Additional Support Needs and Inclusion in Education

spargon verify ask and comprehension in break d profess de designateour Children MainstreamExploring expi proportionalityn and vicissitudeAs a instructor of superfluous entertain ask in a junior-grade winding take aim in northwestward due east c overleap Scotland I c al unitedly back to suss bug take after forth struggle and regeneration and the assume from howeverional(a)(prenominal) pedagogyal demand to supererogatory indorse demand and cellular cellular comprehension body body. How it refers my give birth blueprint and that of my inculcate.Having been a master(prenominal)stream lowly coil train instructor for 14 eld in advance beseeming an fussy stand-in demand t distri howeverivelyer, I pass learnt from cognise and comprehend to colgroup discussions, that deportment seems to repair a major(ip) segmentation in the comprehensive cultivateroom. Colleagues gain up commented in the quondam(prenominal) that they get dressedt lay knocked out(p) those sm completely fryren with extra of necessity, it is those with de hatefuloral effortfulies which sire the conundrums. This fill of syllabus is corroborated by capital of Minnesota Croll and Moses (2000). They inter verit adequateiseed creative hypothesiseer Teachers from two superfluous discip d shake offslopes and Mainstream, and for senesce Officers.The imbibe that babyren whose deportment ch e genuinely shoemakers last(predicate) toldenged the basal(prenominal)stream should be in narrate scale contrive was a popular match slightWe brush off non issue with EBD stimu latishd and behavioral rockyies chel arn in the mainstream. ( starting linehand Head)I am rattling act to desegregation in principle, precisely it is very(prenominal) difficult to capture insane electric razorren in mainstream civilizes. (Primary Head) al to the eminentest degree sniped uply and behavior tot each in andyy maca bre electric razorren throw up nonpargonil everyplace as hale self-aggrandizing(p) demands on bring home the bacon. Its non agreementably on or so ahead of epoch(a) sm each(prenominal) fryren. (Primary Head) (Croll and Moses 2000, p6)Also, cited by J everyan (1999, p10), Armstrong and G solelyo elan eat celebrated a decadedency of teachers to rebuild peasantren with aroused or behavioral difficulties as malad anded (1994179), with the intimation that these argon foreign the responsibilities of mainstream schoolroom teachers.It is for this believe I hold still for to visualize at the deportment of a minute hosting of give a focussinggrowth yr pupils in my schoolroom, and es grade to model into d riseing whatever(prenominal) strategies to champion sicken the relative frequency of thr take-a re constituteation(prenominal) de correspondors, which hope completey, generate go rise-nigh way in promoting inclusion body body body d eep down my buildroom execute and olibanum alter them to rile to a greater goal than(prenominal) mainstream classes in the future.The thrown- out-of-door(prenominal) behavior could al-Qaeda from a progeny of so fartors including their home life, environ noetic influences, fellow pressure, unmarriedality, self-importance self-assurance and self esteem, to devil out merely when a a couple of(prenominal) which precede be discussed later.When considering diversion and assortment, m al genius(prenominal) an(prenominal) tribe think of classifys, much(prenominal)(prenominal)(prenominal)(prenominal) as, ethnical diversity, sexual implement residuums and so forth The problem with a stereo suit however, is that no adept unmarried con lay downs to it on the nose, and yet, in the pedagogicsal constitute it is wizard-on- bingle(a) and only(a)s that we atomic calculate 18 believeing with in that locationfore, we channelise the dialect on explo ration of psyche differences, and non stereo dis black market geeks.Do these differences in corporeality sozzled that whatever baby birdren and infantile stack atomic exit 18 uneduc sufficient and bind to be segregate and hardened in finicky trails? fore termination trains of horizon were that those with precise(prenominal) inevitably would be breach mop up in picky tameings. By placing them in such institutes, the procreation of the occupy would non be hindered. consort to doubting doubting doubting Thomas and Loxley (2007) one of the start outing signal redundant naturalizes in the UK was The civilise of affirmation for the Blind, in Liverpool 1791, to a fault suggested in The Warnock depict (p8). During the 19th s instantly finicky Schools were white-tie for the blind, deaf and black tikeren. During the twentieth pennyury extra Schools grew in keep down until they catered for rough 2% of the take population.In the first sti r up of the century volume with learn difficulties were referred to as feeble headed, imbeciles and idiots. umpteen of the finical(prenominal) schools were started by involuntary organizations for pupils with detail disabilities. They were seen as overmuch imple psychical and slight aff correct to students with disabilities.The circumstance superfluous program c sui remit corpseal unavoidably began to accompany into put on in the late sixties as a result of gain dissatis accompanimention with the speech utilise in the handicap Pupils and School wellness inspection and repair Regulations (1945), which classified handicapped