Search results for ‘Subject term:"learning disabilities"’ Sort:
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Special educational needs and disability data descriptors
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 5
- Place of publication:
- London
This consultation sought views from the sector on aligning data descriptors in the Schools Census and Individualised Learner Record (ILR) with regards to Special Educational Needs and Disability (SEND). Colleges, training organisations, local authorities and employers (FE providers) return learner data in the Individualised Learner Record (ILR) and schools return pupil data in the school census. The ILR and School Census contain different fields for SEND and the changes proposed in this document aim to make data collection more consistent. (Edited publisher abstract)
Special educational needs and disability data descriptors: government consultation response
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 16
- Place of publication:
- London
The government response to the consultation on SEND data descriptors in the school census and individualised learner record, including a summary of the responses we received. This is part of our long term aim to move to a consistent data collection to improve tracking of students, cohorts and specific needs groups, improve data quality, support planning and move towards a more consistent data collection across all age ranges. This document sets out the findings from the consultation, the government’s response and the changes that will come into effect for the 2015 to 2016 academic year. (Edited publisher abstract)
'Right to be heard': the Government's response to the consultation on learning disability and autism training for health and care staff
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 55
- Place of publication:
- London
Government response to the consultation on proposals for introducing mandatory learning disability and autism training for health and social care staff. This publication provides an analysis of the 5,155 responses received and sets out the Government’s plans to implement mandatory training. Areas covered by the consultation were: the planned content of the training; staff roles and training; how the training should be delivered; how to involve people with learning disabilities and autistic people in training; and; how the training should be mandated, monitored and evaluated in terms of its impact. The consultation found there was overwhelming support for the principle of mandatory training. Respondents also felt that having face to face component to training is important; training should involve people with lived experience; and that training must be proportionate to the requirements of the file. The document includes an action plan of Government commitments. (Edited publisher abstract)
No voice unheard, no right ignored: key themes from the consultation responses
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 118
- Place of publication:
- London
Between March and May 2015, the Department of Health asked people and organisations to share their views about strengthening the rights and choices of people to live in the community, especially people with learning disabilities, autism or mental health conditions. This document summarises the main trends in responses to the consultation. There were 481 responses to the consultation: half came from individuals or families, and half from organisations or groups. Most responses from individuals were from service users or family members and carers. Most responses from organisations were from voluntary sector groups, followed by local authorities and the NHS. The responses covered a range of themes, including: being part of the community; being listened to; the Mental Health Act 1983; budgets and finances; and physical and mental health. (Edited publisher abstract)
A summary of the consultation on changes to the allocation formulae for the learning disabilities commissioning transfer grant preserved rights grant and AIDS support grant
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2010
- Pagination:
- 25p.
- Place of publication:
- London
This document provides a summary of responses from the consultation on the allocation formulae for the 3 social care grants: Learning Disabilities Transfer Grant; the Preserved Rights Grant; and the AIDS Support Grant. The consultation paper set out potential options for allocation of each of the 3 social care grants from 1st April 2011. Respondents were invited to state their preferred options, and were also encouraged to provide comments or suggest alternative allocation options. Respondents were also asked to check the data held by the Department which was used to calculate 2 of the options. The consultation did not prejudge the outcome of the Spending Review, which considered the future form of the grants. The consultation ran from 27 July 2010 to 6 October 2010. In total, 157 responses to the consultation were received from a wide range of organisations and individuals including local authorities; NHS bodies; care trusts; and voluntary and independent sector organisations and user led organisations. The document summarises the responses received from the consultation in relation to each of the 3 grants, and the Governments response for each grant.
