Search results for ‘Subject term:"learning disabilities"’ Sort:
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An equal right to sight: why eye care for children with learning disabilities needs reform
- Author:
- SeeABILITY
- Publisher:
- SeeABILITY
- Publication year:
- 2015
- Pagination:
- 24
- Place of publication:
- Epsom
This report suggests that children with learning disabilities are 28 times more likely to have a serious sight problem than other children, but are less likely to be able to communicate their concerns to parents/carers should any problems develop. For some children, not having a pair of glasses is impeding their ability to make sense of their world and acquire skills. What is more, identification of sight problems is often symptom led and behaviour may be wrongly attributed to the diagnosis of learning disability, rather than a sight problem. The report finds: insufficient vision screening to pick up issues early on; fragmented pathways of care and communication; a rigid primary eye care contract for sight testing services and glasses; inadequate funding; and eye care low on child public health priorities. The report calls for the government to ensure children in special schools: are offered a comprehensive specialist sight test when they first start at school; are offered an annual specialist sight test (or more often if necessary) performed in the familiar surroundings of their special school; have their glasses fitted and be supported to get used to them, within their special school; and have their test results explained to them, their families and teachers, as well as their health professionals, throughout their school life and in transition to adulthood. (Edited publisher abstract)
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 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)
Bullying and the Children and Families Act 2014: a briefing from the Anti-Bullying Alliance and the Council for Disabled Children, September 2015
- Authors:
- ANTI-BULLYING ALLIANCE, COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Anti-Bullying Alliance
- Publication year:
- 2015
- Pagination:
- 5
- Place of publication:
- London
The Children and Families Act 2014 includes new duties on local authorities for how services and support are delivered for disabled children and young people and those with Special Educational Needs (SEN). As a result of these reforms the SEND Code of Practice was re-written. A disproportionate amount of disabled children and young people and those with SEN are bullied in schools and the revised Code of Practice introduces new duties and guidance for local authorities and schools about bullying. This briefing aims to explain these new duties and provide clarity around what effective practice looks like. It covers: bullying and the local offer; cyberbullying, internet safety and the local offer; taking bullying into account when identifying special educational needs; and School SEN Information Report and bullying. (Edited publisher abstract)
Disabled or differently-enabled? dyslexic identities in online forum postings
- Authors:
- THOMPSON Christine, BACON Alison M., AUBURN Timothy
- Journal article citation:
- Disability and Society, 30(9), 2015, pp.1328-1344.
- Publisher:
- Taylor and Francis
This study presents a novel exploration into how people with dyslexia construct personal identities within anonymous, unsolicited, postings to an online discussion forum. An interpretational phenomenological analysis suggested three key identities: learning-disabled, differently-enabled and societally-disabled. These are discussed in terms of the extent to which they draw differentially on a discourse of disability as opposed to one of individual difference. The identities are to an extent malleable and overlapping according to context. Postings suggested overall that while some contributors constructed themselves as differently-enabled and celebrated dyslexia-related abilities, others sensed themselves having a disabled identity imposed upon them. Dyslexia is perceived as negatively construed within a society which promotes literacy and cognitive acuity as essential aspects of educational and social competence and where learning differences are poorly tolerated. In addition, this study highlights the potential of online forum contributions in the study of social influences in under-researched groups. (Publisher abstract)
Local authority registers of people with disabilities, Wales, 31 March 2015
- Author:
- JONES Robin
- Publisher:
- WALES. Welsh Government. Knowledge and Analytical Services
- Publication year:
- 2015
- Pagination:
- 9
- Place of publication:
- Cardiff
Statistical release summarising information on people with disabilities registered with local authorities in Wales at 31 March 2015. Data covers registers of people with learning disabilities, with breakdown by accommodation type and age; and registers of people with physical or sensory disabilities. (Edited publisher abstract)
Achieving successful transitions for young people with disabilities: a practical guide
- Authors:
- HUGHES Jill, LACKENBY Natalie
- Publisher:
- Jessica Kingsley
- Publication year:
- 2015
- Pagination:
- 208
- Place of publication:
- London
This best practice guide provides a blueprint for managing seamless transitions between services for young people aged 16-25 with additional needs, including learning disabilities, physical disabilities, complex health needs and sensory impairments. The authors cover a wide range of transitions, including moving from children's to adult's services, from school to college, leaving education and gaining work experience and employment and supporting young people to live independently. They include key information on policy and legislation, the statutory duty of local authorities and health, housing and education agencies, and describe the impact of the new Education, Health and Care (EHC) Plans. With a wealth of practical, common sense guidance for navigating this complex area of work in a timely, efficient and cost-effective manner, the book will guide practitioners and students step-by-step through the process of managing transitions, highlighting best practice and providing evidence-based models to ensure the best possible outcomes for service users and their families. (Edited publisher abstract)
The choice agenda in the Australian supported housing context: a timely reflection
- Authors:
- WRIGHT Courtney J., MUENCHBERGER Heidi
- Journal article citation:
- Disability and Society, 30(6), 2015, pp.834-848.
