?Within this assignment I will discuss my development and growing skills within the teaching of children with special educational needs and disabilities (SEND). Before I started my degree I had a very broad definition of SEND and what teaching these children entailed. Within the last year I have learnt several different aspects of good practice and the value of my subject, which had helped me to develop as a trainee teacher. I will be discussing three key points, which I believe have a fundamental value and place in a classroom where teaching children with needs is implemented. These three points will be; inclusion, differentiation and assessment. I will be giving examples of good practice within some of these areas, which will help me as a teacher of SEND. It is important to note that these concepts hold a valuable place in the classroom, though there are many more aspects of SEND teaching of which I am aware and continuing my progression with. Upon my research I have come across differing points of view, which has helped me to form my own opinions and develop my practice. “Inclusion is about all learners and about taking action to remove barriers to participation and learning. Inclusion also involves eliminating discrimination and promoting equality‘‘ (Education Scotland: 2014). Before discussing the value of inclusion, it is important to understand how it has developed in recent years and how legislation is still developing to this day. The 1944 Education Act originally established that children's education should be based on their age, aptitude and ability. This act saw a philosophy that the child should fit the school, rather than the school fit the child (Silas: 2007). The Warnock Report, 1978, led to a vast change in the education of children with special needs. The Education Act 1981 made it compulsory for children who may require additional support to be identified and assessed by Local Education Authorities (LEAs). This allowed children to learn in a mainstream school, upon being given a statement. ‘’A ‘Statement of Special Educational Needs’ is produced by educational authorities, who are responsible for defining the child’s areas of need and proposing educational guidelines to best serve the child’’ (Kenworthy et al: 2000, 221). The 1993 Education Act, later revised in 2001, introduced the Code of Practice, which describes five stages through which school children will pass if they are suspected of having a learning difficulty (Silas: 2007). The Disability Act 2005 promotes that pupils are positively and progressively included in the whole life of their schools (Russell: 2003, 219). This development in government initiatives and policies encourages greater moves towards educational and social inclusion. Inclusion is a global concept, there are clear impacts to society should we not live in an inclusive world. Although inclusive education does not refer directly to children who have SEND, inclusive practice is one of the most important factors within this subject. I have seen clear progression with SEND children when they have been placed within a sociable environment; they are able to interact with others who have different abilities and views as them. Without this, children may feel isolated and their levels of achievement may be poor. Since these changes to the Education Act were made, a lot of work has been done in order to create inclusive learning communities. Teachers are working hard to turn children’s lives around, in order to help them achieve their maximum potential and lead them to a solid future. Young, disabled adults are consequently living lives that were thought impossible only a generation ago (Allfie: 2005). Even minor adjustments to an environment can lead to this statement, something as simple as providing disabled access at schools gives children more freedom and access to learning and the world. Inclusion is not just making small changes, like adding a ramp to the outside area; it is a culture of which many people need to be a part of. An inclusive school should see all members of the community working together to achieve their potential and feel they belong. This links in with the important factor of communication, although teachers are the ma