A new approach to area SEND inspections: consultation document
- Authors:
- OFSTED, CARE QUALITY COMMISSION
- Publishers:
- OFSTED, Care Quality Commission
- Publication year:
- 2022
- Place of publication:
- Manchester
This consultation seeks views on proposed changes to the way Ofsted and the Care Quality Commission (CQC) jointly inspect local area partnerships to assess how they work together to improve the experiences and outcomes of children and young people who have special educational needs and/or disabilities (SEND). The new Special Educational Needs and Disabilities (SEND) inspection framework will be introduced in England in 2023. It comprises nine proposals, including: focusing more on impact; criteria for evaluating impact; inspection outcomes; making recommendations in reports; updating and publishing strategic plans following an inspection; gathering more evidence directly from children and young people, and their families; including alternative provision; introducing monitoring inspections; and introducing engagement meetings. The consultation closes on 11 September 2022. (Edited publisher abstract)
Service model for people with a learning disability and behaviour that challenges: draft for consultation
- Author:
- NATIONAL INSTITUTE FOR HEALTH AND CARE EXCELLENCE
- Publisher:
- National Institute for Health and Care Excellence
- Publication year:
- 2019
- Pagination:
- 25
- Place of publication:
- London
A draft quality standard covering the design, delivery and coordination of support and services for children, young people and adults with a learning disability (or a learning disability and autism) and behaviour that challenges, and their families and carers. It describes what constitutes high-quality care in priority areas for improvement. The quality statements cover: the role of lead practitioners; the role of named lead practitioners; support for families and carers; access to specialist behavioural support services in the community; and housing. The closing date of the consultation is 18 March 2019. (Edited publisher abstract)
Learning disability and autism training for health and care staff: a consultation
- Author:
- GREAT BRITAIN. Department of Health and Social Care
- Publisher:
- Great Britain. Department of Health and Social Care
- Publication year:
- 2019
- Pagination:
- 39
- Place of publication:
- Leeds
Government consultation on the training and development health and social care staff need to better support people with a learning disability or autistic people, and making reasonable adjustments to support them. The consultation seeks views on the planned content of the training, how the training should be delivered, how to involve people with a learning disability or autistic people in training, and on mandating, monitoring and evaluating training. The consultation runs until 12 April 2019. (Edited publisher abstract)
Reducing the need for restraint and restrictive intervention. Children and young people with learning disabilities, autistic spectrum disorder and mental health difficulties. Draft guidance for consultation
- Authors:
- GREAT BRITAIN. Department of Health, GREAT BRITAIN. Department for Education
- Publishers:
- Great Britain. Department of Health, Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 49
- Place of publication:
- London
Draft guidance on reducing the need for restraint and restrictive intervention for children and young people with learning disabilities, autistic spectrum disorder and mental health needs. The guidance is designed to help health and care settings and special educational services to adopt a preventative approach to supporting children and young people whose behaviour challenges. It highlights action to improve planning, the assessment and management of risks and the use of evidence-based practice so that restraint is used only where necessary, by trained staff and in line with the law, core values and ethical principles. Sections of the guidance cover: adopting a positive and proactive approach to behaviour; values and principles that should be followed when developing policies and practice on behaviour and the use of restraint; a summary key actions for settings and services, and considerations when using different forms of restraint. The guidance is non-statutory and will apply to health and care settings and special educational settings. The guidance is open to consultation period unity 24 January 2018. (Edited publisher abstract)
Government response to No voice unheard, no right ignored: a consultation for people with learning disabilities, autism and mental health conditions
- Author:
- GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 2015
- Pagination:
- 40
- Place of publication:
- London
This government response sets out its proposed actions to strengthening the rights and choices of people to live in the community, especially people with learning disabilities, autism or mental health conditions. The proposals balance the need for urgent progress with the need to effect longer term system-wide change by covering three phases: early actions to sustain current momentum; further changes, including proposed legislative changes; and a third phase exploring more radical solutions to longer-term issues. Legislative proposals are put forward where the required change is not possible within the current system, or where stakeholders do not have confidence that existing arrangements will achieve the required changes. The paper also proposes a clear commitment to monitoring and considering further intervention if the necessary improvements are not achieved. (Edited publisher abstract)