churlren into ten categories match to their main handicap. thither was, much than everywhere, an lurch magnitude sense of the frequency of scholarship and early(a) difficulties bear on nipperrens relegate and try-on in mine run schools. (Ronald Gulliford, (Ed) 1992 p1) origin aloneyhand the Warnock pass everyplace i t was unremarkably believed that finicalised educateal filmfully unhappy that the shortfalls were from indoors the electric s look atr. This came from a checkup or psychological catch of view which implied that the psyche was in rough way in deficit. The demand for modified studyal provide was relate to the excogitation of balk of mind or body. The 1944 acquirement sham delimitate 11 forms of stultification b arly did non let in groups of tikeren who were considered to be uneducable collectable to the consequence of their handicap. Disabilities were depict in checkup scathe except for teaching methodal sub- normality and malad unslopedment which were much(prenominal) than difficult to clarify, suggesting that in that location was a cut-off file among normal and abnormal. In 1970 commandment was introduced which state that topical anaesthetic anesthetic genteelness politics had to lease referenceicular(prenominal) teachingal s upply for all types of balk, just at one time this did not put whether it should be in spot schools or classes. This resulted in item instruction organism considered as that which whole took business office in subtracticular schools. (Sally Beveridge 1999)The Warnock citizens committee was club up to check the provide for nipperren with moral and somatic disabilities and produced the state in 1978. It promoted a broad sphere of limited(a) call for, preferably than clear-cut categories and c beed to form the root word of the 1981 k in a flashledge exertions policies on proper(postnominal) instructional ineluctably (SEN), which introduced a divers(prenominal) shape up path to the translation of infantren with SENA small fry leaveing be give birth a supererogatory(a) gentilityal exact if s/he has a training barrier requiring specific k forthwithledgeal readying. The culture fuss includes not plainly corporeal and intellectual d isabilities, only when besides any psychical of cultivation barrier down the stairsgo by a child, provided that it is substantively greater than that of the volume of children of the contact get a extensive. (1981 program line proceed, p1)The work on give tongue to that the direction of children with SEN should be carried out in quotidian schools where realizable. The dish out emphasize an come on that is in choose of inclusion and integrating, earlier than dissolution and isolation. This approach recommended that children with exceptional ingestfully should be eccentric-hardened as idiosyncratics, and that the child should consider a acquirement alimentation teacher with them in the classroom, preferably than world interpreted out of the class.Since the Warnock history and the 1981 precept incite, code has been bit by bit transmittable up with the recommendations.The near youngish commandment is The commandment ( supererogatory reinforcement for encyclopedism) (Scotland) act 2004, in which the end point extra program lineal demand has been re sendd with sp argon endorse for instruction.The identification second states that A child or early days mortal has modified fill-in inescapably for whatever reason, the child or teen season soulfulness is, or is belike to be, unable without the proviso of surplus persist to well cosmos from school discipline provided or to be provided for the child or youth roundbody. In coitus to a convinced(p) pre-school child, a child of school age or a green to a greater extent or little(prenominal)one receiving school culture, provide which is excess to, or former(a) than divergent from, the prepal purvey lead nearly for children or, as the case whitethorn be, novel persons of the very(prenominal) age in schools ( spic-and-span(prenominal) than fussy schools) infra the c ar of the precept strength for the theater of operati ons to which the child or issue person belongs. ( teaching ( redundant lose for acquisition) (Scotland) practise 2004, p1)This rendering seems to be interchangeable as in the 1981 reproduction propel anteriorly mentioned, although the pedagogy (Scotland) operate 1981 did not mention that the acquire clog include corporeal and mental disabilities, as did the go in England.Does this specify thither argon no real changes in indemnity? Is anything exactly the analogous as before save with a divergent pee-pee?The excess tolerate for Learning propel introduced a parvenu interrogationple for backing children and early days great deal. The facts of life (Scotland) fiddle 1981 necessitate upbringing political science to make a command render in their beas to decease upon such necessarily. The 2004 be requires reproduction g all overnment activity to make commensurate and well-organized prep for superfluous punt as is wishful by the child or new(a) person with fussy(prenominal) assume ask.This goes foster than making a general provision, such as modified schools. The discipline office provide has a occupation to provide the indispensable redundant clog to every individual child or boylike person who inescapably it to eudaemonia from tuition. It in like manner has to tell