This paper outlines the key messages the office has heard from children and translates them into three over-arching ambitions: to ensure all children and young people get support that reflects their ambitions; to ensure that all children are getting timely and effective support, locally, with a focus on early intervention; to ensure that all children have consistent, excellent experiences wherever they are in the system. The Children's Commissioner is committed to ensuring that children's voices are at the heart of the Department for Education's (DfE) SEND Green Paper consultation. To inform this, the Children's Commissioner's Office (CCo) spoke with 55 children, and young people with additional needs across a range of education settings and analysed the consistency and accessibility of 650 Education, Health and Care Plans (EHCPs). In addition, as part of the office's attendance work, the team spoke to hundreds of children, teachers, and local authorities to understand why children with SEND are overrepresented in terms of low attendance at school. Four key messages emerged from the office's work: children are ambitious, but do not always have excellent support; the SEND system should work for all children; children want services to work together to provide seamless support; children don't always feel understood. These four core messages from children have been developed into three over-arching ambitions for the Government's SEND Green Paper. These are: ensure all children and young people get support that reflects their ambitions; ensure that all children are getting timely and effective support, locally, with a focus on early intervention; ensure that all children have consistent, excellent experiences wherever they are in the system.
(Edited publisher abstract)
This paper outlines the key messages the office has heard from children and translates them into three over-arching ambitions: to ensure all children and young people get support that reflects their ambitions; to ensure that all children are getting timely and effective support, locally, with a focus on early intervention; to ensure that all children have consistent, excellent experiences wherever they are in the system. The Children's Commissioner is committed to ensuring that children's voices are at the heart of the Department for Education's (DfE) SEND Green Paper consultation. To inform this, the Children's Commissioner's Office (CCo) spoke with 55 children, and young people with additional needs across a range of education settings and analysed the consistency and accessibility of 650 Education, Health and Care Plans (EHCPs). In addition, as part of the office's attendance work, the team spoke to hundreds of children, teachers, and local authorities to understand why children with SEND are overrepresented in terms of low attendance at school. Four key messages emerged from the office's work: children are ambitious, but do not always have excellent support; the SEND system should work for all children; children want services to work together to provide seamless support; children don't always feel understood. These four core messages from children have been developed into three over-arching ambitions for the Government's SEND Green Paper. These are: ensure all children and young people get support that reflects their ambitions; ensure that all children are getting timely and effective support, locally, with a focus on early intervention; ensure that all children have consistent, excellent experiences wherever they are in the system.
(Edited publisher abstract)
Subject terms:
children, special educational needs, disabilities, access to services;
European Journal of Social Work, 24(4), 2021, pp.617-628.
Publisher:
Taylor and Francis
This study examines how childhoods are constructed within the assessment process concerning respite care for children with disabilities in Sweden. The social workers need to take into consideration the needs of the child with disabilities as well as those of the parents and siblings. The application for respite care compels the social worker to prioritise needs, evaluate children’s development and define what constitutes a good childhood. One of the results of such a process is a construction of childhood for children with disabilities which contains a strong focus on practising and developing, whereas their siblings are perceived as needing relaxation and quality time with their parents. It matches the childhood sociological concepts of ‘becomings’ and ‘beings’, where children with disabilities
This study examines how childhoods are constructed within the assessment process concerning respite care for children with disabilities in Sweden. The social workers need to take into consideration the needs of the child with disabilities as well as those of the parents and siblings. The application for respite care compels the social worker to prioritise needs, evaluate children’s development and define what constitutes a good childhood. One of the results of such a process is a construction of childhood for children with disabilities which contains a strong focus on practising and developing, whereas their siblings are perceived as needing relaxation and quality time with their parents. It matches the childhood sociological concepts of ‘becomings’ and ‘beings’, where children with disabilities are stressed as ‘becoming’ and continually needing to develop their skills.
Subject terms:
children, social work, disabilities, short break care;
Journal of Children's Services, 16(2), 2021, pp.117-131.
Publisher:
Emerald
Purpose: This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach: An exploratory design was used to gather information to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value: This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value
(Edited publisher abstract)
Purpose: This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach: An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings: Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value: This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.
(Edited publisher abstract)
Subject terms:
early years education, families, disabilities, children;
This report presents the statistics on SEND available for England, compared to a selected comparison group of All English regions. This should help to assess how well arrangements since the reforms are working and compare delivery across local areas. The aim is to bring local area SEND data into one place, providing an evidence base that can be a starting point for conversations at a local and national level on progress and priorities. However, this is not a checklist against which local areas should measure performance. These statistics tell only part of the story, and what makes a successful outcome will vary hugely for individual children and young people. Much of the information below is education-focused – this is because most of the data available currently relates to education. Report contents include: local area SEND information; implementation of the reforms; attainment of pupils with SEN; preparation for adulthood; experience of the system. The data in the metrics will update automatically each time the latest data is published.
