You are struggling to keep your performance up, and you know your boss is aware of this issue (e.g., falling
behind on deadlines, late to work). You had a conversation about this two weeks ago, and noted it was a
“verbal” coaching / warning meeting, and sent a brief follow-up email outlining expectations. Be your boss, how
would you approach an initial performance management written document since the verbal warning has
already occurred? Briefly describe your approach.
As of January 2010 those students with Special Educational needs was estimated to be around 11.9% to 33.5% in U.K. The established categories of SEN are : moderate learning difficulty , specific learning difficulty , acute learning difficulty , multiple and profound learning difficulty , social , emotional and behavioural difficulties , communications , speech and language needs , visual impairment , hearing impairment , physical disability , multi-sensory impairment and autistic spectrum disorder. As per EA (2010), a person with disability an individual who has a mental or physical impairment that has a wide-range and long-run negative impact on his capability to exercise the normal day-to-day functions. The definition of disability under EA (2010) includes Tourette’s syndrome and those with communication issues. EA suggests that, about 6 to 7% of the children are disabled. Some research indicates that around 75% of the disabled students also have SEN. Under EA 2010, a duty is imposed on public sector bodies and schools to determine how they can eradicate discrimination, support equality of opportunity and to develop good relations as regards to disability. As per Department for Education and Skills (2004), the figures of students with social, behavioural and emotional difficulties has soared by 23% between 2005 and 2010 and in 2010, about 158,000 students were classified as having learning difficulties. According to the D of E SEN SFRs (1995) to (2010) and Department for Education and Skills (2004), students with SEN without statements increased from 10 % of all students in 1995 to 18.2% or 1.5 million students in the year 2010 in U.K. As per Lamb Inquiry (2009), SEN can occasionally be ‘uncooperatively pooled’ with falling behind and this may have resulted in the ever increasing figures of students at Action Plus and School Action. A major effect of the EA for schools is that where students are included in the protected characteristics, action must be taken to address any SEN issues and support these students in accessing and ach>GET ANSWER