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Book Full text available online for free

Regulations on extension of the Disability Discrimination Act (DDA) 1995 to cover general qualifications bodies: consultation

Author:
GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department for Education and Skills
Publication year:
2006
Pagination:
6p.
Place of publication:
London

This is a consultation on two sets of draft regulations for the extension of the Disability Discrimination Act to cover general qualifications bodies. The implementation date for these regulations is to be 1 September 2007.

Book

Children's services (Quality Protects) grant: 2003-2004; section 93 determination and certification arrangements

Authors:
GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department of Health
Publication year:
2003
Pagination:
30p.
Place of publication:
London

Further to LAC(2002)19, attached are the Determinations made under Section 93 of the Local Government Act 2000, as amended by Section 136 of the Adoption and Children Act 2002, for the Children’s Services (Quality Protects) Grant and the grant to support implementation of the Children (Leaving Care) Act Grant for the financial year 2003-2004. Also attached are the certification forms for 2003-2004.

Book Full text available online for free

National service framework for children, young people and maternity services: disabled children and young people and those with complex health needs

Authors:
GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department of Health
Publication year:
2004
Pagination:
44p.
Place of publication:
London

This standard relates to children and young people who are disabled and/or those with complex health needs, including children and young people with learning disabilities, autistic spectrum disorders, sensory impairments, physical impairments and emotional/behavioural disorders. Many disabled children have no need for ongoing health interventions; others require ongoing treatment and/or nursing care and help with the everyday activities. Some disabled children will also be children in special circumstances. Children and young people who are disabled or who have complex health needs receive co-ordinated, high-quality child and family-centred services which are based on assessed needs, which promote social inclusion and, where possible, which enable them and their families to live ordinary lives.

Book Full text available online for free

Removing barriers to achievement: the government's strategy for SEN

Author:
GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department for Education and Skills
Publication year:
2004
Pagination:
93p.
Place of publication:
Nottingham

All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.

Book Full text available online for free

Removing barriers to achievement: the government's strategy for SEN: executive summary

Author:
GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department for Education and Skills
Publication year:
2004
Pagination:
24p.
Place of publication:
Nottingham

All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.

Book Full text available online for free

Together from the start: practical guidance for professionals working with disabled children (birth to 2) and their families

Authors:
GREAT BRITAIN. Department for Education and Skills, GREAT BRITAIN. Department of Health
Publisher:
Great Britain. Department for Education and Skills
Publication year:
2002
Pagination:
41p.
Place of publication:
Nottingham

`Where children have special needs and disabilities, it is important that identification leads directly to effective early intervention and support for families and children. This guidance is designed to improve service provision to very young disabled children and their families. Content include: assessment and early intervention; coordinating service provision, ways of working in partnership; working with children and families; planning a family-centred approach to service delivery.

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