primary education setting, which shall be the scope of the report.

3SPECIAL EDUCATION NEEDS AND DISABILITIES
This particular report is important as it makes people aware of the arrangements that the
government of UK has done for the disabled people so far. It shall not only make people aware
but shall also be helpful in finding the lacunas in the legal arrangements and can also encourage
people to articulate their interests and suggest what more needs to be done to ensure that the
disabled ones benefit.
2 Laws and Policies for the Special Education Needs and Disabilities
2.1 Evolution of Special Education Needs provision over the period of time
The legal provision that currently caters to the interests of the children with disability is
the Equality Act of 2010, which is a compendium of several legal acts and pronouncements. To
be more specific, the Disability Discrimination Act of 1995 deals exclusively with the aspect of
safeguarding the interests of the children with disability. By disability the act means any form of
mental and physical impairment which inhibits an individual from taking up the regular course of
activities as a person who is healthy and without having any physical or mental problems (Clark
et al., 2018).
The Disability Discrimination Act of 1995 provided for four forms of protections. The act
had made it illegal to discriminate or deny any person with disability the privileges, services and
opportunities which a healthy free from any form of impairment is entitled to. That implied
methods of direct discrimination like rejecting a person employment solely on the basis of the
fact that he or she is disabled without having any solid ground to do so. Other forms of
discrimination which are disability related can include instances like public transport refusing to
let in the guard dog of a visually impaired person, and thereby jeopardizing the chances of the
individual to avail of the public transport facility as well. Hence organizations who fail to make