ABSTRACT
New legislation and national guidance in 2014 changed the landscape of educational provision for pupils with any sort of 'additional' or 'special' needs. The vast majority of learners, including those with 'moderate' or 'mild' learning difficulties, weak communication skills, dyslexia or social/behavioral needs attract additional resources: they are very much accepted as part of the 'mainstream mix'. Pupils with significant special educational needs and/or disabilities (SEND) may have an education, health and care plan (EHC plan): this outlines how particular needs will be met, often involving professionals from different disciplines, and sometimes specifying adult support in the classroom. Successful schools are pro-active in identifying and addressing pupils' special needs, focusing on adapting the educational context environment rather than on 'fixing' an individual learner. The main thrust of the Children and Families Act and the SEND Code of Practice outcomes for pupils with SEND must be improved and that schools and individual teachers must have high aspirations and expectations for all.