- Publisher:
- Taylor and Francis
The last 30 years has seen significant developments in the Australian housing sector for people with disabilities. Despite much change in the sector, and advancements in disability services, the range of current supported housing options for younger Australian adults with a neurological disability remains vastly under-developed. This is despite a widely accepted and endorsed recognition that, as is the general population, people with all forms of disability have a right to housing of their choice. This paper presents a timely critique of the key actions made by the Australian disability and housing sectors and subsequently proposes a more informed approach to supported housing design and development: one that is based on a comprehensive understanding of consumer housing priorities and preferences, and is conducive to a person’s biopsychosocial health. (Publisher abstract)
Good, bad or absent: discourses of parents with disabilities in Australian news media
- Authors:
- FRASER Vikki, LLEWELLYN Gwynnyth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(4), 2015, pp.319-329.
- Publisher:
- Wiley
Background: News media frames public perceptions. As such, news media becomes a useful source of analysis to understand the presence (or otherwise) of people with disabilities, particularly intellectual disabilities, within parenting discourses. Method: Using Critical Discourse Analysis, this article examines major Australian newspapers over the period from January 2004 to December 2008, critiquing the construction of parenting and disability. A small number of articles are examined in close depth for tone, polarity syntactic and paradigmatic choice, deconstructing the underlying discourses that shape the article and thereby popular perceptions of parenting and disability. Discussion: Discourses of care and child protection are emphasized in news articles about parenting, creating perceptions that negate the role of people with disabilities as parents. Such perceptions result in a systematic symbolic castration of people with intellectual disabilities from the role of parent in Australian society. Conclusion: By providing a framework for understanding the public perceptions of parents with disabilities (particularly intellectual disabilities), this paper demonstrates that changes are necessary in Australian media reporting on parents with disabilities to bring such reporting more closely in line with the United Nations Convention on the Rights of Persons with Disabilities, 2006. (Edited publisher abstract)
‘Community fear and harassment’: learning difficulties and hate crime incidents in the north-east of England
- Author:
- MACDONALD Stephen J.
- Journal article citation:
- Disability and Society, 30(3), 2015, pp.353-367.
- Publisher:
- Taylor and Francis
The aim of this study is to examine the relationship between impairment, disabling barriers and risk factors relating to hate crime incidents. The study analyses quantitative data collected in 2011–2012 where there were 81 incidents of disability hate crime reported in the Tyne and Wear area of England. The research discovered that in the Tyne and Wear region people with learning difficulties have a greater likelihood of experiencing hate crime than do people with other impairments. Although there was no significant difference between impairment and types of hate crime incidents recorded (i.e. verbal abuse/harassment, violence and criminal damage), there were distinct differences between police and victim support responses to victims which correlated to impairment categories (p ≤ 0.05). The study concludes by suggesting that owing to specific disabling barriers experienced by people with learning difficulties, this group is at increased risk of being victimised and is less likely to receive support from criminal justice agencies. (Publisher abstract)