For for reading and learning. For instance, having

For the case of Grace, she falls under Spalek’s statement because she has difficulty in learning. The child’s identified SEND is matched to the broad areas of support including communication learning, mental health including the physical needs (Viersen et al. 2016 p. 194).  These difficulties may manifest them in different ways like isolation and display challenging and disturbing behaviour. Maxwell gives on the criteria for inclusion on the SEND support register. Assessment is done by meeting with the parents of the children with the disorders and discussing the issues with the parents (Winwood, 2013).

An overall objective of the SEND policy is the provision of a framework for the school to perform its duties concerning the education of students identified as having SEND (Council, 2018).  Students are entitled to receive training that enables them to achieve their educational needs and outcomes and gain confidence especially during communication (Dehan et al., 2015). Teachers, on the other hand, can make a massive difference to dyslexic children by ensuring that they have a supportive environment for reading and learning. For instance, having the children develop a positive attitude to interpretation and enabling them to discover other talents (Crutchley, 2012). There are various principles of the policy and among them are that every student must be able to meet his/her needs (Briggs, 2015).  They should also be offered with full access to the relevant, broad and balanced curriculum (Frederickson, 2009). Teachers, on the other hand, can make a massive difference to dyslexic children by ensuring that they have a supportive environment for reading and learning.

The policy has its objectives including the need for every school for identification and provision of special educational needs for students and must work within the guidelines in the SEND CoP 2014(Holmes & O’loughlin 2014, p.6). Also, the provision of advice to all those close to the students with SEND (Hodkinson 2015). The current policy and practice for individuals with SEND have various implications including the identification of the new training programmes which has a significant impact on them (Corbett 2013). Also, there is the working together on various platforms including the health and care for common outcomes. On the other hand, the schools are responsible for meeting their duties in the identification and support of the children with SEND (Traff & Passolunghi 2015 p.113). There are different roles accorded to teachers especially to those concerned with dyslexia who do the high-quality teaching. Grace is thus one of the children whose progress is being monitored by highly trained and specialized teachers (Odom et al. 2011 p.353).

 Educational provision for the young people with SEND has been laid out in so that parents and families can know what to expect regarding the education for their children (Hornby, 2014). Specialist centres in the mainstream schools for the support of these children and moreover the provision of individual schools to meet the needs of the individual pupil (Angela 2015, p. 246). According to Power et al., an enabling environment should be developed to which should be based on the positive behaviour approaches of those with SEND (2016, p.160). Parent carers should also be informed of the strong partnership that should be developed between the young people in the planning of successful outcomes for the children (Cheminais, 2014). Every child with the disease have problems with reading and writing which is portrayed by Grace in her day to day life (Wall, 2006). She has also been diagnosed with the inability to spell and do the sequencing for problem-solving. However, in contrary to other children with dyslexia disorder, she has strong verbal skills (Understood, 2016). It is less of medication, and thus the close people to these young people should be responsible for the daily care and support (Great Britain. Dept for children, 2013).

Teachers, on the other hand, can make a massive difference to dyslexic children by ensuring that they have a supportive environment for reading and learning. For instance, having the children develop a positive attitude to interpretation and enabling them to discover other talents (Crutchley, 2012).

For the case of Grace, her shortcomings due to the disorder can be treated through the creation of encouraging and secure environment. Also, social workers can be responsible for handling the children with dyslexia by providing services to them in the community through various acts (Woodhead, 2016).  Assessments should be done using a range of measures for the collection of necessary information about the attainment, progress, and well-being of the young person, to get to meet their specific needs (Rushford, 2017). A more efficient, transparent and accountable system for supporting the children and the young should be developed (Winter et al., 2010).  She communicates just usually and is talented in drawing some artistic images. Also, she learns well with a different variety of colours, and this is mostly when her hand is occupied. It dramatically reveals her abilities despite her condition (Kent, 2017). Support and care for such a student with SEND should be accorded (Beveridge, 2015). She communicates just usually and is talented in drawing some artistic images. Also, she learns well with a different variety of colours, and this is mostly when her hand is occupied. It dramatically reveals her abilities despite her condition (Kent, 2017).

In conclusion, practitioners can work together to support children with SEND through various ways and help the parents understand their children’s needs. It is upon them to make observations regarding the young persons with multiple disorders, for instance, the dyslexic Grace, and share the information with those in the Special Education Needs Coordinators (SENCO). It will help the parents be aware of the additional needs of the children with SEND and provide unending support. Platforms that offer information about the policies that strengthen the capacities of the child and their families to face the unprecedented challenges that arise should be formed. Also, the educational plan should be developed to aid in the support and care of such young people and help them in education also. For Grace’s scenario, stringent assistance should be accorded and special education that will see her meet her educational needs. Further, the young people with SEND, both the SENCO and the child with the inclusion of the parental permission should sit and set the child targets which can are achievable.