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Transition to the new 0 to 25 special educational needs and disability system: departmental advice for local authorities and their partners
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 36
- Place of publication:
- London
- Edition:
- 3rd ed.
Departmental advice on changes to legislation relating to children and young people with special educational needs and disabilities (SEND). It explains the process for moving children and young people with SEND across from the old system to the new one introduced by the Children and Families Act 2014. This guidance focuses on: arrangements relating to statements of SEN and learning difficulty assessments during the transition period; timing of transfer; the transfer review process; and arrangements for those aged under 19 in youth custody during the transition period. (Edited publisher abstract)
An independent review of the work capability assessment: year five
- Author:
- LITCHFIELD Paul
- Publisher:
- Great Britain. Department for Work and Pensions
- Publication year:
- 2014
- Pagination:
- 105
- Place of publication:
- London
Reflects on the evolution of the work capability assessment since its introduction and considers some of the issues that the Department for Work and Pensions might need to take into account in the years to come. The WCA is designed to determine eligibility for employment and support allowance. It is a functional assessment based on the premise that eligibility should not be determined by the description of a person’s disability or health condition but by how their ability to function is affected, which may vary considerably between individuals. The report shows that the number of people assessed and found fit for work has significantly declined. It also highlights that perceptions of the WCA remain overwhelmingly negative and discusses the barriers that individuals with a learning disability face with the WCA process. The review identifies a number of key principles that the department should take into account in redesigning the WCA : any assessment should not only be fair but be perceived as such; there must be clarity of purpose - determining benefit eligibility and supporting employment outcomes may not be compatible objectives; residual elements of the medical model of disability should be eradicated in favour of a bio-psychosocial model; departmental staff should be at the heart of the assessment and should drive information requirements; any revised assessment should exploit information already provided to the DWP, rather than duplicating effort and incurring unnecessary expense; and decision makers and HCPs should see a representative range of cases and have appropriate training in the capability impact of common conditions. (Edited publisher abstract)
Construct and criterion validities of the Service Need Assessment Profile (SNAP): a measure of support for people with disabilities
- Authors:
- GUSCIA Roma, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(3), September 2006, pp.148-155.
- Publisher:
- Taylor and Francis
The Service Need Assessment Profile (SNAP) measures individual functional needs in areas of daily living. It produces a support profile, detailing the time allocations for staff support to assist in each area of need. The Supports Intensity Scale (SIS) is a support needs assessment scale designed to provide an objective measure of a person's need for support in medical, behavioural, and life activities. SIS can be used for individualised support planning, clinical judgements regarding support needs, resource allocation and financial planning. The Inventory for Client and Agency Planning (ICAP) assesses adaptive and maladaptive behaviours and gathers additional information to determine type and amount of special assistance that people with disabilities need. This study evaluated the construct and criterion validities of SNAP in relation to the SIS and ICAP, using assessment data from 114 individuals with a range of disabilities and levels of severity. Construct and criterion validities were supported for the SNAP by high correlations with SIS, ICAP, and staff estimates of support needs and by its capacity to discriminate between sub‐groups in expected ways. The results provide support for the use of SNAP as a support needs instrument.
This time it's personal: making self-directed support a reality for people with learning disabilities in Northamptonshire
- Authors:
- RICHARDS Sarahlee, WATERS John, FRISBY Brian
- Publisher:
- Northamptonshire County Council
- Publication year:
- 2008
- Pagination:
- 14p.
- Place of publication:
- Northampton
Self-directed service turns traditional public services on their head. In social care, for example, if someone is eligible for local authority funding, social workers devise a care plan that allocates the individual to services that are paid for and are commissioned by the local authority. It is rare for the individual to have much of a say in how services are designed, but self-directed services put the person at the centre of the action. Professionals help an individual assess their eligibility, and the person is then given an approximate budget so they can design services that make sense for them. Once the plan is approved by the authority, the money flows to the individual and on to the service providers of their choice. People who were once merely recipients of services become participants in planning and commissioning the services that support them. The present report looks at making self-directed support a reality for people with learning disabilities in Northamptonshire.
Rater bias and the measurement of support needs
- Authors:
- GUSCIA Roma, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(3), September 2006, pp.156-160.