(Edited publisher abstract)
This report presents the statistics on SEND available for England, compared to a selected comparison group of All English regions. This should help to assess how well arrangements since the reforms are working and compare delivery across local areas. The aim is to bring local area SEND data into one place, providing an evidence base that can be a starting point for conversations at a local and national level on progress and priorities. However, this is not a checklist against which local areas should measure performance. These statistics tell only part of the story, and what makes a successful outcome will vary hugely for individual children and young people. Much of the information below is education-focused – this is because most of the data available currently relates to education. Report contents include: local area SEND information; implementation of the reforms; attainment of pupils with SEN; preparation for adulthood; experience of the system. The data in the metrics will update automatically each time the latest data is published.
(Edited publisher abstract)
Subject terms:
children, special educational needs, disabilities, educational performance;
Child and Youth Care Forum, 50(4), 2021, pp.679-699.
Publisher:
Springer
Background: Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being. Objective: The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities. Method: Review methods included rigorous criteria
(Edited publisher abstract)
Background: Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being. Objective: The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities. Method: Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005–2017. A final selection of 147 studies are included in this review. Results: A critical assessment of the literature revealed that the majority of interventions are aimed at ‘fixing’ the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion. Conclusions: Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children’s and youth's own perspectives on social inclusion in the context of childhood disability.
(Edited publisher abstract)
British Journal of Occupational Therapy, 84(5), 2021, pp.307-316.
Publisher:
Sage
Introduction: Children and young people with developmental coordination disorder experience multiple occupational performance and participation challenges across environments. Research to date has not fully explored occupational therapy practice with children with developmental coordination disorder and their families. This study aims to describe current occupational therapy practice with children with developmental coordination disorder. Method: This study used a cross-sectional, online qualitative vignette survey methodology. International occupational therapists who were working with or had worked with children with developmental coordination disorder within the previous 5 years were invited to participate. Following a case vignette, clinicians were asked questions prompting them to describe their practice based upon the vignette. The data were analysed thematically. The Consolidated Criteria for Reporting Qualitative Research and Checklist for Reporting Results of Internet E-Surveys reporting guidelines were adhered to. Findings: Fifty-three valid responses were analysed. Analysis identified three themes describing occupational therapy practice with children with developmental coordination disorder: (a) a collaborative approach to establish occupation-focused goals; (b) occupation-focused assessment to guide therapy and diagnose developmental coordination disorder; and (c) the use of occupation-based interventions incorporating multiple strategies to enhance occupational engagement. Conclusion: This study suggests that current occupational therapy practice with children with developmental coordination disorder is collaborative, occupation-focused, and multi-component. Findings highlight a gap between the complexity of practice and the nature of interventions evaluated in research to date.
(Edited publisher abstract)
Introduction: Children and young people with developmental coordination disorder experience multiple occupational performance and participation challenges across environments. Research to date has not fully explored occupational therapy practice with children with developmental coordination disorder and their families. This study aims to describe current occupational therapy practice with children with developmental coordination disorder. Method: This study used a cross-sectional, online qualitative vignette survey methodology. International occupational therapists who were working with or had worked with children with developmental coordination disorder within the previous 5 years were invited to participate. Following a case vignette, clinicians were asked questions prompting them to describe their practice based upon the vignette. The data were analysed thematically. The Consolidated Criteria for Reporting Qualitative Research and Checklist for Reporting Results of Internet E-Surveys reporting guidelines were adhered to. Findings: Fifty-three valid responses were analysed. Analysis identified three themes describing occupational therapy practice with children with developmental coordination disorder: (a) a collaborative approach to establish occupation-focused goals; (b) occupation-focused assessment to guide therapy and diagnose developmental coordination disorder; and (c) the use of occupation-based interventions incorporating multiple strategies to enhance occupational engagement. Conclusion: This study suggests that current occupational therapy practice with children with developmental coordination disorder is collaborative, occupation-focused, and multi-component. Findings highlight a gap between the complexity of practice and the nature of interventions evaluated in research to date.
(Edited publisher abstract)
TOGETHER FOR SHORT LIVES, JULIA’S HOUSE CHILDREN’S HOSPICE
Publisher:
Together for Short Lives
Publication year:
2020
Pagination:
27
Place of publication:
London
This report evidences the positive impact that short breaks for respite have on families of children with life-limiting conditions. It estimates that 11 percent of parents of children who need respite delivered by children’s palliative care providers would experience significantly less stress and improved mental and physical health if they could access them. Key headlines include: reduced stress leads to better physical health among parents. Demand for GP services declines by 8 per cent as a result of an individual moving out of the most stressed category; reduced stress also leads to better mental health among carer parents – demand for mental health services falls by 49 per cent as an individual moves out of the most stressed category; short breaks are likely to have a positive impact on siblings and reduce the risk of parental relationships breaking up. Recommendations include a call for the government to deliver on the benefits of short breaks by filling the £434 million gap in funding for social care services for all disabled children in England and their families by creating an annual ring-fenced grant.
