The role of the Independent Reviewing Officer (IRO) is to monitor the local authority’s performance of their duties towards looked after children. The IRO’s primary focus is to quality assure the care planning and review process for each child and to ensure that each child’s wishes and feelings are given full consideration. New regulations came into force on 1 April 2011 strengthening the IRO’s...
The role of the Independent Reviewing Officer (IRO) is to monitor the local authority’s performance of their duties towards looked after children. The IRO’s primary focus is to quality assure the care planning and review process for each child and to ensure that each child’s wishes and feelings are given full consideration. New regulations came into force on 1 April 2011 strengthening the IRO’s duties to enable the IRO to have effective independent oversight of the child’s case and ensure that the child’s interests are protected throughout the care planning process. This document summarise key points in the IRO handbook relevant to the use of short breaks for disabled children. The intention is to help all those involved with a child’s case have a better understanding of the functions and practice of IROs. The document describes what is entitled to an ITO, what Regulation 48 is, and the role of the IRO for children in short breaks.
Subject terms:
short break care, care planning, children, disabilities;
...and inclusion is getting help when you need it. Each principle is examined in detail with examples from existing practice from a range of different settings. Also included are a series of six A3 posters – bringing each principle to life. The posters send strong messages from disabled children and young people themselves about why inclusion is important. The posters are ideal to display in all children
The Council for Disabled Children’s Inclusion Policy is based on six key principles believed to be crucial to the development of inclusion. The principles hold the potential for a more inclusive future. The principles are: inclusion is being welcome; inclusion is being part, not apart; inclusion is going where you want to go; inclusion is being actively involved; inclusion is people expecting you; and inclusion is getting help when you need it. Each principle is examined in detail with examples from existing practice from a range of different settings. Also included are a series of six A3 posters – bringing each principle to life. The posters send strong messages from disabled children and young people themselves about why inclusion is important. The posters are ideal to display in all children and young people’s settings to keep inclusion at the forefront of carers' minds. They show strong images of disabled children and young people.
The CDC says it has long-standing concerns about the use of eligibility criteria in services for disabled children and their families, some unclear, lacking transparency and leading to unfairness and confusion. This paper discusses the Islington judgment, issues highlighted and the way forward.
The CDC says it has long-standing concerns about the use of eligibility criteria in services for disabled children and their families, some unclear, lacking transparency and leading to unfairness and confusion. This paper discusses the Islington judgment, issues highlighted and the way forward.
Subject terms:
children, childrens social care, disabilities, eligibility criteria;
GREAT BRITAIN. Department of Health, COUNCIL FOR DISABLED CHILDREN, NATIONAL CHILDREN'S BUREAU
Publisher:
Great Britain. Department of Health
Publication year:
2000
Pagination:
24p.,bibliog.
Place of publication:
London
Report presenting an initial analysis of local authority responses to the Quality Protects programme, with special reference to disabled children. The analysis is presented under the following headings: information, coordinating and sharing; eligibility criteria, assessment and review; disabled children living away from home; children with challenging behaviour; relationships between services...
Report presenting an initial analysis of local authority responses to the Quality Protects programme, with special reference to disabled children. The analysis is presented under the following headings: information, coordinating and sharing; eligibility criteria, assessment and review; disabled children living away from home; children with challenging behaviour; relationships between services for children with special educational needs and disabled children; consultation with disabled children and young people; consultation with parents; working with disabled children from minority ethnic communities; awareness of the Disability Discrimination Act 1995; and managing transition.
Subject terms:
physical disabilities, quality assurance, social care provision, children, government policy;
ANTI-BULLYING ALLIANCE, COUNCIL FOR DISABLED CHILDREN
Publisher:
Anti-Bullying Alliance
Publication year:
2015
Pagination:
5
Place of publication:
London
The Children and Families Act 2014 includes new duties on local authorities for how services and support are delivered for disabled children and young people and those with Special Educational Needs (SEN). As a result of these reforms the SEND Code of Practice was re-written. A disproportionate amount of disabled children and young people and those with SEN are bullied in schools and the revised
(Edited publisher abstract)
The Children and Families Act 2014 includes new duties on local authorities for how services and support are delivered for disabled children and young people and those with Special Educational Needs (SEN). As a result of these reforms the SEND Code of Practice was re-written. A disproportionate amount of disabled children and young people and those with SEN are bullied in schools and the revised Code of Practice introduces new duties and guidance for local authorities and schools about bullying. This briefing aims to explain these new duties and provide clarity around what effective practice looks like. It covers: bullying and the local offer; cyberbullying, internet safety and the local offer; taking bullying into account when identifying special educational needs; and School SEN Information Report and bullying.
(Edited publisher abstract)
Subject terms:
disabilities, learning disabilities, special educational needs, children, bullying, internet;
This guide aims to support local authorities to set up processes to help them request and retrieve good social care information and advice as part of an education, health and care (EHC) need assessments and planning. Part 1 provides an overview of some overarching principles. Part 2 highlights social care statutory duties, timelines and practice tips for setting up processes for securing good social care advice. Part 3 shares recommendations on how to use templates to secure good social care advice. A template to support requesting and responding to requests for social care information and advice is included as an appendices. The guide is for social care teams, disabled children’s teams and Special Educational Needs and Disability (SEND) teams, especially those responsible for EHC needs assessments and planning.
