Search results for ‘Subject term:"learning disabilities"’ Sort:
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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
Building trust
- Author:
- COSH Jackie
- Journal article citation:
- Community Care, 23.9.10, 2010, p.20.
- Publisher:
- Reed Business Information
The students and residents of the Royal National Institute of Blind People (RNIB) Rushton School and Children's Home in Coventry have severe learning disabilities and complex needs. This article describes how staff worked with a construction company to ease the transition for children from the old school and home to a new purpose-built school next door.
Permanent exclusions from schools, England 1999/2000
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2001
- Pagination:
- 5p.
- Place of publication:
- London
Statistical release on permanent exclusions from schools, giving data for the overall pattern of exclusions from primary secondary and special schools in England, in the school year 1999/2000.
Positive behavioural support for children and young people with developmental disabilities in special education settings: a systematic review
- Authors:
- BEQIRAJ Lorena, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, early cite February 2022,
- Publisher:
- Wiley
Background: Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for PBS effectiveness in these settings. Additionally, facilitators and barriers to PBS implementation, and experiences of stakeholders, were investigated. Method: Systematic searches followed a registered protocol, and 30 studies were identified, narratively synthesised, and critically appraised. Results: From the 30 studies included, 10 reported the presence of all 9 PBS characteristics, 17 reported on 8 PBS characteristics, and 3 reported on 7 characteristics. Overall, 28 studies demonstrated significant decreases in behaviours that challenge and increases in alternative behaviours, if increasing alternative behaviours was part of the interventions. Conclusions: There was a lack of evidence on facilitators and barriers, and a lack of qualitative studies exploring experiences of stakeholders with PBS in special education settings. The available evidence suggested that not all studies reported on all PBS characteristics when describing the approach followed. In addition, available evidence suggested that most studies demonstrated effectiveness of PBS regarding the measured outcomes. Implications and future directions are discussed. (Edited publisher abstract)
Good intentions, good enough? A review of the experiences and outcomes of children and young people in residential special schools and colleges
- Authors:
- LENEHAN Christine, GERAGHTY Mark
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Manchester
An examination of the current offer of residential special schools and colleges, in the state, non-maintained and independent sectors. Around 6,000 children and young people with education, health and care plans are educated in 334 residential special schools and colleges. This review, drawing on responses to a call for evidence, including responses from parents and carers, visits to 30 schools and colleges and over 20 local authorities across all regions of the country and interviews with stakeholders and national bodies, consider the current state of the local offer for children and young people with SEND and their experiences in mainstream provision; current practices around placement, including residential placements, and planning; and quality, accountability and outcomes in residential special schools and colleges. The report argues that many of the children and young people currently in residential special schools and colleges could be educated in their local communities if better support was available. Where appropriate, LAs should consider residential placements, and parents shouldn’t feel they have to fight to access these. The experiences of children and young people in residential placements are generally very good, reflecting the focus from providers on wellbeing and therapeutic support. However, some seem to focus on this at the expense of educational progress, when both should be the aim, and some young people can be held back by a lack of ambition for what they can achieve. The report sets out a vision for embedding and spread good practice by: ensuring children and young people with SEND get the services and support they need in their local community (in mainstream or special provision); ensuring that local areas have planned and commissioned provision of residential placement strategically, so that it is available when required; ensuring the accountability and school improvement systems enable children and young people to achieve the best possible outcomes. (Edited publisher abstract)
With a little help from my friends: ‘circle of friends’: supporting children and young people with additional support in Scotland’s mainstream schools
- Author:
- BRENNAN Raymond
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2015
- Pagination:
- 29
- Place of publication:
- Glasgow
Reports on the findings of research which aimed to better understand difficulties children with learning disabilities face around friendships and relationships. The project focuses on the knowledge and experience that parents and their children have of ‘The Circle of Friends’ approach, and explores its potential to improve the experiences that children have when they are at risk of being excluded from mainstream settings, in particular school settings. The aim of this approach is to build a ‘team’ around the child or young person by inviting their peers to become part of the circle. The research gathered feedback using parent questionnaires, a total of 35 responses were received. A case study outlining the experience of one family with exerience of 'The Circle of Friends' approach is also included in the report. The findings support the promotion of a Circle of Friends approach in schools and the data suggest that the approach is consistent with the Scottish government’s SHANNARI wellbeing outcomes framework and GIRFEC (Getting it Right for Every Child). The paper was produced as part of the PROP2 (Practitioner Research: Outcomes and Partnership) programme, a partnership between the Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh and IRISS covering health and social care in Scotland. (Edited publisher abstract)
Transitions to adult services by disabled young people leaving out of authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- York
This is a summary of a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out of authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
Transitions to adult services by disabled young people leaving out authority residential schools
- Authors:
- BERESFORD Bryony, CAVET Judith
- Publisher:
- University of York. Social Policy Research Unit
- Publication year:
- 2009
- Pagination:
- 66p., bibliog.
- Place of publication:
- York
This is a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work. The evidence confirmed that additional barriers to transition planning and increased risks to poor transition outcome exist for disabled young people in out authority residential schools. The report concludes by proposing a number of implications for practice and recommendations for further research in this area. The appendix includes the Recruitment Materials.
Needs must
- Author:
- LIGHTFOOT Liz
- Journal article citation:
- 0-19, May 2004, pp.14-15.
- Publisher:
- Reed Business
The government wants children with special needs to be taught in mainstream schools. Asks whether the schools have the resources and whether they are willing to teach these children.
Creating enabling communication environments for children with autism and minimal or no speech
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
Research in the past has often focused on the communication 'deficits' of children with autism and minimal or no speech. This study, by the researchers, took a different approach and explored both the children's communication capabilities and the ways in which communication environments in schools can enable or disable them in their attempts to become spontaneous communicators. Presents the findings.