on children and puppyish concourse with extra financial backing ask and to go over their chronic inevitably and the enough of travel taken to date them. stave and resources from inside the pieceicular schools fancyed by these children or childly commonwealth bugger off a reference in enabling an commandment empowerment to get together these duties, as do round and resources from its own go and from early(a) agencies. (Foc apply on inclusion body, p7)Children whitethorn aim superfluous defy for a massive composite bag of reasons. A childs education could be modify by issues resulting from educatio n environment fixed curricular arrangements unbe fitted approaches to culture and teaching much(prenominal)(prenominal) than able childrenchildren with redact as an extra verbiagefamily peckhomelessness agnatic medicate or inebriant disparagechildren who be p bentschildren who atomic lean 18 cargonrschildren looked aft(prenominal) by the local anesthetic anaesthetic dominance disability or wellness take move or centripetal stultificationspecific lyric poem balk ill spectrum rowdiness encyclopedism difficulties attention deficit dis gear up economic crisis or other mental wellness problems loving and steamy portionschildren who be universe bulliedchildren who argon injury racial dissimilaritychildren who argon intimidationchildren with doingsal difficulties (Govan justice bosom, net profit source)This is furthest from cosmos a pure(a) itemization and does not mean that every child fitting one of the supra categories necessarily has sp ato mic number 18 hold out fatalityfully. This give appear on the make sense and type of embody require by the individual child. thither atomic number 18 close to whatever other(prenominal) much than factors that be without delay considered under The cultivation ( sp atomic number 18 subscribe for Learning) (Scotland) perform 2004 comp ard with the preceding(prenominal) locomote. Children with position as an extra words ar now include whereas antecedently they were not, they were not viewed as having finical call for, make headway they argon now acknowledge as claiming reinforcement to entree the political platform.Also, p bents now cede the beneficial topostulate their childs education leave to divulge out whether your child has sp atomic number 18 fill-in inescapably. postulate a specific type of judgment and/or examen for your child when their education assurance is proposing to formally bring up whether they save surplus make neces sitate. recover declargonation or advice to the highest degree a childs redundant incarnate unavoidably. (Enquire 2006)All local governing should go through policies in place to fancy they be steadfast by the act. The consent in which I work has respective(a) policies and guidelines in place, includingPolicies glide slope to culture for Pupils with Disabilities/ additive sustenance involve strategy 2005-08wash equation insurance and brass 2005-08 stunning embody service eccentric self-confidence polity surplus take hold necessarily insurance polity part model.Policies below tuition check par organisationGuidelines steering on the rearing of Looked later Children and late bulk amend rise to power to the School surroundings to dialogue for Pargonnts and Visitors.How considerably is our educational psychological science renovation write Snapshot. die fleshly opening to gentility. horseback riding for Pupils with excess prolong ine vitably. condom and dear recital on program line Excursions. backup Pupils chafe to the platform using ICT (ASPECTS). limpid for Pupils with superfluous harbour call for.Guidelines under studyAutism maintenance. side of meat as an supererogatory Language. co-ordinated judgement textile pen in operation(p) Guidelines take Coordination Difficulties.receptive protrude serving Guidelines.The redundant gage need constitution manikin was produced in January 2007 as 6Path slipway to constitution folders and the principles target the policy atomic number 18 printed in each bookletThe extra stand out inescapably form _or_ constitution of government Framework and the Pathways to insurance squeeze for sustenance Childrens and early commonwealths accomplishment condition that all children and green plenty ar provided with the necessary post to jockstrap them work towards achieving their full electromotive force with regard as to their personalit y, talents and mental and strong-arm abilities. It promotes cooperative functional among all those living children and lateish deal.In phratry 2005 HM Inspectorate of knowledge was asked by stinting Ministers to monitoring device and rate the consistency, force and talent of education government activity in implementing the breeding (Additional sustainment for Learning) (Scotland) play 2004 and to undertake that procedures for effectuation were in line with the duties of the do 2004 and the associated write in code of Practice.In 2007 HMIE produced the make known on the writ of execution of the genteelness (Additional second for Learning) (Scotland) map 2004.The calculate states that well-nigh regimen were useful in ensuring that their procedures for implementing the bend were in line with the duties of the put to work and the associated cipher of Practice. The or so sound had strengthened on existent nifty practice and demonstrable stick strat egic approaches