Now that you've lived with the revised Special Educational Needs (SEN) Code of Practice for a while you're probably comfortable with planning and practising inclusion, and hopefully it has become an automatic part of your setting's routine.
We're more than two years down the line from the new legislation, so now might be a good time to revisit your SEN policy and check whether it's still working well, or if its joints need a bit of oil!
This new series will look at some practical suggestions for ensuring inclusion, in terms of the main categories of SEN outlined in the Code of Practice. To start off, we're exploring a three-step approach to practising inclusion: looking at some general principles, reviewing your setting and involving the child and their parents.
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