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Statements of SEN and EHC plans: England, 2016
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2016
- Pagination:
- 11
- Place of publication:
- Manchester
Statistics and analysis on statements of special educational needs (SEN) and education, health and care (EHC) plans in England. The report shows that the total number of statements and EHC plans has continued to increase. There were 74,210 statutory EHC plans and 182,105 statements maintained by local authorities at January 2016. Between January 2015 and January 2016 there were 42,005 transfers from statements to EHC plans. When accounting for null returns, this is equal to 18.2% of statements in place in January 2015. The period for local authorities to transfer statements to EHC plans began in September 2014 and is due to end by April 2018. (Edited publisher abstract)
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)
Through learning to earning: transitions into employment for young people with SEND
- Author:
- TRANSITIONS TO EMPLOYMENT GROUP SUB-GROUP
- Publisher:
- Transitions to Employment Group Sub-Group
- Publication year:
- 2016
- Pagination:
- 33
Sets out the key priorities and the challenges to be faced to ensure improved educational outcomes and support for young people with SEND in navigating the journey through education and training into successful and sustained employment. Disabled people make up nearly half of unemployed and economically inactive people in Britain. More people become disabled with age, but many young people with special educational needs or disabilities miss out on opportunities early in life. The paper makes specific recommendations and suggestions aimed at fostering greater employer buy-in and commitment to consider hiring someone with an impairment or long-term health condition; better employment outcomes from FE/training through supported internships, traineeships and apprenticeships; more seamless and coherent support; and more professional, disability-aware, careers advice at school-age. (Edited publisher abstract)
Raising aspiration: widening participation in supported internships
- Authors:
- ALLOTT Susan, HICKS Tom
- Publishers:
- Remploy, Mencap
- Publication year:
- 2016
- Pagination:
- 12
- Place of publication:
- Leicester
Joint report by Mencap and Remploy which looks at the effectiveness of supported internships in providing a route into paid employment for young people with learning disabilities and special educational needs. Supported internships provide personalised study programmes based primarily at an employer’s premises, which include on-the-job training provided by expert job coaches. Job coaches provide support to employers, increasing their confidence of working with interns, and also provide support at the end of the internship for those young people not offered a paid job. The report also looks at some of the challenges of delivering and scaling up the provision of supported internships, which include employers not recognising supported internships as a model of good practice, lack of awareness of local authorities, and lack of long-term funding. It then puts forward proposals to help address these challenges. The report argues that supported internships could form a key part of Government aspirations to reduce the disability employment and calls for a cross-Government marketing campaign and a sustainable, ring-fenced funding stream to help agencies running and planning supported internships. (Edited 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)
Education, health and care plans: examples of good practice
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- Council for Disabled Children
- Publication year:
- 2016
- Pagination:
- 44
- Place of publication:
- London
A resource to help practitioners to write good quality Education Health and Care (EHC) plans that meet both the letter and the spirit of the Children and Families Act 2014. It aims to help those contributing to EHC needs assessments and those writing EHC plans. Section A includes excerpts from real EHC plans and tips for completing an EHC plan. Section B provides EHC plans for two fictional children, which draw on real examples. Each section covers different areas of EHC plans, including the aspirations of the child; the child or young persons’ special educational needs; health needs; social care needs; the outcomes sought for the child or the young person; and special educational, health and social care provision. The resource aims to encourage discussion about the key features of high quality EHC plans. (Edited publisher abstract)
Reducing distant SEND placements: increasing regional sufficiency
- Publication year:
- 2016
- Pagination:
- 50
This study investigates how it might be possible to reduce and eventually eliminate the need to place young people with learning disabilities and/or autism in residential special schools that are far away from the family home. The research provides an analysis of the current and also reviews of some of the existing practice and emerging developments that that might help increase regional capacity in the future. The study looked at whether in-region placements be increased by: admitting more pupils with complex SEND conditions to mainstream schools, maximising the use of existing special schools within the region, better support for local placements, by developing a regional joint commissioning approach, or the development of new schools within the region. The field work included extensive discussions with teams of senior strategic leaders in all nine of the local authority areas, health commissioners, special school headteachers and parent groups. The study concludes that it is both feasible and achievable to reduce and eventually eliminate the need to place young people with complex SEND conditions in schools that are far away from the family home. (Edited publisher abstract)
Development of self-help, language, and academic skills in persons with Down syndrome
- Authors:
- DE GRAAF Gert, DE GRAAF Erik
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(2), 2016, p.120–131.
- Publisher:
- Wiley
Using visual analysis by means of scatterplots, correlational analysis, and linear regressions, the authors explored the skills of individuals with Down syndrome in the areas of self-help, language, academics, and computer skills. By combining data of several Dutch studies, they obtained 1,252 different observations made by parents on 862 individuals, aged <1–35 years. Research shows advancement in language skills up to the age of 12, with plateauing afterward. In contrast, self-help skills still increase in adolescence and young adulthood. Academics and computer skills improve up to the age of 14. However, less developed academic skills (and computer skills) of adolescents and young adults appear to be a generational difference, rather than a loss of acquired skills. In their analysis, the authors differentiated between students with a primarily regular school career vs. those with a primarily special school career. In addition, in both groups, the studies were differentiated between students with an IQ >50 vs. an IQ between 35 and 50. The comparison between the various subgroups revealed that children with special education backgrounds in the higher IQ range demonstrated less advanced academic skills than children with regular education backgrounds in the lower IQ range. This suggests that regular education is more stimulating for academic skill development. Using age, “school career,” and IQ (<35; 35–50; 50–60; 60–70; >70) as predictors, regressions confirmed this conclusion. The authors conclude that their analyses show that the shift in the early 1990s in the Netherlands toward more inclusion in education for students with Down syndrome has led to better outcomes in academic skill development for these students. (Publisher abstract)
Tackling homophobic, biphobic and transphobic bullying for disabled children and young people and those with special educational needs: a guide for school staff
- Author:
- ANTI-BULLYING ALLIANCE
- Publisher:
- Anti-Bullying Alliance
- Publication year:
- 2016
- Pagination:
- 16
- Place of publication:
- London
A guide for school staff on tackling homophobic, biphobic and transphobic bullying for disabled children and young people with SEN. The document summarises what the literature says about prejudice based bullying, HBT bullying among disabled children and those with SEN, and whole school approaches to tackling bulling. It then sets out young people’s views and ideas about sex and relationships education in school, what they learnt about LGBT+ issues, where else they got information about this, and their ideas for how disabled young people should be given better LGBT+ information. The document also describes what, in the view of young people, schools could do to tackle homophobic, biphobic and transphobic bullying for disabled young people and young people with emotional or mental health difficulties. (Edited publisher abstract)
Policy and literature review for comprehensive needs assessment of the life pathway for people with disabilities
- Author:
- OXFORD BROOKES UNIVERSITY. Institute of Public Care
- Publisher:
- Oxford Brookes University. Institute of Public Care
- Publication year:
- 2016
- Pagination:
- 24
- Place of publication:
- Oxford
This paper, prepared for West Sussex County Council, covers policy and legislation in relation to children and young adults with disabilities. It is comprised of the following parts: a brief overview of the policy and legislative context, together with potential opportunities; a review of the specific learning from transitions research for children and young people with disabilities; a review of the Life Pathway Model and pathway approaches; and examples of good practice models of care in the pathway to adulthood. (Edited publisher abstract)