Search results for ‘Subject term:"learning disabilities"’ Sort:
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Help to move on - but to what? Young people with learning difficulties moving on from out-of-area residential schools or colleges
- Authors:
- HESLOP Pauline, ABBOTT David
- Journal article citation:
- British Journal of Learning Disabilities, 37(1), March 2009, pp.12-20.
- Publisher:
- Wiley
This article describes research undertaken between 2004 and 2006 about the issues faced by 15 young people with a wide range of learning difficulties in out-of-area residential schools and colleges at transition. The process of transition planning was hampered by the distance between the school/college and the 'home authority' of the young person; there was a wide variation in who took the lead on co-ordinating planning for transition; and involvement in decision-making by the young people was often a passive, rather than active process. Four of the fifteen young people left their school/college without knowing where they were going to move on to. None moved into any accommodation other than the family home or residential accommodation. Half moved on to attend a mainstream FE college, with little or no sense of future progression into work for most. The key messages of the article relate to the importance of continuity to young people, the need for more creativity in minimising the effects of distance, and how vital good forward planning is to help young people 'move on'.
Threatening behaviour
- Author:
- HOPKINS Graham
- Journal article citation:
- Community Care, 31.01.07, 2007, pp.36-37.
- Publisher:
- Reed Business Information
The article presents the case of a young person with learning difficulties whose inappropriate sexual behaviour was causing distress to his peers and younger girls at school. This case study reports how therapy and a specialist boarding school were able to improve his behaviour.
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)
Help to move on: transition pathways for young people with learning difficulties in residential schools and colleges
- Authors:
- HESLOP Pauline, et al
- Publisher:
- University of Bristol. Norah Fry Research Centre
- Publication year:
- 2007
- Pagination:
- 91p., bibliog.
- Place of publication:
- Bristol
The study by the Norah Fry Research Centre at the University of Bristol and HFT (The Home Farm Trust) found that the move from school or college is a stressful time for families and young people with learning disabilities. Despite government guidance on transition planning for this group of young people, the distance away from home often gets in the way of careful and timely planning for the next move. For the 15 young people who took part in the research, there appeared to be a lack of meaningful choice about what to do next other than remaining in residential education or training. Paid work did not feature as a strong possibility for the future. The study found that families and young people wanted more help and support to steer themselves through this tricky stage in their lives. Better information, more forward planning and sustained relationships with key professionals were all things which families thought would make a positive difference. Initial research findings from the study were used by ‘Action Learning Sets’ in five local authorities in south-west England who wanted to review and improve transition pathways for this group of vulnerable young people.
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)
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.
Residential schools for children with learning disabilities in England: recent research and issues for future provision
- Author:
- McGILL Peter
- Journal article citation:
- Tizard Learning Disability Review, 13(4), December 2008, pp.4-12.
- Publisher:
- Emerald
Approximately 3,000 children and young people with learning disabilities attend residential schools or other residential placements. Many of these young people have complex needs; and their placement reflects a failure of local provision to support their families and provide inclusive local services. Such placements reduce family contact, increase young people's vulnerability and accentuate the difficulties of transition to local adult provision. This article reviews recent research and looks specifically at: the number of children with learning disabilities attending residential schools; the characteristics and experiences of the children attending residential schools; the experiences of their families; and what happens after residential school.
School's out: pathways for young people with intellectual disabilities from out-of-area residential schools or colleges
- Authors:
- HESLOP P., ABBOTT D.
- Journal article citation:
- Journal of Intellectual Disability Research, 51(7), July 2007, pp.489-496.
- Publisher:
- Wiley
Previous research, and official guidance, has suggested that planning for the transition between children’s and adults’ services is failing young people with intellectual disabilities and their families in the UK. Youngsters placed away from home in residential schools or colleges are likely to be at even greater risk of poor transition planning and outcomes, yet there is little understanding of what factors parents consider contribute to a smoother transition and what a satisfactory outcome would be. In this study the parents of 15 young people from five areas of the UK were interviewed about what they thought contributed to a satisfactory pathway for their son or daughter from an out-of-area residential school or college on to the next phase of their life. Parents identified four main process issues: being well-connected with other parents or with key professionals; being proactive; having sufficient information; and good forward planning. Most considered a good outcome to be if the young person was happy, fulfilled and stimulated. Parents were clear about what they thought helped, and there was little disagreement between their views. While some of these factors have been previously identified regarding the transition of disabled youngsters, they raise some unique issues for families with a youngster educated in an out-of-area residential school or college.
Residential school placements for children and young people with intellectual disabilities: their use and implications for adult social care
- Authors:
- GORE Nick, et al
- Publisher:
- NIHR School for Social Care Research
- Publication year:
- 2015
- Pagination:
- 53
- Place of publication:
- London
This scoping review surveyed research and policy into the use of residential schools for children and young people with intellectual disabilities and transition from these settings to adult services. Searches were conducted on the following databases: PsychINFO, Web of Science and PubMed. Thirteen articles are identified: seven examining the child or families’ experiences before placement, four examining outcomes during the placement, and four examining the process of transitioning from the placement and longer term outcomes. The methodological quality of articles retrieved in the review was often limited. Results are discussed in relation to factors that lead to a child’s placement in a residential school, such as behaviour that challenges; children and families’ experiences of the placement; and outcomes following placement in a residential school and/or transition to an adult service. Results found that relatively little is known about both use of, and transition from, residential schooling for children and young people with intellectual disabilities in the UK. The review also found that a high proportion of young people in residential schools may be transferred to out-of-area residential placements on reaching adulthood. A number of research priorities are highlighted based on gaps in the literature. Examples of alternative forms of support from clinical practice such as intensive support teams are provided, with recognition that a multi-element model is likely to be needed to provide high quality support to this group of young people. (Edited publisher abstract)