Search results for ‘Subject term:"learning disabilities"’ Sort:
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Special educational needs: support in England
- Authors:
- LONG Robert, DANECHI Shadi
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 65
- Place of publication:
- London
This briefing sets out the system of support for children and young people in England aged 0-25 with special educational needs (SEN). The type of support that children and young people with special educational needs (SEN) receive may vary widely, as the types of SEN that they may have are very different. However, two broad levels of support are currently in place: SEN support, and Education, Health and Care Plans. The briefing covers: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; reports on the effectiveness of support for children with SEN; DfE survey on EHC plans; the previous system for children and young people with SEN and the process of reform. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2020
- Pagination:
- 48
- Place of publication:
- London
The Children and Families Act 2014 introduced major reform of the system for identifying children and young people in England with special educational needs (SEN), assessing their needs and making provision for them. This briefing provides an overview of the system introduced in 2014, and also includes, in an annex, a brief history of the movement towards reform that took place in the years preceding the 2014 Act. Topics covered include: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; and reports on the effectiveness of support for children with SEN. (Edited publisher abstract)
Learning disability: Improving Lives programme
- Author:
- WALES. Welsh Government
- Publisher:
- Welsh Government
- Publication year:
- 2018
- Pagination:
- 22
- Place of publication:
- Cardiff
This review was set up to better understand whether people with a learning disability in Wales have what they need to lead successful lives and to examine how services could be strengthened. It involved a desk top review of information and meetings with over 2,000 people, including people with a learning disability, parents and carers. The review took a life course approach and maps key issues, risk and protective factors for: Early years, Adolescence, Early adulthood, Mid life and Later life. The recommendations are focused on the Prosperity for All five cross cutting themes of: early years, housing, social care, health, and education and employment. The findings from the experts by experience are that there are pockets of good practice and strong services, however, too many have to fight for support to enable them to have an ordinary life. The three priorities of the recommendations are: to reduce health inequalities, improve community integration, and to enable improved strategic and operational planning and access to services. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2021
- Pagination:
- 51
- Place of publication:
- London
This briefing provides an overview of the system introduced in 2014, and also includes, in an annex, a brief history of the movement towards reform that took place in the years preceding the 2014 Act. The 2014 reforms began to be implemented in September 2014, in a phased process to be completed by April 2018. Sections include: Inside: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; and reports on the effectiveness of support for children with SEN. (Edited publisher abstract)
Plans that work: employment outcomes for people with learning disabilities
- Author:
- HUNTER Jack
- Publisher:
- Institute for Public Policy Research North
- Publication year:
- 2019
- Pagination:
- 26
- Place of publication:
- Manchester
This paper explores the barriers to employment for people with learning disabilities and looks at the current support available for children and young people with special educational needs (SEN). It covers the quality and funding for SEND support; and issues with education, health and care (EHC) plans and pathways to further education and employment. It reports that government cuts to education budgets which have resulted in a reduced EHC offer, a great focusing on SEND provision for those with the most complex needs only and low levels of access to transitional and in-work support. It concludes that there should be a move away from a model of SEND based on deficit and needs, towards one characterised by an emphasis on what young people are able to do and to be. The report sets out recommendations for change. (Edited publisher abstract)
SEND: 19- to 25-year-olds' entitlement to EHC plans
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Place of publication:
- London
An online guide for local authorities providing advice on what they need to do to maintain EHC (education, health and care) plans for 19- to 25-year-olds with special educational needs and disability (SEND). Although young people with SEND are not automatically entitled to maintain their EHC plans after they turn 19, some may need more support to complete their education and training and successfully transition to adulthood. The guide provides advice on how to support 19- to 25-year-olds to meeting their educational and training needs, such as a finding supported internship, access further education; access to funding for those with no EHC plan; supporting a young person’s health and social care; and including young people in decision making. (Edited publisher abstract)
People with learning disabilities in England 2012
- Authors:
- EMERSON Eric, et al
- Publisher:
- Improving Health and Lives: Learning Disabilities Observatory
- Publication year:
- 2013
- Pagination:
- 121
- Place of publication:
- London
This third annual compendium of statistics about the lives of people with learning disabilities covers a wide range of information about population numbers, mortality, education, health services, and social care for adults and children. Other sections summarise information collected on employment, abuse of vulnerable adults, deprivaiton of liberty safeguards (DOLS) assessments, benefits, and caerers. It is estimated that in England 1,14 million people had learning disabilities in 2012. This included: 236,000 children (identified at School Action Plus or above in DfE statistics as having either a primary or secondary SEN associated with learning disabilities); and 908,000 adults aged 18+, of whom 199,000 (22%) are known to GPs as people with learning disabilities, and 404,000 (44%) were receiving Disability Living Allowance. An easy read version (17p) is also available. (Edited publisher abstract)
Young people with special educational needs/learning difficulties and disabilities: research into planning for adult life and services
- Authors:
- MARTIN K., et al
- Publisher:
- National Foundation for Educational Research
- Publication year:
- 2011
- Pagination:
- 38p.
- Place of publication:
- Slough
The research reported here was commissioned to inform responses to the 2011 Green Paper proposals relating to children and young people with special educational needs or learning difficulties and disabilities. The research project aimed to investigate how young people with special educational needs or learning difficulties and disabilities have been prepared for adult life and services and whether the planning process for this transition could be improved. It involved interviews with 49 professionals, parents and young people from 6 local authorities across England. The report covers the findings about planning for young people's futures, transition to post-compulsory education and/or training, transition to employment, transition to independent life, and developing new approaches to transition. It also sets out conclusions from the research and their implications.
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.