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Education is the key to a better and more fulfilling future for children, but for those with special educational needs and disabilities, too many barriers can stand in the way of the right education and support. Too often, the help they receive depends on where they live rather than on their needs.
Published in February 2004, Removing Barriers to Achievement set out the Government's vision for giving children with special needs and disabilities the opportunity to succeed. Building on the proposals for the reform of children's services in Every Child Matters it set the agenda for improvement and action at national and local level.
What the strategy means for teachers, pupils and parents
All teachers should expect to teach children with special educational needs and all schools should play their part in educating children from their local community, whatever their background or ability. Training for teachers, appropriate funding for schools and improvements in the way their achievements are judged is vital.
All children should have opportunities to learn, play and develop alongside each other, within their local community of schools, with shared responsibility and a partnership approach to their support.
Parents should feel confident that their child's needs are being met effectively in school — without feeling that the only way to achieve this is through a statement of special educational needs. At local and national level work is going on to build the skills and capacity of schools and early years settings to meet diverse pupil needs.
A vision for improvement
This vision is being delivered by working in partnership. The strategy provides clear national leadership supported by an ambitious programme of sustained action and review in four key areas:
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Early intervention — to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with special educational needs and disabilities have access to suitable childcare
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Removing barriers to learning — by embedding inclusive practice in every school and early years setting
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Raising expectations and achievement — by developing teachers' skills and strategies for meeting the needs of children with SEN and sharpening the focus on their progress
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An improved partnership approach — services working together to meet the needs of children and families
REMOVING BARRIERS TO ACHIEVEMENT —
DfES/0117/2004
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How to order
You can order copies of the full report, DfES/0117/2004, and the executive summary, DfES/0118/2004, (You will need to register with Teachernet first). Alternatively, you can order from the publication centre: telephone 0845 6022260 or email dfes@prolog.uk.com, quoting the DfES reference number above.
Reducing Reliance on statements: an investigation into Local Authority practice and outcomes
Investigation into funding of SEN in schools and education elsewhere
