Search results for ‘Subject term:"learning disabilities"’ Sort:
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Children with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1997
- Pagination:
- 230p.
- Place of publication:
- London
Contains chapters on: legal rights of children with special needs; identifying children with special needs - assessment; request for assessment; the statutory duty to make provision for children with special needs; the code of practice on the identification and assessment of special educational needs; children under the age of five years; criteria for deciding to make a statement; annual reviews, amending statements and ceasing to maintain statements; rights of appeal; practice and procedure in tribunal; and appeals to the High Court from the tribunal and the enforcement of the statutory duties of local education authorities.
Inclusive learning: report of the Learning Difficulties and/or Disabilities Committee
- Authors:
- FURTHER EDUCATION FUNDING COUNCIL, TOMLINSON John (chair)
- Publisher:
- Stationery Office
- Publication year:
- 1996
- Pagination:
- 271p.
- Place of publication:
- London
Examines current educational provision for children with learning difficulties to find out whether the new legal requirements of the Further and Higher Education Act 1992 are being satisfied, and if they are not how that could be remedied.
Joining the dots: have recent reforms worked for those with SEND?
- Author:
- BERNARDES Eleanor
- Publisher:
- Driver Youth Trust
- Publication year:
- 2015
- Pagination:
- 60
- Place of publication:
- London
This report analyses the effect of the Children and Families Act (2014) on children and young people with SEND, and where relevant, focuses on literacy and dyslexia. The report suggests that at present provision is fragmented' leading to difficulties in sharing information and knowledge and argues that the key causes of fragmentation are: changes to the role of local authorities that have been poorly communicated and inconsistently executed; an emerging but disorganised middle tier; a disparate school funding system; and isolated and opaque schools. The case studies in this report show that autonomy allows new players to work with schools and some provision has improved substantially as a result. Yet an autonomous environment is also a risky one: in relation to SEND the report finds that while some schools have thrived, others are struggling to provide high-quality teaching and additional support for their learners. The report concludes that ultimately whether or not a school prioritises and succeeds in improving outcomes for SEND pupils increasingly depends on the school’s leadership and on teachers having accurate information about their pupils’ needs coupled with high-quality training. The report makes detailed recommendations to policy-makers, local authorities, schools, and Ofsted. (Edited publisher abstract)
This ability: an international legal analysis of disability discrimination
- Author:
- COTTER Anne-Marie Mooney
- Publisher:
- Ashgate
- Publication year:
- 2007
- Pagination:
- 352p., bibliog.
- Place of publication:
- Aldershot
Disability Law is an increasingly important area in combating disability discrimination. This Ability provides readers with a better understanding of the issue of inequality and aims to increase the likelihood of achieving equality at both the national and international levels for those with disabilities while at the same time educating those without disabilities. The work examines the primary role of legislation and its impact on the court process. It also discusses the two most important trade agreements of our day - namely the North American Free Trade Agreement and the European Union Treaty - in a historical and compelling analysis of discrimination. By providing a detailed examination of the relationship between disability issues and the law, this book will be an important read for those concerned with equality.
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.
Aspects of the 1992 Further and Higher Education Act and students with learning disabilities: a guide for staff working in health and social services and the independent sector
- Author:
- HOOD Pat
- Publisher:
- National Development Team
- Publication year:
- 1997
- Pagination:
- 15p.,bibliog.
- Place of publication:
- Manchester
Guide designed to help staff in health and social services and the independent sector understand aspects of the Further and Higher Education Act 1992 which concern students with learning difficulties.
Young adults with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1995
- Pagination:
- 136p.,list of orgs.
- Place of publication:
- London
Handbook aimed at parents, carers and educators of young people with special needs. Covers the assessment of and procedure for education for young adults.
Children with special needs: assessment, law and practice; caught in the Acts
- Author:
- FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1995
- Pagination:
- 218p.
- Place of publication:
- London
Updated edition following the implementation of the Education Act 1993 and the new Code of Practice in the Identification and Assessment of Children with Special Needs. Provides information and advice for parents, carers and educators of children with special needs. Also considers the effects of the Special Educational Needs Tribunal.
Health, education, advocacy, and law: an innovative approach to improving outcomes for low-income children with intellectual and developmental disabilities
- Authors:
- ZISSER Alison R., VAN STONE Maureen
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 12(2), 2015, pp.132-137.
- Publisher:
- Wiley
Advocates and attorneys working in medical-legal partnerships in the United States have become essential members of a multidisciplinary team that educates healthcare professionals on the rights of individuals with intellectual and developmental disabilities and represents families when appropriate services to which they are legally entitled are denied. This programme description presents an innovative programme in which advocates and attorneys work closely with healthcare professionals in a paediatric setting to improve implementation of clinical recommendations and outcomes for low-income children with intellectual and developmental disabilities. Since its creation in 2005, Project HEAL (Health, Education, Advocacy, and Law) has provided advocacy and legal services to 1,750 low-income families and children with disabilities facing discrimination and challenges accessing programmes and services critical to health, education, and psychosocial functioning. Client satisfaction surveys indicate that families who receive representation are highly satisfied with the outcome of their children's cases, and healthcare professionals report that their patients and families are better able to access complex service systems with assistance from Project HEAL. The innovative practice of incorporating advocacy and legal services directly into a clinical setting provides better outcomes for children with intellectual and developmental disabilities who might not otherwise have access to critically needed services. Involvement of skilled advocates and attorneys facilitates implementation of the comprehensive clinical recommendations necessary for the well-being of children with disabilities. (Edited publisher abstract)
Transition planning for young people with learning disabilities in Great Britain
- Author:
- CONLON Lynda
- Publisher:
- Northern Ireland Assembly. Research and Information Service
- Publication year:
- 2014
- Pagination:
- 36
- Place of publication:
- Belfast
This paper provides an overview of transition planning services provided to young people with learning disabilities as they move from children’s services to adult services in England, Scotland and Wales. It outlines relevant legislation and policy relevant in the areas of education, social care, employment and health care. It also highlights a number of national and local transition planning projects in the three countries. The paper has been written to support the Committee for Employment and Learning in Northern Ireland as part of its inquiry into post Special Educational Need provision in education, employment and training for those with Learning Disabilities. (Edited publisher abstract)