(Edited publisher abstract)
This report evidences the positive impact that short breaks for respite have on families of children with life-limiting conditions. It estimates that 11 percent of parents of children who need respite delivered by children’s palliative care providers would experience significantly less stress and improved mental and physical health if they could access them. Key headlines include: reduced stress leads to better physical health among parents. Demand for GP services declines by 8 per cent as a result of an individual moving out of the most stressed category; reduced stress also leads to better mental health among carer parents – demand for mental health services falls by 49 per cent as an individual moves out of the most stressed category; short breaks are likely to have a positive impact on siblings and reduce the risk of parental relationships breaking up. Recommendations include a call for the government to deliver on the benefits of short breaks by filling the £434 million gap in funding for social care services for all disabled children in England and their families by creating an annual ring-fenced grant.
(Edited publisher abstract)
Subject terms:
children, short break care, disabilities, palliative care;
Disability and Society, 34(7-8), 2019, pp.1102-1124.
Publisher:
Taylor and Francis
In this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has
(Publisher abstract)
In this process-oriented article, the authors weave short personal narratives with theoretical reflections to examine the relationship between Disability Studies scholarship and parenting children with disabilities. The authors present three findings: first, their position as parent-teacher-scholars informs their work in Disability Studies. Second, the work of Disability Studies scholars has the potential to positively influence parents’ understandings of disability; consequently, Disability Studies-informed parenting can influence parent advocacy for their children. Third, parent-scholars have the potential to create research that can positively impact parents, practitioners, and the field of Disability Studies. The authors conclude by arguing that there is a need for Disability Studies scholarship for and by parents. This work is significant because it challenges divisions between theory and practice, and articulates a need and responsibility for parents to grapple with alternative understandings of disability and alternative (collective) ways to create better social conditions for their children.
(Publisher abstract)
Semi-structured interviews were conducted with boys and young men who have Duchenne muscular dystrophy (DMD), a severe, degenerative condition that only affects boys. The main focus of the interviews was to explore how the participants thought they might make a decision to take part in medical research. To better understand this, aspects of the participants’ lives were discussed; they talked about the impact of discomfort and declining mobility, and the social issues they experienced, such as discrimination and a sense of difference. Their observations indicate that living with a degenerative condition has physical and social impacts, and that there are limited opportunities for them to talk about these issues. It was also apparent that parents are key figures who provide care for their child, often in the absence of comprehensive support services. Raising these matters privileges the experiences of severely disabled children and young people, who live with increasing muscle weakness, disablist attitudes and intensifying support needs. Their contributions build on understandings of life with a degenerative condition, highlighting the intersection of impairment and social issues in their lived experience.
(Original abstract)
Semi-structured interviews were conducted with boys and young men who have Duchenne muscular dystrophy (DMD), a severe, degenerative condition that only affects boys. The main focus of the interviews was to explore how the participants thought they might make a decision to take part in medical research. To better understand this, aspects of the participants’ lives were discussed; they talked about the impact of discomfort and declining mobility, and the social issues they experienced, such as discrimination and a sense of difference. Their observations indicate that living with a degenerative condition has physical and social impacts, and that there are limited opportunities for them to talk about these issues. It was also apparent that parents are key figures who provide care for their child, often in the absence of comprehensive support services. Raising these matters privileges the experiences of severely disabled children and young people, who live with increasing muscle weakness, disablist attitudes and intensifying support needs. Their contributions build on understandings of life with a degenerative condition, highlighting the intersection of impairment and social issues in their lived experience.
(Original abstract)
Journal of Family Social Work, 19(4), 2016, pp.286-327.
Publisher:
Taylor and Francis
Place of publication:
Philadelphia, USA
During early childhood, children require major support that is tailored toward their specific needs. For children with disabilities, families play a crucial part in providing the needed services. However, families often lack the knowledge, resources, and skills that would help them in overcoming challenges that arise while raising a child with disability. Although much research has focused on defining the needs of families with children with disabilities and the impact of disability on the family system, many questions remain. A comprehensive perspective is needed to identify the types of support families provide to the child with a disability, the impact of providing that support on family members, the support systems that are available to families, and the impact of support on society.
(Publisher abstract)
During early childhood, children require major support that is tailored toward their specific needs. For children with disabilities, families play a crucial part in providing the needed services. However, families often lack the knowledge, resources, and skills that would help them in overcoming challenges that arise while raising a child with disability. Although much research has focused on defining the needs of families with children with disabilities and the impact of disability on the family system, many questions remain. A comprehensive perspective is needed to identify the types of support families provide to the child with a disability, the impact of providing that support on family members, the support systems that are available to families, and the impact of support on society. This review consolidates the empirical research to date on family support during early childhood and outlines areas of research that need further exploration.
(Publisher abstract)
Subject terms:
children, disabilities, family support, literature reviews;