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Guidance on appropriate qualifications for teachers of children and young persons who are hearing impaired, visually impaired, or both hearing and visually impaired
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2007
- Pagination:
- 13p.
- Place of publication:
- Edinburgh
On 30 September 2005 The Requirements for Teachers (Scotland) Regulations 2005 (Scottish Statutory Instrument 2005/355) came into force. These Regulations set out the requirements to be met by education authorities in employing teachers in the course of discharging their duty under section 1 of the Education (Scotland) Act 1980, as amended, and section 2(1) of the Standards in Scotland’s Schools etc. Act 2000. In particular, the Regulations require that where an education authority employs a teacher wholly or mainly to teach pupils who are hearing impaired, visually impaired or both hearing and visually impaired, then that teacher must possess an appropriate qualification to teach such pupils. The document provides guidance on what shall constitute an appropriate qualification, but does not define the structure of specific courses or pathways which will result in an appropriate qualification.
Race equality impact assessment - education appeal committees
- Author:
- SCOTLAND. Scottish Executive Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 2p.
- Place of publication:
- Edinburgh
Race equality impact assessment as carried out in relation to education appeals committees. The system of educational appeals committees may need to be improved to ensure that those appealing to the committees perceive the system as being fair and transparent. The schools division of Scottish Executive Education Department is satisfied that no adverse or potential adverse impact on members of minority ethnic communities is foreseen.
Race equality impact assessment
- Author:
- SCOTLAND. Scottish Executive Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 6p.
- Place of publication:
- Edinburgh
A Race Equality Impact Assessment on Promoting Better Parental Involvement in Education. The key objectives of this research were to gather views from parent groups about their current involvement in their children’s education, raise awareness of SEED’s policy on parental involvement, and seek views of harder-to-reach parents (the ‘silent majority’), as well as parents with high levels of active involvement.
My turn to talk?: the participation of looked after and accommodated children in decision-making concerning their care: report summary
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 4p.
- Place of publication:
- Edinburgh
This qualitative research study was undertaken to ascertain the meaning and manifestations of “children’s participation in decision-making” in two Scottish local authorities (one urban, one rural). In-depth interviews were conducted with looked after children, social workers, reviewing officers and children’s rights officers. This work is distinguished by three features: a focus on the feelings and views of looked after and accommodated children; a consideration of both day-to-day participation in decision-making and participation in formal meetings about placement, parental contact and other major issues in the lives of these previously-neglected children.
Guidance on the involvement of teachers in pre-school education
- Author:
- SCOTLAND. Scottish Executive Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 20p.
- Place of publication:
- Edinburgh
This guidance aims to identify the contribution and affirm the value that trained teachers can make to the quality of experience children in pre-school education, and set the involvement of teachers in the wider context of the staffing of early years services. This guidance also aims to indicate the range of ways in which teachers can add value to the early education enterprise and identify key factors which make for successful integration of teachers within staff teams.
Learning at a distance supported by ICT for gypsies and travellers: young peoples' views
- Author:
- PADFIELD Pauline
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 55p.
- Place of publication:
- Edinburgh
This report presents the findings of research with Gypsy/Traveller and Showground Traveller pupils relating to their experience of interactive communications technology (ICT) and its support for their learning in schools. The research explored its potential, particularly in relation to electronic connectivity, for supporting access to a school curriculum when travelling or attending an out of school setting.
Children as researchers
- Author:
- BROWNLIE Julie
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 91p.
- Place of publication:
- Edinburgh
The principal aim of this project is to explore the problems and possibilities of incorporating a ‘children as researchers’ perspective into the agenda of government social research in Scotland. It had three main elements: a mapping of recent projects in Scotland and the UK more generally; a review of existing literature relating to children doing research; and a series of qualitative interviews with researchers, policy makers, research managers and young researchers themselves.
Project 1 review of guidance on dealing with racist incidents: final report
- Author:
- YORK CONSULTING
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 80p.
- Place of publication:
- Edinburgh
York Consulting research report on how racist incidents are dealt with in schools. York Consulting Ltd (YCL) was commissioned by the Scottish Executive Education Department (SEED) to review guidance on dealing with racist incidents (RIs) and the practice in schools and Education Authorities (EAs) in response to these incidents. This report is one of seven school equal opportunities projects recently funded by the Scottish Executive Education Department.
Promoting equal opportunities in education: project two guidance on dealing with homophobic incidents: phase 1 executive summary
- Authors:
- O'LOAN Sara, et al
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 22p.
- Place of publication:
- Edinburgh
Executive summary of LGBT Youth research report on how homophobic incidents and homophobia is dealt with in schools. One of seven school equal opportunities projects funded by the Scottish Executive Education Department. Phase 1 of the Guidance on Dealing with Homophobic Incidents project involved research into the practice that schools and Education Authorities (EAs) employ to deal with homophobic incidents and the awareness levels of staff and pupils in identifying and addressing such incidents.
Review of strategies to address gender equalities in Scottish schools
- Authors:
- CONDIE Rae, et al
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2006
- Pagination:
- 6p.
- Place of publication:
- Edinburgh
The Review of Strategies to Address Gender Inequalities in Scottish Schools aimed o undertake a substantial analysis of relevant literature on gender-related inequalities, of various forms, in order to establish current views on underlying causes and related factors, and to identify possible strategies to address them. It also aimed gather evidence from local authorities and schools across Scotland on policy and practice with regard to gender, in order that these might be evaluated against the findings of the literature review. This document describes how the study was carried out, the key findings from the literature and the case studies, and sets out some of the issues which arise from the analysis of the evidence from both.