Search results for ‘Subject term:"learning disabilities"’ Sort:
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Greater expectations: provision for learners with disabilities
- Author:
- ADULT LEARNING INSPECTORATE
- Publisher:
- Adult Learning Inspectorate
- Publication year:
- 2006
- Pagination:
- 29p.
- Place of publication:
- Coventry
People with learning difficulties and disabilities are also needed, as vitally important contributors to the world of work and the fulfilment of the national skills strategy: for their own benefit and that of our nation. That is the central message of this report. It criticises nobody for the sake of being critical. It blames nobody at all. But it does say that there is a wealth of energy and talent which is still denied its fulfilment, for reasons which in many cases are no longer relevant.
Adults with learning disabilities: implementation of 'The same as you?' Scotland 2003
- Author:
- SCOTLAND. Scottish Executive. National Statistics
- Publisher:
- Scottish Executive National Statistics
- Publication year:
- 2003
- Pagination:
- 13p.
- Place of publication:
- Edinburgh
Report of a research study into the costs of village communities
- Author:
- CRONSHAW Phil
- Publisher:
- Great Britain. Department of Health
- Publication year:
- 1996
- Pagination:
- 37p.,bibliog.
- Place of publication:
- London
Provides details of research into the costs of village communities for people with learning difficulties.
An evaluation of adult training centres in Scotland
- Authors:
- SEED Philip, THOMSON Margaret, PILKINGTON Fiona
- Publisher:
- Great Britain. Scottish Office. Social Work Services Group
- Publication year:
- 1988
- Pagination:
- 60p., tables, bibliog.
- Place of publication:
- Edinburgh
Reports into research which highlighted the need for a national policy and favoured models of practice in ATCs.
Learning disability: Improving Lives programme
- Author:
- WALES. Welsh Government
- Publisher:
- Welsh Government
- Publication year:
- 2018
- Pagination:
- 22
- Place of publication:
- Cardiff
This review was set up to better understand whether people with a learning disability in Wales have what they need to lead successful lives and to examine how services could be strengthened. It involved a desk top review of information and meetings with over 2,000 people, including people with a learning disability, parents and carers. The review took a life course approach and maps key issues, risk and protective factors for: Early years, Adolescence, Early adulthood, Mid life and Later life. The recommendations are focused on the Prosperity for All five cross cutting themes of: early years, housing, social care, health, and education and employment. The findings from the experts by experience are that there are pockets of good practice and strong services, however, too many have to fight for support to enable them to have an ordinary life. The three priorities of the recommendations are: to reduce health inequalities, improve community integration, and to enable improved strategic and operational planning and access to services. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
Research on funding for young people with special educational needs: research report
- Authors:
- PARISH Natalie, BRYANT Ben
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 154
- Place of publication:
- London
A research study into funding arrangements and practices for young people with special educational needs, providing insights into the way funding is spent, the reasons for differences between spending patterns in different local authorities, and the options for changing the ways in which high-needs funding is distributed in future. Drawing on a review of the existing literature, fieldwork visits to 13 local education systems and analysis of options for a future funding system, the report focuses on the mechanics of funding in relation to national-to-local distribution, early years, mainstream schools, special schools, post-16 providers and top-up funding and identifies areas that are working well and what is proving more challenging. The report suggests that while there remain a number of areas in which the SEN funding system is not yet working as well as it could, the fundamental ideas that underpinned the 2013 funding reforms have undoubtedly moved the system forward in a positive way. The report sets out 17 proposals for the Department of Education to consider on how the SEN funding system might be improved. These fall into three different categories, as they are designed to: shine a light on effective practice and on how the current system is intended to work; improve the way in which funding is allocated to make it either fairer, more transparent or to ensure that it is better targeted at need; and enable better decision-making by frontline professionals. (Edited publisher abstract)
Special educational needs and disability pathfinder programme evaluation: summary of interim impact findings: research report
- Authors:
- CRASTON Meera, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- London
This summary presents the interim findings from the ongoing impact evaluation of the SEND pathfinder programme, through which pathfinder families and a matched group of comparator families are being asked to provide their views on the support they have received. The report reflects the views of 328 pathfinder families who completed their education, health and care (EHC) plans between August 2013 and January 2014, and 1,000 comparison families that experienced the pre-pathfinder systems. The results from the interim analysis provide a range of positive findings, highlighting improvement around a good number of the process variables which are central to the reforms, such as being child / family centred and generating increased satisfaction with the overall process. More specifically, the pathfinder families reported statistically significant improvement in relation to: their views being taken into consideration in assessment and reviews; their suggestions being listened to during the process; the decisions made about their child's support reflecting the family's views; the straightforwardness of the process to obtain support; the effectiveness of information-sharing among professionals involved in their child's assessment; having at least one key worker working with their family; the length of the assessment and planning process; and overall satisfaction with the assessment and planning processes. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 67
- Place of publication:
- Edinburgh
Disabled children have broadly the same aspirations as non-disabled children and the outcomes they would like to achieve are therefore similar. However, for many disabled children and young people, there are fundamental outcomes that need to be achieved as a foundation for others, including and especially, communication. This project focused on better understanding ‘outcome models’ for all children and young people and for children and young people in the diverse and challenging context of disability. This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing (“Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included”) for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. (Edited publisher abstract)
Developing an outcomes model for disabled children in Scotland
- Author:
- CHILDREN IN SCOTLAND
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2013
- Pagination:
- 3
- Place of publication:
- Edinburgh
This research was commissioned by the Scottish Government’s Children’s Rights and Wellbeing Division to identify and develop an outcomes model based on Getting It Right for Every Child (GIRFEC), and the SHANARRI indicators of wellbeing, for disabled children and young people in Scotland. It was to include both children with disabilities as defined by the Equality Act 2010 and those defined as having additional support needs in the context of the Education (Additional Support for Learning) (Scotland) Act 2004. The project was modified early on to focus on mapping outcomes work that is already in progress, and to identify the essential components of outcomes models. These research findings summarises the main report's findings. (Edited publisher abstract)