The 2001 Special Educational Needs Act and the 2005 Common Assessment Framework
In the constant changing world that is the aftermath of continual revolutions of globalisation, adaptation is a necessary component of educational practice and policy selection. With this in mind, the government has passed a large number of new laws, regulations, and recommendations in recent years. During the course of this paper, we will discuss two specific educational reforms: the Special Educational Needs (SEN) and Disability Act 2001 and the   Common Assessment Framework 2005 (CAF). We will discuss the impact of the CAF on the level of acceptance and success of the SEN Act, and address the main criticisms of each.

The Special Educational Needs Act 2001   and the Common Assessment Framework 2005
The   SEN and Disability Act 2001 and the   CAF 2005 have continued to inspire a lively debate. While the SEN Act alone met with some meager degree of success, a consensus could not be reached on the validity of the new laws, and it became clear that further action was necessary to ensure that the mandated mainstreaming, which was intended to protect the rights and autonomy of these children, was not impeding the realistic delivery of a personal understanding of their unique needs and potential. The CAF was one of several initiatives taken in response to widespread doubt regarding the efficacy of the Acts and provided a nationwide model of expectation and practice (Pithouse, 2006). Together, these two changes in national policy would turn the tide of British education of children with special educational needs.
Literature Review
The function of CAF in addressing the shortcomings of the SEN Act was never explicitly acknowledged- but rather was presented as a generalized reinforcement of a number of educational reforms. The official purposes centered on children with an impaired “opportunity of achieving or maintaining a reasonable standard of health or development” (Pithouse,...