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The green paper on special educational needs and disability
- Author:
- GILLLIE Christine
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- London
This Standard Note outlines the current special educational needs (SEN) system in England, and highlights the main proposals in the Government’s green paper on special educational needs and disability. The Green Paper considers how to achieve: better educational outcomes and life chances for children and young people with special educational needs and disabilities - from the early years through to the transition into adult life and employment; better early intervention to prevent problems later; and greater choice for parents in the schools their children attend and the support and services they receive, whether in a mainstream or special school setting. A selection of initial reaction to the green paper is provided. The note also includes information on the pathfinder programme to test key elements of the green paper’s proposals. The paper proposes: a new approach to identifying SEN through a single early years setting-based category and school-based category of SEN; a new single assessment process and Education, Health and Care Plan by 2014; local authorities and other services to set out a local offer of all services available; the option of a personal budget by 2014 for all families with children with a statement of SEN or a new Education, Health and Care Plan; strengthening parental choice of school, for either a mainstream or special school; and changing the assessment process to make it more independent.
Forgotten. left behind. overlooked. The experiences of young people with SEND and their educational transitions during the Covid-19 pandemic in 2020
- Author:
- ALL-PARTY PARLIAMENTARY GROUP FOR SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
- Publisher:
- All-Party Parliamentary Group for Special Educational Needs and Disabilities
- Publication year:
- 2021
- Pagination:
- 56
- Place of publication:
- London
Findings of an inquiry to further build the evidence base of the impact that Covid-19 has had upon young people’s mental health and wellbeing during transition; on learning outcomes during transition; on children and young people with SEND during transition, specifically in relation to the social and emotional wellbeing within the community; and to establish where the capacity and responsibility to address the impact of Covid-19 lies, whether this be with the Government, the sector, parents and young people themselves or a combination of all of these. The inquiry found that the Covid-19 pandemic has amplified the problems and issues that were already present in the SEND system. The manner and speed in which the lockdown and closure of school happened had a negative impact on children and young people with SEND and their families. Many were left without support. Funding for SEND provision has been of long-term concern with local authorities, school settings and families reporting deficits in the high-needs budget. The impact on schools of Covid-19 related costs and losses of income has exacerbated this crisis. In some cases, risk assessments were used to refuse attendance in school for young people with SEND. These assessments were often conducted without the input of families or the young people themselves. Mental health of young people with SEND, and that of their families, has been widely impacted by the pandemic. Anxiety was frequently reported. The report argues that the Government and Department for Education did not do enough to support children and young people with SEND during Covid-19. (Edited publisher abstract)
Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs: a guide for school staff
- Author:
- ANTI-BULLYING ALLIANCE
- Publisher:
- Anti-Bullying Alliance
- Publication year:
- 2016
- Pagination:
- 16
- Place of publication:
- London
A guide for school staff on tackling homophobic, biphobic and transphobic bullying for disabled children and young people with SEN. The document summarises what the literature says about prejudice based bullying, HBT bullying among disabled children and those with SEN, and whole school approaches to tackling bulling. It then sets out young people’s views and ideas about sex and relationships education in school, what they learnt about LGBT+ issues, where else they got information about this, and their ideas for how disabled young people should be given better LGBT+ information. The document also describes what, in the view of young people, schools could do to tackle homophobic, biphobic and transphobic bullying for disabled young people and young people with emotional or mental health difficulties. (Edited publisher abstract)
The right help at the right time in the right place: strategic review of learning provision for children and young people with complex additional support needs
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2012
- Pagination:
- 108p.
- Place of publication:
- Edinburgh
This report sets out the strategic vision for learning provision for children and young people with complex additional support needs in Scotland. The review process was undertaken in 2 phases, and included working groups, a call for evidence, parental engagement events, a literature review, and in-depth interviews with children and young people in a range of educational settings. The report sets out the findings and recommendations for provision across 4 themed areas: culture, complex additional support needs and expertise; policy choice and learning experiences; interagency working, planning and review; and national and local provision and the role of the Scottish Government. A total of 21 recommendations are made across these 4 areas. Three case studies of excellent practice are presented which demonstrate that getting the right help at the right time in the right place does make a real difference to the lives of children and young people with complex additional support needs and their families.
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.
Perspectives of inclusive education in Russia
- Authors:
- LARSKAIA-SMIRNOVA Elena, ROMANOV Pavel
- Journal article citation:
- European Journal of Social Work, 10(1), 2007, pp.89-105.
- Publisher:
- Taylor and Francis
This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students' identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.
Understanding the parents of children with special needs: collaboration between health, social and education networks
- Authors:
- TETREAULT S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(6), 2014, p.825–832.
- Publisher:
- Wiley
Context: In 2003, Quebec's Ministry of Health and Social Services (MSSS) and the Ministry of Education, Recreation and Sports (MELS) concluded the Agreement for the complementarity of services between the health and social services network and the education network. The objectives of the current investigation were to evaluate the implementation of this Agreement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this Agreement upon them and their children. Methods: Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Quebec. Data were analysed using content analysis. Results: Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non-existent. Conclusion: School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realise specific changes regarding work cohesion and service organisation for these groups. (Edited publisher abstract)