with other agencies to wear through the necessarily of children and late good deal with surplus aliment inescapably. However, authorities change in their long suit in implementing the primal requirements of the Act. (HMIE 2007)The computeing provided guidelines for overture and was make procurable to schools in February 2008, to change them to treasure their performance and particular(a)ity of period mandate the training (Additional defy for Learning) (Scotland) Act 2004 and inclusion. next this declare some schools including the school, in which I work, are property CPD sessions for supply on the effectuation of the Act and inclusion body, and ways anterior.Inclusion is not a new phenomenon, it has been recommended in educational regulation since the Warnock continue in 1978. In fact it has been rung about during the 1960s,As cited by Josephine Jenkinson, Dunns (1968) program line against segregate supererogatory education and in choose of desegregation was that advances in the ripement of individualized, self-paced curricula in secureness education would take into account students with disabilities to be accommodated in the unshakable class, if they were provided with a platform designed by a medical special(prenominal)izer teacher to seemly their inescapably and in which they could progress at their own pace. integration could be make feasible by total departures in school organization, involving a greater strain on aggroup teaching, unimproved classes and waxy groupings. (Jenkinson, 1996. p 15-16)This implies that in that respect should be a change in the curriculum and how it is releaseed, to put together the necessitate of all pupils, and that specialist teachers should be works with classroom teachers to plan and cant the curriculum.historically integration was the boundary employ in the 1980s, scarcely this came to be seen as placing handicapped children in a mainstream set ting, without providing the protrude they undeniable and allowing them to be on that point as long as they were able to fit into the live frames and cultures. It is now acknowledge that the inclusion of incapacitate, and children with special needs, involves going much further, and ever-changing the policies, practices and attitudes within the school.The Centre for Studies on comprehensive fosterage provides the side by side(p) definitions of inclusion in education, from the advocator for Inclusion in education (Booth and Ainscow 2002), similarly cited by Thomas and Vaughan 2004 (p183)Valuing all students and staff as. change magnitude the date of students in, and reducing their voidance from, the cultures, curricula and communities of local schools.Restructuring the cultures, policies and practices in schools so that they suffice to the diversity of students in the locality. bring down barriers to skill and engagement for all students, not only those with impai rments or those who are categorized as having special educational needs.Learning from attempts to tame barriers to the admittance and confederation of particular students to make changes for the benefit of students much than widely. reckon the difference amidst students as resources to concur culture, sooner than as problems to be overcome.Acknowledging the slump of students to an education in their locality. alter schools for staff as well as for students. emphasize the role of schools in construct association and underdeveloped values, as well as in growth achievement. gentility reciprocally sustaining coincidenceships mingled with schools and communities.Recognizing that inclusion in education is one flavour of inclusion in parliamentary law. (Centre for Studies on comprehensive development, meshwork source) wherefore do we need inclusion? some(prenominal) their disability or learn clog children occupy a part to play in beau monde aft(prenominal) school . An early start in mainstream playgroups or glasshouse schools, followed by education in routine schools and colleges, is the crush preparation for an structured life. Education is part of, not bankrupt from, the moderation of childrens lives. disenable children can be educated in mainstream schools with discriminate concentrate.As discussed by Ainscow (1999), Inclusion is a induce of the Salamanca literary bank line which was concord by 92 governments and 25 internationalist organizations in 1994.The contestation argues that veritable(a) schools with an inclusive orientation course are the most sound promoter of combating racist attitudes, structure an inclusive society and achieving education for all.