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The role of the Independent Reviewing Officer (IRO) for children receiving short breaks
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2011
- Pagination:
- 7p.
- Place of publication:
- London
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.
Council for Disabled Children inclusion policy
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2008
- Pagination:
- 32p.
- Place of publication:
- London
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.
Taking part: how to have your say about what is important to young people: a guide for young disabled people aged 12 to 25
- Authors:
- NATIONAL TRANSITION SUPPORT TEAM, MENCAP, COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- London
This leaflet is an easy read guide for young disabled people aged 12 to 25 about how to get what they want from the youth service where they live. Explaining the Aiming High for Young People initiative, youth opportunity funding, speaking up about what is important, and how to find out more and have your say, this leaflet expands each point with a series of bullet points.
The use of eligibility criteria in social care services for disabled children
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2009
- Pagination:
- 3p.
- Place of publication:
- London
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.
Decision making toolkit: a practical guide to supporting young people with special educational needs and disabilities to make their own decisions and to be engaged in the best interests decision making process
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Children's Bureau
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- London
This decision making toolkit is a practical guide to support social workers, health practitioners, school and college staff, parent carers, families and anyone working directly with children and young people with special educational needs and disabilities (SEND). It is designed to be used in partnership with young people to support them to make their own decisions and to participate as fully (Edited publisher abstract)
Bullying and the Children and Families Act 2014: a briefing from the Anti-Bullying Alliance and the Council for Disabled Children, September 2015
- Authors:
- 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 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)
'Realistic positivity': understanding the additional needs of young children placed for adoption, and supporting families when needs are unexpected
- Authors:
- COUNCIL FOR DISABLED CHILDREN, HAMBLIN Emily
- Publisher:
- Council for Disabled Children
- Publication year:
- 2018
- Pagination:
- 87
- Place of publication:
- London
This research, funded by the National Institute for Health Research (NIHR) Children’s Policy Research Unit, looks at the challenge of supporting families when adopted children have unexpected additional needs. It explores how adverse early experiences impact on children’s health and development in highly individual ways and can make health issues or special educational needs, including common conditions such as autism, challenging to identify. The report presents the results of interviews with six adoptive parents and thirteen professionals to identify some of these challenges. The results are discussed in the following areas: how professionals identify and understand children’s needs; how prospective adopters are informed about children’s health and development before placement, and how they seek help if concerns arise after placement; stages and transitions involved in the early years of children’s lives, including placement for adoption; parents’ seeking and engagement with services and community resources, to professional and service responses to new or emerging concerns post-placement. The report calls upon adoption agencies to ensure clear and open communication with prospective adopters about children, and also about the services and support available to families. (Edited publisher abstract)
Securing good quality social care advice for education, health and care (EHC) plans
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2017
- Pagination:
- 9
- Place of publication:
- London
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)
Securing good quality health advice for education, health and care (EHC) plans
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2017
- Pagination:
- 12
- Place of publication:
- London
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)
Education, health and care plans: examples of good practice
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2016
- Pagination:
- 44
- Place of publication:
- London
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)