(Edited publisher abstract)
This guide aims to support local authorities to set up processes to help them request and retrieve good social care information and advice as part of an education, health and care (EHC) need assessments and planning. Part 1 provides an overview of some overarching principles. Part 2 highlights social care statutory duties, timelines and practice tips for setting up processes for securing good social care advice. Part 3 shares recommendations on how to use templates to secure good social care advice. A template to support requesting and responding to requests for social care information and advice is included as an appendices. The guide is for social care teams, disabled children’s teams and Special Educational Needs and Disability (SEND) teams, especially those responsible for EHC needs assessments and planning.
(Edited publisher abstract)
Subject terms:
disabilities, special educational needs, care planning, children, young people, needs assessment, local authorities, information needs;
This guide aims to support local authorities, Clinical Commissioning Groups and NHS trusts to set up processes that help them request and retrieve good health advice and information as part of an education, health and care (EHC) needs assessment. It outlines the requirement for local authorities to request health advice from any health professional relevant to a child or young person undergoing an EHC needs assessment; the need to coordinate the health advice where a number of health professionals are identified; and for health advice to recommend provision that will meet the young person’s needs and support them to achieve holistic outcomes. It highlights timelines and practice tips for setting up processes for securing good health care information and advice. It also provides an example of a health care advice template, which covers the aspirations, needs, outcomes and services provision.
(Edited publisher abstract)
This guide aims to support local authorities, Clinical Commissioning Groups and NHS trusts to set up processes that help them request and retrieve good health advice and information as part of an education, health and care (EHC) needs assessment. It outlines the requirement for local authorities to request health advice from any health professional relevant to a child or young person undergoing an EHC needs assessment; the need to coordinate the health advice where a number of health professionals are identified; and for health advice to recommend provision that will meet the young person’s needs and support them to achieve holistic outcomes. It highlights timelines and practice tips for setting up processes for securing good health care information and advice. It also provides an example of a health care advice template, which covers the aspirations, needs, outcomes and services provision.
(Edited publisher abstract)
Subject terms:
children, young people, disabilities, care planning, local authorities, health needs, information needs, information sharing, special educational needs, needs assessment;
A resource to help practitioners to write good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. It aims to help those contributing to EHC needs assessments and those writing EHC plans. Section A includes excerpts from real EHC plans and tips for completing an EHC plan. Section B provides EHC plans for two fictional...
(Edited publisher abstract)
A resource to help practitioners to write good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. It aims to help those contributing to EHC needs assessments and those writing EHC plans. Section A includes excerpts from real EHC plans and tips for completing an EHC plan. Section B provides EHC plans for two fictional children, which draw on real examples. Each section covers different areas of EHC plans, including the aspirations of the child; the child or young persons’ special educational needs; health needs; social care needs; the outcomes sought for the child or the young person; and special educational, health and social care provision. The resource aims to encourage discussion about the key features of high quality EHC plans.
(Edited publisher abstract)
Subject terms:
good practice, children, young people, disabilities, special educational needs, learning disabilities, needs assessment, health needs, social care provision, care plans;
CHALLENGING BEHAVIOUR FOUNDATION, COUNCIL FOR DISABLED CHILDREN
Publishers:
Challenging Behaviour Foundation, Council for Disabled Children
Publication year:
2016
Place of publication:
London
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics...
(Edited publisher abstract)
Website containing a range of resources to provide families, professionals, staff, and commissioners with information about how to reduce challenging behaviour and to improve the wellbeing of children with learning disabilities. It brings together a range of resources, including: evidence of what works, what families have found helpful, videos, case studies and examples of good practice. Topics covered include: transition to adulthood, positive behaviour support; education, health and care; communication, providing support and service development. The website has been developed as part of the 'Paving the way', a joint project from the Challenging Behaviour Foundation and the Council for Disabled Children which worked in partnership with families and professionals to share and promote good practice and improve outcomes for children with challenging behaviour.
(Edited publisher abstract)
Subject terms:
early intervention, children, young people, challenging behaviour, learning disabilities, severe learning disabilities, case studies, families, carers, intervention;
Influencing is now a key part of charitable activity. But a lot of influencing efforts fail to achieve their desired impact. While most charities will achieve some impact with the media, with politicians or amongst the public, most do not achieve their ultimate goals. This guide set outs principles and key approaches to assist in influencing policy and politicians on behalf of disabled children...
Influencing is now a key part of charitable activity. But a lot of influencing efforts fail to achieve their desired impact. While most charities will achieve some impact with the media, with politicians or amongst the public, most do not achieve their ultimate goals. This guide set outs principles and key approaches to assist in influencing policy and politicians on behalf of disabled children and their families. It has been written for the disabled children’s voluntary sector by the sector and seeks to distil learning from some of the sectors’ most experienced and successful lobbyists and campaigners. It is hoped that many of the principles in this guide will translate to other sectors. The guide is primarily intended for all staff and trustees working within organisations with an interest in campaigning for or influencing policy and politicians. It is not aimed at individual disabled children or family campaigners, although it is also hoped that children and families may find it interesting and useful. This guide aims to be both a headline introduction to influencing, and a collection of specific advice, based on experience of influencing for disabled children and their families.