Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
Assistive technology: stakeholder report: policymakers
- Author:
- EDYBURN Dave L.
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2020
- Pagination:
- 18
- Place of publication:
- Manchester
Assistive technologies (AT) are specialised products designed for people with special educational needs and disabilities. This stakeholder report describes the findings of the rapid literature review relevant for policymakers. Its purpose is to provide administrators with insights about the use of AT in educational settings in order to facilitate the effective delivery of AT devices and services for pupils and learners with special educational needs and disabilities. Topics covered include: what is assistive technology; special educational needs; AT systems; economic considerations; cross sector partnerships; AT implementation – necessary components; and strategic leadership. (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.
Towering achievements
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 15(6), November/December 2015, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Project Search helps young people in Blackpool with learning disabilities gain work experience and employment, and has enjoyed a high level of success thanks to its personalised approach. Each student on the project takes part in two months of college-based learning, before gaining experience in a variety of work placements sessions to find a suitable career. This article describes the development and some of the achievements of the Project, which is run by Blackpool Council, along with the Blackpool branch of learning disability Mencap, Blackpool and the Fylde College and three of the town's special schools. (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)
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)
Special educational needs and disability data descriptors
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 5
- Place of publication:
- London
This consultation sought views from the sector on aligning data descriptors in the Schools Census and Individualised Learner Record (ILR) with regards to Special Educational Needs and Disability (SEND). Colleges, training organisations, local authorities and employers (FE providers) return learner data in the Individualised Learner Record (ILR) and schools return pupil data in the school census. The ILR and School Census contain different fields for SEND and the changes proposed in this document aim to make data collection more consistent. (Edited publisher abstract)
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.
Educating children and young people with fetal alcohol spectrum disorders: constructing personalised pathways to learning
- Authors:
- BLACKBURN Carolyn, CARPENTER Barry, EGERTON Jo
- Publisher:
- Routledge
- Publication year:
- 2012
- Pagination:
- 128p.
- Place of publication:
- London
Learning difficulties associated with children and young people who have Foetal Alcohol Spectrum Disorders (FASD) have been identified as an emerging but little understood area of Special Educational Needs. This practical book is designed to raise awareness about FASD and its associated difficulties across the entire education workforce. It provides a range of specialist, practical teaching and learning strategies from which teachers and support staff may construct personalised learning plans for students with FASD, and will help improve outcomes for all their children. It also: explains the impact that FASD can have on the child’s brain; discusses the overlapping and co-existing disorders, such as ADHD and autism spectrum disorders; shows how to support and empower teachers; and provides ready to use teaching resources and strategies that can be used directly in the classroom. Informed by the very latest research and written by leading experts in the field, this book is valuable for experienced teachers and teaching assistants who are engaging in continuing professional development, newly qualified and training initial teacher training students.
Through inclusion to excellence: an analysis of the responses
- Author:
- LEARNING AND SKILLS COUNCIL
- Publisher:
- Learning and Skills Council
- Publication year:
- 2006
- Pagination:
- 17p.
- Place of publication:
- Coventry
In March 2004, the Learning and Skills Council’s National Council endorsed the need for a strategic review of its funding and planning of provision for learners with learning difficulties and/or disabilities. A Steering Group, chaired by Peter Little OBE, oversaw the Review between July 2004 and September 2005. The final report was published on the 8th November 2005. The review was concerned with the provision for learners with learning difficulties and/or disabilities across the whole learning and skills sector.