There are some fundamental principles underlying the Code of Practice that have to be met by schools in England and Wales:.
- the special needs of a child should be met.
- pupils with SEN are normally placed in mainstream schools.
- the child's views should taken into account for any intervention.
- parents play a vital role in any intervention.
- children with SEN must have access to a broad, balanced and relevant education that includes the National Curriculum. (see Frederickson & Cline 2002 : 54f).
Considering these principles it becomes obvious that every teacher has to attend to SEN in her/his classroom. The Code of Practice suggests a fourfold process of assessment of pupils with SEN. "It should focus on the child's learning characteristics, the learning environment that the school is providing for the child, the task and the teaching style" (DfES 2001, § 5.6). This advise puts the teacher in a crucial position to provide the learning environment, teaching style and methods that meet the needs of the individual and helps him/her the develop the skills needed to meet the individually set targets on the basis of the NC. .
In supporting children with SEN it must be considered that children come with different needs. Two main elements of SEN have to be considered according to the Education Act of 1993. "[] a child has a learning difficulty if he or she:.
1. has a significantly greater difficulty in learning than the majority of children of the same age; or.
2. has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the local education authority (Section 156 of the 1993 Education Act in Benton 2000: 2f).
Schools have to make sure that these two elements can be attended to and barriers are broken down where they exists or pupils are made able to tackle those barriers more and more themselves.