SEND Code Of Practice Analysis

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The SEND Code of Practice (DfE and DoH, 2014:99) states that ‘high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN’. In this sense the responsibility for the progress of children with SEND lies with the class teacher (Cheminais, 2015a, Gross, 2015 and Packer, 2017) and class teachers must ensure that they are practicing high quality teaching before implementing any other form of intervention or provision. According to Cheminais (2015a), high quality teaching is teaching that is appropriately differentiated and targets those areas of development for the child. Curran et al. (2017) highlight the operational management role of the SENCo and discusses how they are considered
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