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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.
Leisure activities during school break among children with learning disabilities: preference vs. performance
- Journal article citation:
- British Journal of Learning Disabilities, 34(1), March 2006, pp.42-48.
- Publisher:
- Wiley
Participation in leisure activities may contribute to the development of social, motor, and language skills, and is therefore especially important for children with learning disabilities. The purpose of the study was to examine break activities of children with learning disabilities, through exploration of the correlation between their preferences for break activities and the activities in which they actually engaged. The study found no such correlation. It is therefore suggested that leisure education should provide students with the skills they need in order to choose leisure activities and evaluate the efficacy of the choice they had made.
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.
Children with emotional difficulties
- Author:
- REID Amanda
- Journal article citation:
- Care and Health Magazine, 07.12.04, 2004, p.38.
- Publisher:
- Care and Health
Provides an overview of Emotional and Behavioural Difficulties (EBD) and highlights some key issues in the quality of care of children with EBD.
Permanent exclusions and special school pupils
- Authors:
- PARSONS Carl, ORLOWSKA Danuta
- Journal article citation:
- Tizard Learning Disability Review, 2(3), July 1997, pp.43-45.
- Publisher:
- Emerald
Considers permanent exclusions from schools, giving data for the overall pattern of exclusions from schools in England, with specific attention to exclusions from special schools. Looks at two case histories of exclusions of pupils with learning disabilities from a residential special school. Also considers the impact of exclusion on young people and their families.
Where do we go from here?
- Author:
- JERVIS Margaret
- Journal article citation:
- Social Work Today, 5.1.87, 1987, p.10.
- Publisher:
- British Association of Social Workers
Special schools have responded well to the task of educating children with severe learning difficulties. These children are now moving out of schools in ever increasing numbers to face diminished opportunities in the community.
Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities
- Author:
- HARDIMAN Becky
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.47-52.
- Publisher:
- Emerald
Purpose: The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability. Design/methodology/approach: Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service. Findings: A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap. Originality/value: When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered. (Edited publisher abstract)
Trends in the provision of residential educational placements available for young people with learning disabilities/autism in England
- Authors:
- TOMLINSON Serena Rose Louisa, et al
- Journal article citation:
- Tizard Learning Disability Review, 22(4), 2017, pp.222-229.
- Publisher:
- Emerald
Purpose: Little is known about the characteristics of residential educational settings for young people with intellectual or developmental disabilities (IDD) in England. Previous research has focussed on the characteristics and experiences of the young people attending such settings rather than the setting itself; therefore, an overview of national provision is needed. The paper aims to discuss these issues. Design/methodology/approach: As part of a larger project, data were collected for all residential schools and colleges in England. Data relate to settings offering residential provision for at least 4 nights per week for 30 weeks per year, either at the school/college itself, or in an associated residential home. Due to the remit of the main project, settings offering placements only to young people aged under 16 were excluded. Data were collected from a range of sources, including school/college websites, Ofsted and Department for Education resources, and liaison directly with the setting. Findings: In total, 342 residential educational settings were identified with 57 of these offering post-16 provisions only. A range of data is presented about these settings, including location, placement numbers and types available, age range catered for, special educational needs categories registered for, governance arrangements (e.g. LA maintained, privately owned, and charitable organisation), and Ofsted educational ratings. Originality/value: These data provide a national overview of residential educational settings for young people with IDD. This enables a clearer picture of the location and type of provision offered and allows comparisons both within and between areas. (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)