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Your guide to transition
- Author:
- MENCAP
- Publisher:
- Mencap
- Publication year:
- 2009
- Pagination:
- 37p.
- Place of publication:
- London
The term ‘transition’ is used to describe the process of moving from childhood into adult life. It describes the changes in services when a child becomes an adult. This guide gives information and advice to parents and carers of children with learning disabilities on the transition process, including transition plans and reviews, moving to adult services, education and employment, money and benefits, housing, leisure and friends and relationships.
Working memory functioning in children with learning disabilities: does intelligence make a difference?
- Authors:
- MAEHLER C., SCHUCHARDT K.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.3-10.
- Publisher:
- Wiley
Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual–spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), the findings might lead to rethinking the current practice of treating these two groups as fundamentally different.
Freddie's super summer
- Author:
- GAYNOR Kate
- Publisher:
- Special Stories
- Publication year:
- 2009
- Pagination:
- 21p.
- Place of publication:
- Dublin
This is one of a series of books featuring characters with a certain special education need, designed to introduce all children to the positive aspects of inclusive education, and help children to learn the importance of accepting friends and classmates who are different to them. In this story Freddie, a boy with Downs syndrome, goes to summer camp. Notes for adults on how to use the book are included.
Assessments relating to people with learning difficulties: guidance to local authorities
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 39p.
- Place of publication:
- London
This guidance sets out Local Authorities’ duties and powers in respect of carrying out an assessment relating to learning difficulties. This assessment results in a written report of a young person's educational and training needs, and the learning provision and support required to meet those needs. The assessment report should clearly identify needs and appropriate provision that can actually and realistically be provided to meet them. Topics in this guidance include: who should receive an assessment, who should carry out or contribute to the assessment, complying with statutory requirements, action planning and sharing information about young people.
Inspection, accountability and school improvement: report of the Lamb Inquiry to the Secretary of State
- Author:
- LAMB Brian
- Publisher:
- Lamb Inquiry into Special Educational Needs and Parental Confidence
- Publication year:
- 2009
- Pagination:
- 12p.
- Place of publication:
- London
The Lamb Inquiry was established to investigate a range of ways in which parental confidence in the special educational needs (SEN) system of assessment and provision might be improved. This report makes five recommendations: Ofsted should have a special duty to report on the quality of the provision for pupils with SEN; inspectors should have training on SEN and disability; there should be enhanced training for additional inspectors with skills in particular areas of SEN; local authorities which fail to fulfil their statutory duties towards children with SEN should be directed to address the failure; to support decision making, inspectors should have available a range of information on outcomes for children and parental satisfaction.
Children with special educational needs 2009: an analysis
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2009
- Pagination:
- 121p.
- Place of publication:
- London
This report presents information at national and local levels about the characteristics and attainment of pupils with special educational needs. The main body of this publication presents national level data and some breakdowns by Government Office Region. Chapter 1 looks at the characteristics of pupils with special educational needs. It provides information by gender, age, ethnicity and type of need. Chapters 2 - 4 looks at the attainment of pupils with special educational needs in different Key Stage's. Chapter 5 looks at attainment by type of need for 19 year old boys and girls at School Action, School Action Plus and with statements. Chapter 6 compares absences and exclusions of pupils with and without special educational needs. Chapter 7 looks at the views of pupils with learning difficulties, as opposed to special education needs, and reports on their views. Tables and figures and included throughout.
Education and Skills Act 2008: what does it mean for transition?
- Author:
- SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 6p.
- Place of publication:
- London
The Education and Skills Act places a duty on all young people in England to participate in education or training until the age of 18. By 2013 it will be compulsory for young people to participate in education or training up to the age of 17, and by 2015 up to the age of 18. This briefing considers how this will affect disabled young people.
The social context of parenting 3-year-old children with developmental delay in the UK
- Authors:
- EMERSON E., et al
- Journal article citation:
- Child: Care, Health and Development, 35(1), January 2009, pp.63-70.
- Publisher:
- Wiley
Children with intellectual or developmental disability have significantly poorer health and mental health than their non-disabled peers and are at high risk of social exclusion. The aim of the present paper is to provide information on the circumstances in which 3-year-old children at risk of intellectual or developmental disability are growing up in the UK. Secondary analysis of data on 12,689 families in English-speaking monolingual households from the first two waves of the UK's Millennium Cohort Study. A total of 440 children (3% of the weighted sample) were identified as being developmentally delayed. When compared with other children, children with developmental delays were more disadvantaged on every indicator of social and economic disadvantage examined. Two out of three children with developmental delays had been exposed to repeated disadvantage as measured by income poverty, material hardship, social housing and receipt of means-tested benefits. The effect of repeated disadvantage on the risk of developmental delay remained after account was taken of parental education and occupational status.
A friend like Simon
- Author:
- GAYNOR Kate
- Publisher:
- Special Stories
- Publication year:
- 2009
- Pagination:
- 21p.
- Place of publication:
- Dublin
One of a series of books featuring characters with a certain special education need, designed to introduce all children to the positive aspects of inclusive education, and help children to learn the importance of accepting friends and classmates who are different to them. This story is about Simon, a boy with autism, who goes to summer camp. Notes for adults on how to use the book are included.