- Publisher:
- Taylor and Francis
The development and use of support need instruments for funding disability services is a relatively recent initiative. Although the use of these measures appears at face value to provide an objective measure of support needs, little is known about their psychometric properties, particularly with respect to rater bias and purpose of assessment. A measure of support that has been developed in Australia to provide estimates of service needs and associated funding is the Service Need Assessment Profile (SNAP). This study investigated whether SNAP scores obtained for different assessment purposes – research and funding – are affected by rater bias, by comparing SNAP to 3 other measures of support from 29 people with intellectual disabilities.The authors found that SNAP scores completed for funding purposes showed an individual's support needs to be much greater than comparison scores on both SNAP and the 3 other measures obtained for research purposes. The results suggest that support measures such as SNAP may significantly overestimate support needs when raters know the assessment is being used for funding purposes
Preparing for adulthood: year 9 annual review guide
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 11
- Place of publication:
- Bath
This document highlights the specific requirements set out in the SEND code of practice regarding the year 9 review, particularly focussing on young people’s voice, the pathways and Preparing for Adulthood outcomes. The evidence shows that most of the challenges identified by local areas in supporting young people with special educational needs and disability into adulthood could be addressed if proper transition planning happened from school year nine. The guide highlight the support that year 9 reviews should identify and what fulfilling the statutory requirements of the code means in practice. Person-centred planning tools and examples are included. (Edited publisher abstract)
Not going to plan? Education, Health and Care plans two years on
- Author:
- LOCAL GOVERNMENT AND SOCIAL CARE OMBUDSMAN
- Publisher:
- Local Government and Social Care Ombudsman
- Publication year:
- 2019
- Pagination:
- 32
- Place of publication:
- Coventry
This report identifies some of the common problems the Local Government and Social Care Ombudsman has found when investigating parents’ concerns about the Education, Health and Care (EHC) plan process. The report finds that children with special educational needs and disabilities are increasingly being failed by the system designed to support them, Issues identified include severe delays when issuing a plan; not anticipating local needs; inadequate partnership working, with EHC plans regularly issued without advice from health or social care services; and a lack of oversight by senior staff. The report shows the Ombudsman is upholding 87 percent of SEND cases it investigates. The report includes case studies from real investigations carried out in the past two years since the EHC plan system came into force, with details of the . The case studies include the areas of: annual plan reviews, amending or ceasing a plan, involving the young person, transition planning to adulthood. The report offers senior council staff guidance and suggests ways they can scrutinise the services they offer families and the complaints they receive about those services.
Supporting aspirations - or not? Recent reforms on equality, the green paper on Special Educational Needs and the potential of a neurodiversity spectrum statement
- Authors:
- MACKENZIE Robin, WATTS John, HOWE Lati
- Journal article citation:
- Tizard Learning Disability Review, 17(1), 2012, pp.36-48.
- Publisher:
- Emerald
The purpose of this paper is to review current legal and policy initiatives focused on special educational needs and equality in England. It discusses issues concerning inclusion of children with special educational needs into mainstream education, and includes contributions from parents about their experience concerning inclusion and statements of special educational needs. It then comments on plans for reform set out in the 2011 Department of Education green paper on special educational needs, covering changes directly affecting schools and pupils with special educational needs, quality of education, and responses to the proposals. It also discusses the potential contribution of a neurodiversity spectrum statement to assess a wide range of characteristics, arguing that this would lead to a holistic approach to assessing differences in learning styles, thinking, communication and behaviour, and adapting teaching to suit these differences.
Parenting children affected by foetal alcohol syndrome: a guide for daily living: Ministry for Children and Families edition
- Author:
- GRAEFE Sara
- Publisher:
- Society of Special Needs Adoptive Parents
- Publication year:
- 1999
- Pagination:
- 71p., bibliog.
- Place of publication:
- Vancouver
Foetal Alcohol Syndrome (FAS) refers to a constellation of physical and mental birth defects that may develop in individuals whose mothers consumed alcohol during pregnancy. This publication aims to provide information about this life-long disability to help support carers and other people working with children with FAS. It starts with describing the characteristics and behaviour patterns that may be exhibited by children with FAS. It goes on to offer suggestions for parenting a child with FAS which have been found to be effective for some children. These strategies focus on effective communication and positive parenting. The publication also includes strategies for dealing with specific situations that make up daily living, such as dressing, bedtime, doing laundry, and answering the phone. Sections outlining special considerations for parenting infants and adolescents are provided, as well as a section on the needs of the caregiver. Information is also provided on how to obtain assessments and referrals, and dealing with the diagnosis. Suggestions are provided on how to discuss FAS with the child so that they can understand and face the challenges of their condition. The publication concludes with a list of further information on resources and support available to social workers, foster parents, and parents.
Support and aspiration: a new approach to special educational needs and disability: a consultation
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Stationery Office
- Publication year:
- 2011
- Pagination:
- 128p., bibliog.
- Place of publication:
- London
Children who are disabled or who have special educational needs have disproportionately poor life chances and outcomes. This Green Paper presents for consultation the government's proposals for reform of the system to support children and young people who are disabled or who have special educational needs. The main objectives of the proposals are: to support better life outcomes for young people (with a new approach to identifying special educational needs and a new single assessment process and Education Health and Care Plan by 2014), to give parents confidence by giving them more control (with local authorities and other services to set out a local offer of all services available and the option of a personal budget by 2014), and to transfer powers to professionals on the front line and to local communities (giving parents a choice of school and introducing greater independence to the assessment of children's needs). The proposals and questions for consultation are set out in 5 chapters: early identification and assessment, giving parents control, learning and achieving, preparing for adulthood, and services working together for families. As well as a four-month period of consultation, there will be practical testing in local areas with local pathfinder projects from September 2011.