Search results for ‘Subject term:"learning disabilities"’ Sort:
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Transition to the new 0 to 25 special educational needs and disability system: departmental advice for local authorities and their partners
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 36
- Place of publication:
- London
- Edition:
- 3rd ed.
Departmental advice on changes to legislation relating to children and young people with special educational needs and disabilities (SEND). It explains the process for moving children and young people with SEND across from the old system to the new one introduced by the Children and Families Act 2014. This guidance focuses on: arrangements relating to statements of SEN and learning difficulty assessments during the transition period; timing of transfer; the transfer review process; and arrangements for those aged under 19 in youth custody during the transition period. (Edited publisher abstract)
Disappearing into a black hole
- Author:
- SHRUBB Richard
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the difficulties of getting the best special educational needs provision for children. Based on the problems faced by the Dyer family, it contrasts the good support available in Doncaster where they previously lived, to the poor offering from the Isle of Wight. There are a large number of children on the Isle of Wight who are in either mainstream or home education caused by the failure of the council to provide suitable educational placement. The article suggests that the council does not recognise that mainstream education cannot meet all children’s needs, and that some children cannot function in crowded and visually over-stimulating environments. The article calls for more special education schools, and for more specialist units attached to mainstream schools.
Access all areas: opening up apprenticeships and the world of work to people with a learning disability
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2019
- Pagination:
- 74
- Place of publication:
- London
This report makes recommendations to improve access to apprenticeships for people with a learning disability. The report is based on the findings of workshops conducted with a range of stakeholders such as employers, providers and special schools, to explore how apprenticeships could be made truly accessible to people with a learning disability. People with a learning disability were also consulted to get an insight into their experiences. The research also looks at the accessibility of Local Offer websites across a sample of local authority areas. Recommendations include the need for flexible entry requirements for apprenticeships to those with Education, Health and Care Plans and the development of accessible resources for people with a learning disability around apprenticeships and for government to explores what support and guidance apprenticeship providers need to better support learners with a learning disability and/or difficulty. (Edited publisher abstract)
0 to 25 SEND code of practice: a guide for health professionals. Advice for clinical commissioning groups, health professionals and local authorities
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Department of Health
- Publishers:
- Great Britain. Department for Education, Great Britain. Department of Health
- Publication year:
- 2016
- Pagination:
- 29
- Place of publication:
- London
This guide is designed to help clinical commissioning groups (CCGs), local authorities and health professionals understand their statutory duties in relation to the special educational needs and disability (SEND) reforms in the Children and Families Act 2014. It draws out the health elements from the statutory 0-25 SEN and Disability Code of Practice and will help navigate the full document. The guide covers: the principles underpinning the Code; joint commissioning; personal budgets; transitions from paediatric to adult services; the local offer; health in early years provision; health in schools and colleges; preparing for adulthood; education, health and care (EHC) needs assessments and plans; children and young people in specific circumstances; and resolving disagreements. (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)
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Inspection, accountability and school improvement: report of the Lamb Inquiry to the Secretary of State
- Author:
- LAMB Brian
- Publisher:
- Lamb Inquiry into Special Educational Needs and Parental Confidence
- Publication year:
- 2009
- Pagination:
- 12p.
- Place of publication:
- London
The Lamb Inquiry was established to investigate a range of ways in which parental confidence in the special educational needs (SEN) system of assessment and provision might be improved. This report makes five recommendations: Ofsted should have a special duty to report on the quality of the provision for pupils with SEN; inspectors should have training on SEN and disability; there should be enhanced training for additional inspectors with skills in particular areas of SEN; local authorities which fail to fulfil their statutory duties towards children with SEN should be directed to address the failure; to support decision making, inspectors should have available a range of information on outcomes for children and parental satisfaction.
Guidelines for services for young people (14-25 years) with learning difficulties / disabilities and mental health problems / challenging behaviours: quick reference guide (QRG)
- Authors:
- DEB Shoumitro, LE MESURIER Nick, BATHIA Niyati
- Publisher:
- University of Birmingham
- Publication year:
- 2006
- Pagination:
- 28p.
- Place of publication:
- Birmingham
These Guidelines concern people with learning difficulties/disabilities with mental health problems and behaviour problems/challenging behaviour that have a Statement of Special Educational Need (SSEN), for each of whom there exists a prescribed programme of planning for transition from year 9 (age 14), the SEN Code of Practice (DfES 2001). It is expected that schools and the local education authorities to be aware of this population.
Unequal impact? Coronavirus, disability and access to services: interim report on temporary provisions in the Coronavirus Act
- Author:
- GREAT BRITAIN. Parliament. House of Commons. Women and Equalities Committee
- Publisher:
- Great Britain. House of Commons
- Publication year:
- 2020
- Pagination:
- 33
- Place of publication:
- London
This report considers the extent to which the temporary Coronavirus Act provisions have the potential to substantially restrict or curtail important rights that disabled people rely on for their quality of life. Where local authorities’ resources are severely affected by the pandemic, temporary provisions in the Coronavirus Act can essentially replace Care Act duties with a duty to meet care and support needs only where not doing so would be a breach of an individual’s human rights. The report highlights concerns about evidence from the Local Government Association that some local authorities had taken a pre-emptive approach, triggering an easement in case it became necessary. It argues that the current process is not stringent enough to provide confidence that easements cannot be triggered for anything other than severe demand or resource issues caused by the pandemic. On balance, and subject to further guidance and increase transparency being implemented, the report accepts that the Care Act easement provisions may need to remain in place over the winter period. However, it argues that these provisions must not remain available in statute for any longer than is strictly necessary and must not become new norms, setting back disabled people’s rights by many years. (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)