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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.
A day in the life ...a worm's eye view of doing research in a school with young people with learning difficulties
- Author:
- FLITTON Beverley
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.138-139.
- Publisher:
- Wiley
Releasing educational potential through movement: a summary of individual studies carried out using the INPP test battery and developmental exercise programme for use in schools with children with special needs
- Author:
- BLYTHE Sally Goddard
- Journal article citation:
- Child Care in Practice, 11(4), October 2005, pp.415-432.
- Publisher:
- Taylor and Francis
This article provides a summary of findings from a series of independent studies that have been undertaken separately. The studies used a specific developmental test batter - the Institute for Neuro-Physiological Psychology (INPP) Developmental Test Battery for use in schools with children with special educational needs - with a total of 810 children, to assess whether neurological dysfunction was a significant factor for underlying academic achievement. The results showed that the children who participated in the daily INPP exercises made significantly greater improvement on measures for neurological dysfunction, balance and coordination. Children who had scores of more than 25% on tests for neurological dysfunction and whose reading age was less than their chronological age at the outset also showed small but significantly greater progress in reading that children who did not take part in the programme.
Students with disabilities, learning difficulties and disadvantages: statistics and indicators
- Author:
- ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Centre for Educational Research and Innovation
- Publisher:
- Organisation for Economic Co-operation and Development
- Publication year:
- 2005
- Pagination:
- 150p.
- Place of publication:
- Paris
Disability discrimination and schools
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2005
- Pagination:
- 3p.
- Place of publication:
- London
The Disability Discrimination Act now applies to all schools and covers all aspects of school life. This covers mainstream schools, special schools and independent schools. There are new duties for all these schools to avoid discriminating against disabled pupils. For children with a learning disability this means protection from discrimination and new ways to challenge discrimination on the grounds of disability. Alongside other changes that came into force with the Special Educational Needs and Disability Act, it means that attending a mainstream school will become possible for many more pupils in the coming years.
Counselling children and young people who attend a school for children with complex needs: a case study
- Authors:
- FLITTON Beverley, BUCKROYD Julia
- Journal article citation:
- Counselling and Psychotherapy Research, 5(2), June 2005, pp.131-137.
- Publisher:
- Wiley
This article reports on the findings of a case study exploring the views of the student, teacher, teaching assistant and counsellor who participated in a project to evaluate counselling with young people who attend a school for children with complex needs in the UK in a London Borough school. The student was offered twenty six weeks of humanistic counselling. The student, teacher and teaching assistant were interviewed pre and post counselling using a semi structured format. They were asked about the student's development in the seven areas of self concept which are named in the quantitative scale Piers Harris 2, which was used elsewhere in the project. Data was also gathered from the notes and transcripts of the counselling sessions. The case study describes an approach to the use of language and the counselling process with a student with complex needs. Staff were not able to report any significant changes in the student, yet the student reported a change in herself and an awareness of the process in the counselling relationship and the counsellor identified improvements in communication, self awareness and self confidence.
Special status
- Author:
- BENNETT Anita
- Journal article citation:
- Young Minds Magazine, 75, March 2005, pp.14-16.
- Publisher:
- YoungMinds
Investigates the risk to special schools in the drive for inclusion for children with disabilities. A battle is being waged to save schools for children with mental disabilities. The ideology that all children, whatever their special needs, and especially as they reach secondary level, should be educated in mainstream schools is being questioned.
Communicating with students who have learning and behaviour difficulties: a continuing professional development programme
- Author:
- SAGE Rosemary
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(4), December 2005, pp.281-297.
- Publisher:
- Taylor and Francis
An audit of 200 students entering an inner city secondary school in the United Kingdom indicated that 75% had communication difficulties which hampered relationships, behaviour and learning. A course was designed for 35 teachers and support staff. The premise was that improving dialogue with students, and facilitating their narrative speaking and writing structures, ameliorate most learning and behaviour difficulties. Half of teachers and most support staff felt they lacked knowledge and skills in group communication and had limited understanding of specific difficulties in discourse. Analysis reveals a significant difference between knowledge and skill levels before and after the course for both teachers and support staff. Course satisfaction was high and maintained on retesting 2 months later. Observation of class practice suggested that new knowledge was being generalized in most cases. The project highlights the need for more emphasis on teacher and learner communication, especially for students who have learning and behaviour difficulties.