Statutory Assessment - Complex Needs.

[nellie]

COMPLEX NEEDS

 

Taken from the Code of Practice

 

(7:52) This guidance does not assume that there are hard and fast categories of special educational need. It recognises, as LEA's will recognise, that each child is unique and that the questions asked by LEA's should reflect the particular circumstances of that child. LEAs should recognise that there is a wide spectrum of special educational needs that are frequently inter-related, although there are also specific needs that usually relate directly to particular types of impairment. Children will have needs and requirements which may fall into at least one of four areas, many children will have inter-related needs. The impact of these combinations on the child?s ability to function, learn and succeed should be taken into account. The areas of need are:

 

* Communication and interaction.

* Cognition and learning.

* Behaviour, emotional and social development.

* Sensory and/or physical needs.

 

(7:53) Although needs and requirements can usefully be organised into areas, individual pupils may well have needs which span two or more areas. For example, a pupil with general learning difficulties may also have behavioural difficulties or a sensory impairment. Where needs are complex in this sense it is important to carry out a detailed assessment of individual pupils and their situation. However, the accumulation of low-level difficulties may not in itself equate with a school being unable to meet the child?s needs through school-based provision. In some cases pupils will have needs that are not only complex but also severe.

 

(7:54) In considering evidence as to whether or not it is necessary to carry out a statutory assessment LEAs should bear in mind the particular requirements of the individual child, and whether these requirements can be met from the resources already available to mainstream maintained schools and settings in their area in the context of school-based intervention, monitoring and review arrangements.

 

Quote from ACE Special Education Handbook:

 

In some cases parents and schools might well argue that it is impossible to judge the complexity and severity of the child's needs without a full statutory assessment.

Edited January 15, 2007 by nellie

[PinkSapphireAngel]

THAT S FANTASTIC!!!

 

I am printing that lot off and going to quote it to the LEA at my upcoming SENDIST tribunal as they are trying to use the fact he has been diagnosed with an ASD to explain why they will not assess.