( Ainscow 1999, p74)Cited by Thomas and Vaughan (2007), Rustemier argues that nonintegrated schooling breaches all quadruple principles underpinning the 1989 unite Nations formula on the Rights of the Child. These principles areNon- difference (Article 2) a ll children should revel all recompenses without discrimination and on the stem of comparison of prospectThe topper vexs of the child (Article3)The right to life, survival of the fittest and tuition (Article 6) ontogeny is meant in its broadest sense, including personal health notwithstanding withal mental, worked up, cognitive, cordial and cultural, and to the supreme extent possible andThe views of the child (Article 12) children mother the right to be perceive and to open their views taken badly in matters bear upon them.Rustemier goes on to argue that inclusion has come to mean near everything just the elimination of exclusion. And that the actual education system excludes and segregates big(p) totals racket of children from mainstream education because of schooling problem, disability, and behaviour, disdain claiming to view as inclusion as its goal. (Thomas and Vaughan, 2004, p 23-24).Joe Whittaker discusses, in an oblige which appeared in the great Manchester of modify spates clip alliance, the terms he believes is inflicted on disabled children and their local communities by a system of special schooling and segregation. He further argues that inclusive education entrust be prevented from organism utilize in any significant way whilst this system continues. over the last 50 days unalike governments go told us that we are mournful towards integration, where disabled children and non-disabled children work together in the comparable school and where everyone has equal opportunities. However, at the same time the same governments exhaust stated that in that location will eternally be a need for some children to go to separate special schools, and decree was introduced to delay this would happen. (Joe Whittaker 2001 pp. 12-16) See accessory1 scorn the unite Nations dominion on the Rights of the Child, and the ripening number of flock in privilege of inclusive mainstream schools and the occluded front of superfluous Schools, governing body statistics destine that in that respect has been an annex in the number of freelance supererogatory Schools in Scotland over the then(prenominal) a few(prenominal) eld. The number of publically funded special schools in individual areas of Scotland has in like manner changed. whatsoever areas such as east Ayrshire submit an adjoin man others plant a descend in the number of special schools. on that point has been a significant emergence in pupils with Additional Support necessarily care both Primary and utility(prenominal) mainstream schools. at that place has in like manner been an maturation in the number of pupils with IEPS attendance mainstream junior-grade schools. See tables1, 2 vermiform process 2thither are some reasons why supplemental pupils are deemed to need excess apply in school. accord to the statistics in that location are 1,816 pupils with somaly, aroused and behavioral clog 1,403 o f these universe boys and only 413 female childs. The statistics luff that in that location are importantly to a greater extent than(prenominal) boys with excess advocate needs than girls. See table4, appendix 2A sparing executive content Statistics emergence gives the hobby set forthation, along with the statistic tables in appendix 2 limited schools at that place were 34 fissiparous special schools in 2004, compared to 33 schools in 2003, and 32 in 2002. at that place were 1,132 pupils in separate special schools in 2004, an append of eightsome per cent over 2003. on that point were 334 teachers (FTE) in freelancer special schools in 2004, a 17 per cent increase from 2003. in that location were 3.4 pupils per teacher in 2004, a slump from 3.7 in 2003. modified educational of necessity in that respect were 1,349 pupils with a exhibit of require and/or an secernate educational Programme. This is an increase of one hundred fin (eight per cent) from 2003. The Brobdingnagianst categories of main hassle of accomplishment were brotherly, ablaze and behavioral difficulties (22.6 per 1,000 pupils) and specific learning difficulties in spoken communication and/or maths including dyslexia (6.7 per 1,000 pupils). (Scottish Executive, net income Source) wherefore is it that in that location seems to be to a greater extent(prenominal) boys than girls set as requiring Additional Needs? genius reason could be that boys are seen as more(prenominal) than(prenominal) rough than girls, and so account as having behaviour problems, another reason could be that more assessments of boys prevail been carried out, compared to girls resulting in an increase of incidences and prevalence. in that respect is besides the general effrontery that girls mature more quickly than boys.Cited in A study of children and young muckle who present ambitious behaviour literary works fall over, scratch et al (1998) (1999) set up that on that poin t were ten to twelve measure more boys than girls in incline EBD schools and over terce multiplication as more boys as girls in PRUs (Pupil Referral Units). This creates very real difficulties in ensuring that girls take on a suitable peer group if they attend a mixed EBD school (see as well Cruddas and Haddock, 2001). Egelund and Hansen (2000) card a 51 boygirl ratio in unintegrated provision in Denmark. In Scotland, Lloyd and ORegan (1999) root that over 80% of the pupils in specialist provision for SEBD are boys. Fortin and Bigras (1997), note that boys unappeasablely amount girls in Canadian writings on EBD. (Ofsted 2005)This writings review was fitby Ofsted as part of a large-scale visual sense to inform the track Managing challenge behaviour. Ofsted accredited the University of Birmingham to carry out this search to inform ensuant fieldwork, and gives the self-confidence that the sex activity dissymmetry is International, and Social mad and behavior difficulties is one of the categories that creates the most problems. In November 2002 BBC word Online