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The Special Educational Needs and Disabilities and Alternative Provision Green Paper
- Authors:
- LONG Robert, ROBERTS Nerys
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 37
- Place of publication:
- London
This briefing sets out the Government's proposed integrated national Special Educational Needs and Disabilities (SEND) in England and alternative provision system, and some initial reaction to the proposals. The briefing includes background on the existing SEND and alternative provision systems, and includes an overview of the green paper proposals published in March 2022, as part of a consultation: SEND review: right support, right place, right time. The review proposes a single system to cover SEND and also alternative provision, which supports pupils who, because of exclusion, illness or other reasons, would not otherwise receive suitable education. In September 2019, the Government announced a review of the system of support for children and young people with Special Educational Needs and Disabilities (SEND) in England. The system supports children and young people aged 0-25, and aims to unify support across education, healthcare, and social services. (Edited publisher abstract)
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.
The impact of social policy on changes in professional practice within learning disability services: different standards for children and adults? A two-part examination: part 2. professional services under the coalition: the trends continue apace
- Authors:
- RACE David G., MALIN Nigel A.
- Journal article citation:
- Journal of Intellectual Disabilities, 15(4), December 2011, pp.289-299.
- Publisher:
- Sage
- Place of publication:
- London
This is the second of 2 articles examining links between policy developments and changes in professional practice within learning disability services in England. The first article (ibid, 14(4), 2010, 315-328) concluded that there was a developing gap in professional inputs between children’s and adult services. This article looks at the effects of the first year of the Coalition government. It argues that its policies, especially the large-scale reduction in public expenditure, have exacerbated the trends identified earlier. There has been a reduction in the professional training and qualification for staff in the adult social care sector. For children, there has been a decline in support for inclusion of children in mainstream education and a rapid growth of academies, leading to fears of a move towards more independent specialist schools for children with learning disabilities. In addition, local authorities, though outwardly compliant, have variously interpreted their responsibilities under the personalisation agenda, in particular in relation to individual budgets, and this has resulted in assessments of need being based on ‘service hours’ rather than service quality and staff qualifications.
Special needs need special measures
- Author:
- -
- Journal article citation:
- Viewpoint, 24, December 1997, p.8.
- Publisher:
- Mencap/Gateway
Children with special educational needs are the focus of a Government Green paper and a Mencap report. The Government intends to integrate these students into mainstream education; Mencap reveals the tragedy of exclusion.