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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)
Special educational needs and disability: a guide for parents and carers
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 59
- Place of publication:
- London
This guide describes how the new system that supports children and young people with SEN or disabilities, and parents, is intended to work. It covers: the law and guidance on which the system is based; places to go for help and further information details about changes to the system from 1 September 2014. The guide may also be useful for staff dealing with the parents and carers of children and young people with SEND in schools and colleges and early years education settings. (Edited publisher abstract)
Supporting children with special educational needs (SEN): a guide for foster carers
- Author:
- WHO CARES? TRUST
- Publisher:
- Who Cares? Trust
- Publication year:
- 2015
- Pagination:
- 33
- Place of publication:
- London
This guide for foster carers introduces the key issues around looking after a child with special educational needs in England - from seeking a diagnosis to post-16 support. To make sure that children in care benefit as much as possible from the government reforms to the SEN system, foster carers need to know how children’s needs will be identified, assessed and met, as well as feel equipped to help them get the support they are entitled to. This guide sets out this process in an accessible and easy to read way, helping carers understand the system of support available, how to access the help children need, and who to turn to if things go wrong. (Edited publisher abstract)
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Children with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1997
- Pagination:
- 230p.
- Place of publication:
- London
Contains chapters on: legal rights of children with special needs; identifying children with special needs - assessment; request for assessment; the statutory duty to make provision for children with special needs; the code of practice on the identification and assessment of special educational needs; children under the age of five years; criteria for deciding to make a statement; annual reviews, amending statements and ceasing to maintain statements; rights of appeal; practice and procedure in tribunal; and appeals to the High Court from the tribunal and the enforcement of the statutory duties of local education authorities.
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.
Validating GO4KIDDS as a brief measure of adaptive skills in special education settings for children with severe intellectual disability
- Authors:
- PAN Xinyu, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.280-287.
- Publisher:
- Wiley
Background: Adaptive skills measures tend to be lengthy. The GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psychometric properties of G04KIDDS Brief Adaptive Scale in a large sample of children in special education. Methods: Teachers reported on 361 students with severe to profound intellectual disability. The scale's factor structure was examined through principal components analysis (PCA), while its convergent validity was examined in relation to the Vineland (VABS‐II; Vineland‐II adaptive behavior scales, Circle Pines, MN, AGS and 2005). Results: The PCA indicated a single component measuring overall adaptive skills, which had excellent internal consistency (alpha = 0.93), and convergent validity (Pearson's r = 0.81). Conclusions: Teacher‐reported scores on GO4KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning. (Edited publisher abstract)
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.
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.