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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.
The Home/School Collaborative Model
- Author:
- BLOCH Judith S.
- Journal article citation:
- Children and Schools, 30(3), July 2008, pp.189-191.
- Publisher:
- Oxford University Press
This article provides an overview of the Home/School Collaborative Model for children with developmental disabilities in the United States. This model highlights the need for a system of support that views parents as participants, that focuses on empowerment and information, and that creates a partnership that includes parents as collaborators rather than as patients or clients.
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.
Funding for learners with learning difficulties and/or disabilities in school and post-school provision: an integrated approach
- Authors:
- FARADAY Sally, et al
- Publisher:
- Learning and Skills Network
- Publication year:
- 2008
- Pagination:
- 118p.
- Place of publication:
- London
This report summarises the aims, findings, conclusions and recommendations of research projects carried out by the Learning and Skills Network (LSN) for the Learning and Skills Council (LSC) between September 2006 and April 2007. The purpose of the projects was to assist the LSC to develop a more consistent and equitable approach to the funding of provision for learners with learning difficulties and/or disabilities.
What works?: transition to employment for young people with learning disabilities
- Authors:
- BEYER Stephen, et al
- Publisher:
- Shaw Trust
- Publication year:
- 2008
- Pagination:
- 34p.
- Place of publication:
- Chippenham
Previous research has suggested the system of transition from school does not provide adequate support for young people with learning disabilities, particularly in relation to employment. This study set out to look at 6 different local authority areas providing different approaches to supporting young people with learning disabilities to make decisions about employment through external employment organisations (EOs). In all, 16 special schools, 1 mainstream school, and 5 colleges were included in the study. A total of 145 young people and their carers were interviewed about their experiences of transition and employment, including information on the vocational input the young people had in their last year from their special school, college or EO. The young people were followed-up 6 months after they had left to see how many had gone into employment. The findings revealed that young people received different types of vocational input from school, college and their EO. EOs mostly provided work experience, schools provided more qualifications based courses, and colleges more practical skills courses. Six months after leaving, 60% had gone onto college and only 16% to a job. The report concludes that there continues to be barriers for young people with learning disabilities who want to pursue paid employment on leaving school or college. The implications for local transition policy and practice are discussed.
Teachers' responses to the emotional needs of children and young people. Results from the Scottish Needs Assessment Programme
- Authors:
- CONNELLY Graham, et al
- Journal article citation:
- Emotional and Behavioural Difficulties, 13(1), March 2008, pp.7-19.
- Publisher:
- Taylor and Francis
The Scottish Needs Assessment Programme (SNAP) was established in 2000 to advise the Scottish Government on the emotional health of the country's children and young people. The second phase, conducted in 2002-2003, involved surveying professionals who provide specialist mental health services to children and young people, and also those who work with children and young people in a variety of settings but whose training is not in mental health. Based on the survey, this paper outlines the emotional difficulties faced by children and young people in educational settings, and describes how teachers in particular are responding to these difficulties. It also discusses teachers' experiences of working with other professionals and agencies, in particular the frustrations they feel in their efforts to make suitable arrangements on behalf of young people.