Search results for ‘Subject term:"learning disabilities"’ Sort:
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Choosing a school for your child with special educational needs?
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2005
- Pagination:
- 3p.
- Place of publication:
- London
Special educational needs and special education are very wide terms. At some stage during their school life, 1 in 5 of all children will need some form of special education. For most children this can be provided in a local primary or secondary school, sometimes called a mainstream school. For children with complex educational needs they may need a special school for some or all of their school life. All children now have a right to go to a mainstream school if that is what you want. The only exception to this right is when a child with special educational needs would have a negative effect on the education of other children in the class.
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 education and employment of disabled young people: frustrated ambition
- Author:
- BURCHARDT Tania
- Publisher:
- Policy Press; Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 57p., bibliog.
- Place of publication:
- Bristol
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.
You and your child: making sense of learning disabilities
- Authors:
- HOLLINS Sheila, HOLLINS Martin
- Publisher:
- Karnac
- Publication year:
- 2005
- Pagination:
- 144p.
- Place of publication:
- London
This volume looks at the physical, mental and emotional development of children with varying degrees of learning disabilities through tracing the development of six young adults from childhood. The case studies are in the form of illuminating commentaries from the parents and provide extra insight into the children's everyday lives. Each chapter also looks at education and schooling in detail, as well as acknowledging the importance of support outside of the family nucleus.
Federal confidentiality laws as barriers to communication between the juvenile justice system and the child welfare system
- Authors:
- POLLACK Daniel, FRISINO Joseph M.
- Journal article citation:
- Social Policy Journal, 4(2), 2005, pp.39-50.
- Publisher:
- Haworth Press
- Place of publication:
- Binghamton, New York
Adolescents at risk may be served by the following systems: juvenile justice, child welfare, mental health, education, or mental and learning disabilities. Each of these systems has its own points of entry and exit, funding, mandates, history, service orientation and credentialing and, very importantly, overlapping legal and regulatory requirements. This article examines the structural barriers that inhibit cross-system collaboration and communication between these various systems due to the differing legal and regulatory environments inherent in each of these distinct systems.
Clinical governance in mental health and learning disability services: a practical guide
- Editors:
- JAMES Adrian, WORRALL Adrian, KENDALL Tim, (eds.)
- Publisher:
- Gaskell
- Publication year:
- 2005
- Pagination:
- 375p.,ill.
- Place of publication:
- London
This handbook describes the foundations and the key elements of clinical governance as they apply to mental health and learning disability services. Key topics include: service user involvement; clinical audit; clinical risk management; evidence-based practice; information management; staffing; and education and training. These issues have special relevance to mental health and learning disability services, which often engage a more varied staff than many others. Difficulties may arise when viewpoints diverge, as might be the case between health, social services and criminal justice professionals. Above all, user and carer involvement calls for special insights. Patients and carers are often vulnerable and misunderstood: the protection of their rights calls for skills of advocacy and communication. Two sets of standards that describe the structures and strategies required to implement clinical governance, and ways managers can support their front-line staff, are provided.
Preparing young people for the world of work
- Author:
- SINCLAIR Grainne
- Journal article citation:
- Outlook, 26, Spring 2005, pp.10-11.
- Publisher:
- National Council of Voluntary Child Care Organisations
The Project Co-ordinator of the Who Cares? Trust assesses the impact of programmes that set out to improve the further education, training and employment of young people leaving care. Looks at the 2000-02 Employability Programme and the 2002-04 Employability Plus Programme.
An education programme for social care staff: improving the health of people who have a learning disability and epilepsy
- Authors:
- POINTU Alison, COLE Christina
- Journal article citation:
- British Journal of Learning Disabilities, 33(1), March 2005, pp.39-43.
- Publisher:
- Wiley
This article describes and examines course feedback from a local training initiative, which contributes to the improvements in the health status of people with a learning disability, who have epilepsy. The aim is to analyse how an education programme that focused on epilepsy and its management, together with a borough wide epilepsy protocol developed the skills of the local workforce. This education programme provided a framework for social care staff, enabling them to work both safely and effectively in their support of individuals with learning disabilities that have epilepsy. Learning disability nurses led this training initiative, in response to the health needs of people with learning disabilities. Success was achieved through the collaborative working across a number of agencies and through consultation with family carers and people with learning disabilities. For the purpose of this article the term social care staff refers to people employed within the community residential/day services both in statutory and nonstatutory agencies.
Supporting older families of people with learning disabilities
- Authors:
- MORGAN Hazel, MAGILL Dalia
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2005
- Pagination:
- 8p.
- Place of publication:
- London
This is a briefing on the Foundation’s Older Family Carers Initiative. The three-year Initiative has come up with a clear set of policy messages to help health and social care service providers to meet the needs of older family carers and their relative with a learning disability. We have found that there is still a long way to go to ensure that older people’s services, carers’ services, learning disability services and the voluntary sector work together to implement fully the aspects of the Valuing People White Paper that relate to older families and to provide them with ongoing support. The briefing makes recommendations for policy makers, commissioners, Learning Disability and Older People’s Partnership Boards and the Foundation for People with Learning Disabilities.