Search results for ‘Subject term:"learning disabilities"’ Sort:
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Choosing a school for your child with special educational needs?
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2005
- Pagination:
- 3p.
- Place of publication:
- London
Special educational needs and special education are very wide terms. At some stage during their school life, 1 in 5 of all children will need some form of special education. For most children this can be provided in a local primary or secondary school, sometimes called a mainstream school. For children with complex educational needs they may need a special school for some or all of their school life. All children now have a right to go to a mainstream school if that is what you want. The only exception to this right is when a child with special educational needs would have a negative effect on the education of other children in the class.
Manual of professional practice in meeting special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education and Industry Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2004
- Pagination:
- 110p.
- Place of publication:
- Edinburgh
Length of school week: pupils in special schools and units
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
Raising attainment for pupils with special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2001
- Pagination:
- 18p.
- Place of publication:
- Edinburgh
Special educational needs and their links to poverty
- Authors:
- SHAW Bart, et al
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2016
- Pagination:
- 46
- Place of publication:
- York
This report explores the links between special educational needs and disability (SEND) and poverty, showing that poverty is both a cause and an effect of SEND. The report gives some background on SEND and reviews the evidence relating to the causal links between SEND and poverty; provides an overview of policy and legislation relating to children with SEND in different parts of the UK; and examines the key issues impacting on children with SEND from low-income families and suggests ways in which the SEND system might be improved to better meet their needs and those of their parents. The report concludes with a series of recommendations, including: policy-makers and school and early years leaders should prioritise SEND; staff in schools and early years settings should be trained to identify needs so that they can be spotted early and over-identification and under-identification are reduced; and targeted funding for pupils with SEND who are at risk of exclusion should be provided so that schools can support them before they are excluded. (Edited publisher abstract)
The green paper on special educational needs and disability
- Author:
- GILLLIE Christine
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- London
This Standard Note outlines the current special educational needs (SEN) system in England, and highlights the main proposals in the Government’s green paper on special educational needs and disability. The Green Paper considers how to achieve: better educational outcomes and life chances for children and young people with special educational needs and disabilities - from the early years through to the transition into adult life and employment; better early intervention to prevent problems later; and greater choice for parents in the schools their children attend and the support and services they receive, whether in a mainstream or special school setting. A selection of initial reaction to the green paper is provided. The note also includes information on the pathfinder programme to test key elements of the green paper’s proposals. The paper proposes: a new approach to identifying SEN through a single early years setting-based category and school-based category of SEN; a new single assessment process and Education, Health and Care Plan by 2014; local authorities and other services to set out a local offer of all services available; the option of a personal budget by 2014 for all families with children with a statement of SEN or a new Education, Health and Care Plan; strengthening parental choice of school, for either a mainstream or special school; and changing the assessment process to make it more independent.
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)
How to detect developmental delay and what to do next: practical interventions for home and school
- Author:
- MOUNTSTEPHEN Mary
- Publisher:
- Jessica Kingsley
- Publication year:
- 2010
- Pagination:
- 176p.
- Place of publication:
- London
A practical guide which provides advice on how to recognise the signs of developmental delay, address difficulties effectively and help the child develop. It draws on the expertise of specialists in the field and details interventions and tools to tackle the problem. Part 1 looks at child development and the signs of delay, and covers: Factors affecting early development; What to expect in the early years; Detecting special educational needs. Part 2 covers interventions for home and school, including: Movement and learning; Vision, visual processing and learning; Hearing, auditory processing and learning; and How a Psychologist can help. Relevant for parents, teachers and other professionals working with children.
What about us?: promoting emotional well-being and inclusion by working with young people with learning difficulties in schools and colleges
- Authors:
- BYERS Richard, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2008
- Pagination:
- 88p.
- Place of publication:
- London
As more young people with learning difficulties and disabilities are included in mainstream schools and colleges, there is evidence that some of them experience isolation, marginalisation and bullying. Young people with learning difficulties are also six times more likely to experience mental health problems than their non-disabled peers. 'What about us?' was an action research project promoting the emotional well-being of young people with learning difficulties in inclusive secondary schools and colleges. The young people who participated in the project are concerned about their experiences across the whole of the school or college and wanted designated 'safe places', sources of support or supervised activities, especially in the stressful times between lessons. Participants also said that a great deal of information in schools and colleges is inaccessible to them and that it is hard to make their views heard. Some of the mainstream schools and colleges visited did not take up opportunities to use the forms of communication most available to young people with learning difficulties (such as signs, symbols and visual images), therefore excluding them from a great deal of information that they needed to share More positively, the project showed that these young people can make powerful contributions to school and college improvement.
Bullying involving children with special educational needs and disabilities: safe to learn: embedding anti-bullying work in schools
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 55p.
- Place of publication:
- London
As part of the drive to stop persistent bullying in schools, the DCSF has published new guidance, to join the suite of materials Safe to Learn which look at tackling all forms of bullying. This new advice looks at the issue of the bullying of children with SEN and disabilities. It is designed to help school staff understand and address the particular issues that surround sustained bullying of this type, and recommends strategies to stamp out persistent bullying of all kinds.