Search results for ‘Subject term:"learning disabilities"’ Sort:
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Raising attainment for pupils with special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2001
- Pagination:
- 18p.
- Place of publication:
- Edinburgh
A recipe for pioneering research
- Author:
- HEGARTY John R.
- Journal article citation:
- Community Living, 9(1), July 1995, pp.14-15.
- Publisher:
- Hexagon Publishing
Describes the M.A in Community Care at Keele University, for many years the only post-graduate course in learning disability in Britain.
Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities
- Authors:
- BEATON Mhairi C., CODINA Geraldene N., WHARTON Julie C.
- Journal article citation:
- British Journal of Learning Disabilities, 49(4), 2021, pp.393-402.
- Publisher:
- Wiley
Background: To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Methods: Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. Findings: The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Conclusion: Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities. (Edited publisher abstract)
Trends in the identification of children with learning disabilities within state schools in England
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.108-112.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability within state schools in England. Design/methodology/approach: Data based on the school census conducted by the DfE was examined annually for 2009/2010 to 2014/2015, to determine the number of children identified as having moderate learning difficulty (MLD), severe learning difficulty (SLD) or profound multiple learning difficulty (PMLD) within state schools in England, at two levels: having a Statement of Educational Needs/Education Health Care Plan, or at School Action Plus. Findings: The number of children identified as MLD reduced substantially over time, for both statemented children and children identified at the School Action Plus level. In contrast, the smaller number of statemented children with SLD or PMLD increased over time, in line with increasing school rolls and epidemiological trends. Research limitations/implications: Further work is needed to understand the sharp reduction in the number of children being identified as having MLD within schools, and the educational support being offered to this group of children. Better information is also needed on children with learning disabilities not being educated in the state school sector. Originality/value: This paper highlights important trends in the identification of children with learning disabilities in state schools in England, with consequences for how large groups of children are being supported.
Finding employment and inclusion in society for people with learning disabilities
- Author:
- HUMBER Lee
- Journal article citation:
- Learning Disability Today, 13(1), January/February 2013, pp.22-24.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Finding a job may be a way for people with learning disabilities to become included in society. However, the employment rate for people with learning disabilities in the UK remains very low. This article presents the findings of research which explored the experiences and reflections of people with learning disabilities about employment. Interviews were conducted with students with learning disabilities at further education colleges and other education providers, older people with learning disabilities who spent time at day centres, and a range of teachers and other education providers. The findings showed that people with learning disabilities considered employment as a way of showing their social value. Wages were seen as a measure of how highly an employer values you and gave access to the things non-disabled people enjoy. The vast majority of the participants wanted work. However, systematic failure, attitudinal problems and the assignment of abstract identity types combine to continue to constrain the extent to which people with learning disabilities can find and keep work. The research demonstrated problems both with the way that employment support providers help people with learning disabilities to find work and with the ways people with learning disabilities are prepared for work by specialised education systems.
The education and employment of disabled young people
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- York
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
Rights of people with intellectual disabilities: access to education and employment
- Author:
- OPEN SOCIETY INSTITUTE. EU Monitoring and Advocacy Program
- Publisher:
- Open Society Institute
- Publication year:
- 2005
- Pagination:
- 200p.
- Place of publication:
- Budapest
Reports on the rights of people with intellectual disabilities in the UK. The report monitors the degree to which existing international standards and national legislation are heeded and applied. The report includes specific policy recommendations targeting both domestic and international decision-makers.
The reported effects of the pandemic on pupils in special schools and colleges and what they need now
- Authors:
- SKIPP Amy, et al
- Publishers:
- National Foundation for Educational Research, Nuffield Foundation, ASK Research
- Publication year:
- 2021
- Pagination:
- 35
- Place of publication:
- Slough
Findings from a study on the effect of the Covid-19 pandemic on pupils’ return to their special schools and colleges since Autumn 2020. The paper focuses on the effects of the disruption throughout the pandemic (including a further restriction of education provision between January to February 2021) and identifies what the special education sector, pupils and families need to help them recover. It covers: effects on academic progress; effects on wider developmental progress; provision of health and care support; emotional wellbeing; and ongoing support needs. The findings show that pupils in special settings experienced greater learning losses than pupils in mainstream settings due to the pandemic; pupils with EHCPs have experienced further developmental losses; legally required Health and Care input has been severely disrupted; the wellbeing of families and staff has been negatively impacted; proposed recovery support does not meet the needs of pupils with SEND. The report recommends that the Educational Recovery Fund should be made appropriate to support the needs of pupils with SEND; there should be greater funding for the Health and Care needs of pupils with SEND; support should also be provided for their families, particularly in relation to their mental health, as well as for staff in special settings, if they are to be encouraged to remain in the sector; the SEND review, announced in September 2019, must be published. (Edited publisher abstract)
“It’s ok, mom. I got it!”: exploring the experiences of young adults with intellectual disabilities in a postsecondary program affected by the COVID-19 pandemic from their perspective and their families’ perspective
- Authors:
- SPENCER Patricia, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 25(3), 2021, pp.405-414.
- Publisher:
- Sage
- Place of publication:
- London
Students’ resilience in a postsecondary program for individuals with an intellectual disability impacted by the COVID-19 disruption and the challenges they faced during this time was captured in the context of social network analysis interviews that included students’ and families’ experiences as they managed the pandemic. Students’ experiences spoke to their resilience in using the skills they gained through the program to navigate the COVID-19 disruption even though it was sometimes tricky. Parents’ experiences revealed their increased confidence and sense of pride in their adult children when they observed growth in independence, self-determination, and familiarity with technology. Innovative and engaging instructional practices and e-mentoring support offered by peer mentors motivated students in their academics and encouraged their social development during this time. Student and parent experiences offer hope that young adults with an intellectual disability can gain skills in a postsecondary program that better prepares them to meet life’s challenges. (Edited publisher abstract)
Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities
- Author:
- HARDIMAN Becky
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.47-52.
- Publisher:
- Emerald
Purpose: The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability. Design/methodology/approach: Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service. Findings: A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap. Originality/value: When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered. (Edited publisher abstract)