CATERING FOR THE NEEDS OF INDIVIDUAL PUPILS

Pupils with special educational needs

All pupils should have the opportunity to participate in and benefit from the full range of experiences offered in the area of personal and social development. Pupils with special educational needs include pupils of high ability; pupils with sensory impairments; pupils with social and behavioural difficulties; pupils with moderate, severe or profound learning difficulties; and those whose difficulties are of short duration. For many pupils with special educational needs the area of personal and social development is crucially important in its emphasis on helping to develop life skills. All pupils should be given opportunities to realise their full potential, using the materials and resources at the school's disposal.

Planning should take account of whole school, cross-curricular and special focus approaches, within which there is emphasis on positive attitudes, planned co-operation, and agreement on content, time-scales and methodology, within a context which provides support for individual pupils. Promoting understanding and developing skills through practical activities, which help pupils to cope with life and engage them in experiences of helping and being helped by others, are most important.

Some of the specific difficulties which pupils experience in the area of personal and social development may, for example, arise from:

factors relating to the range of life experiences which pupils bring to school;

difficulties in learning through reading and writing;

difficulties in understanding and explaining personal and social issues;

slower progress in aspects of moral development (for example progressing beyond the egocentric stage);

difficulties in communicating with and relating to others;

having a poor or unrealistic self-image.

Account must also be taken of very able or gifted children who, because of their individual abilities or talents, can have particular needs in the context of personal and social development. All pupils should be encouraged to come to an understanding of themselves, others and the world of which they are part, in ways appropriate to their needs.

Flexible, imaginative approaches to assessment may need to be developed, for example through discussion and observation of behaviour. Assessment need not be practised in isolation. The teacher can engage pupils in the process through self and peer assessment; and seek the views of other professionals involved with the pupil and the pupil's parents and family.