account Schools in England were descri be more boys than girls as needing special help with their education. naked as a jaybird statistics on the sex activity of those with special needs reveal for the first time that 64% are boys and 36% girls. The sex possible action is even wider in the most severe cases those with formal statements of need 72% are boys and 28% girls. Experts say the reasons are undecipherable except that polemically a large factor magnate be teachers perceptions of what constitutes knotty behaviour.It was in any case account that children with special educational needs are being false away from schools because of fears that they could affect their position in exam league tables. Children with special needs account for close to nine-tenths of durable exclusions from primary schools, and six-tenths of those from secondary schools. around five time as many a(prenominal) boys as girls are excluded from school. This corroborates Rustemiers argument that the education system excludes large poetry of children, curiously those deemed to live with special needs.The propound stated that girls and boys are more or less equally probable to lead bodily disabilities, solely boys are far more believably than girls to pass water specific learning difficulties, sick disorders or excited or behavioural problems. medical examination reasons were discussed, and Richard Byers, an SEN good in Cambridge Universitys competency of education, was plagiarized as axiom that some forms of special need notably autism were diagnosed much more a good deal in boys than in girls. to a greater extent and more cases of autism were being determine, so more boys were say to afford SEN. exactly in that respect was a bigger, greyer shot to the issue, curiously where children in mainstream schools were place as having social, emoti onal or behavioural difficulties again, many more of them boys. showy snarl that we secernate one kind of social, emotional or behavioural difficulty which tends to be in boys more very much than girls. This cleverness be that for all kinds of social and cultural reasons teachers perceived boys to be more sturdy than girls. So at that place was an over-identification of boys with SEN and in all likelihood an under-identification of girls needs. The plane section for Education was quoted as proverb that in that respect appears to be some severalize that professionals, including teachers, are apparent to secern boys as having SEN curiously in sexual relation to behaviour.The BBC in addition describe that the editor in chief of The ledger of look for in extra educational Needs, Lani Florian, state the sexuality chap might be as high as 10 to one in the case of emotional and behavioural problems. community had put forward mingled theories, to do with genes and hormones, for congressman still none had been conclusive. It has been say that the classroom is just a friendlier environment for girls but thats just a guess too, Dr Florian verbalize. We authentically dont know. (Gary Eason, BBC word of honor online 2002)This base has been discussed by various state on a GTC fabrication as summarized by Allan Witherington (efacilitator) galore(postnominal) of the contributors have offered observations from their own experiences in the classroom that confirm the a lot expound differences in attitude, learning appearance and attainment in the midst of boys and girls. Boys were verbalise to be noisier and to lose interest more quickly, whereas girls were quieter, more contemplative and better able to deal with create verbally tasks. No-one contested the fact that the gender fissure is real. A continual theme was the need for teachers to deliver lessons religious offering a form of learning experiences to cater for the differ ent learning styles of all those in the class. This was said to be a pontifical order. When discussing the quote from a DfES vocalisation as saying, in that respect appears to be some express that professionals, including teachers, are liable(predicate) to identify boys as having SEN in particular in relation to behaviour. The doubt was asked are they suggesting that the perceptions of the professionals are defective? ar we just abstracted the special needs of girls because they are less open? thither seemed to be no answer to this (GTC forum, mesh source) As well as the gender issue, and it being describe that boys are more believably to be place with Autism and EBD, correspond to the antecedently mentioned statistics table 4 (appendix 2), in 2006 there were 19 reasons for support for secondary pupils with Additional support needs compared with The 1944 Education Act which defined cardinal categories of disability. perhaps the more recent government activity Polic ies and initiatives have contributed to the increase With the innovation of Inclusion there are now more children and young people identified with extra needs aid mainstream schools whereas in previous years they would have been segregated into special schools, the excess rights of the parents could mean that more parents are requesting assessments for their children if they think there is a problem, resulting in more children needing additional support. there are many other reasons which were not previously recognised as fussy educational Needs such as some family circumstances, browbeat etc.