Search results for ‘Subject term:"learning disabilities"’ Sort:
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The role of the Funding Council: further education for young people with learning difficulties and/or disabilities
- Author:
- FURTHER EDUCATION FUNDING COUNCIL
- Publisher:
- Further Education Funding Council
- Publication year:
- 1999
- Pagination:
- 21p.,list of orgs.
- Place of publication:
- Coventry
Booklet aimed at young people with learning difficulties who are about to leave school and are thinking of going into further education.
Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities
- Authors:
- BEATON Mhairi C., CODINA Geraldene N., WHARTON Julie C.
- Journal article citation:
- British Journal of Learning Disabilities, 49(4), 2021, pp.393-402.
- Publisher:
- Wiley
Background: To slow the spread of COVID-19, on 20 March 2020, nurseries, schools and colleges across England were closed to all learners, apart from those who were children of key workers or were considered “vulnerable.” As young people with learning disabilities, families, professionals and schools become acquainted with the Erfahrung of the new horizon brought about by COVID-19, the negativity of altered social inclusion is becoming the “new normal.” Capturing this transitory moment in time, this paper reflexively analyses the curiously productive variables of altered ecological pathways to social inclusion for people with learning disabilities. Methods: Taking a hermeneutic stance, this paper draws on Gadamer's construction of the nature of new experiences. Focussed on the experience of social inclusion during the COVID-19 pandemic, semi-structured interviews were conducted with six key stakeholders. As the phenomenon in question was new, an inductive approach to thematic analysis was applied. Findings: The critical tenet of this paper is that the Erfahrung of COVID-19 has created the conditions for a “new normal” which have afforded children with learning disabilities altered opportunities for social inclusion, whether that be through increased power/agency for them and their families and/or new modes of connectedness leading to enhanced relationships. Conclusion: Whilst the impact of COVID-19 has been a negative one for many aspects of society, application of Simplican and Gadamer's theories on social inclusion and the nature of new experiences has permitted the surfacing of new possibilities for the social inclusion of children with learning disabilities. (Edited publisher abstract)
The education and employment of disabled young people
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2005
- Pagination:
- 4p.
- Place of publication:
- York
Developing positive aspirations is a key factor in securing good educational and occupational outcomes, and an important component of autonomy. This study compared the aspirations of young disabled and non-disabled people, and examined the extent to which those aspirations were achieved.
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)
Learning on the land
- Author:
- MOURANT Andrew
- Journal article citation:
- Learning Disability Today, 15(6), November/December 2015, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes how Fairfield Farm College in Wiltshire, England teaches 16-24 year-olds with learning disabilities basic farming skills which help them move onto independent living and paid employment. Students are referred by local authorities, some as residents, living in houses just off site, while others attend as day students. (Edited publisher abstract)
Research on funding for young people with special educational needs: research report
- Authors:
- PARISH Natalie, BRYANT Ben
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 154
- Place of publication:
- London
A research study into funding arrangements and practices for young people with special educational needs, providing insights into the way funding is spent, the reasons for differences between spending patterns in different local authorities, and the options for changing the ways in which high-needs funding is distributed in future. Drawing on a review of the existing literature, fieldwork visits to 13 local education systems and analysis of options for a future funding system, the report focuses on the mechanics of funding in relation to national-to-local distribution, early years, mainstream schools, special schools, post-16 providers and top-up funding and identifies areas that are working well and what is proving more challenging. The report suggests that while there remain a number of areas in which the SEN funding system is not yet working as well as it could, the fundamental ideas that underpinned the 2013 funding reforms have undoubtedly moved the system forward in a positive way. The report sets out 17 proposals for the Department of Education to consider on how the SEN funding system might be improved. These fall into three different categories, as they are designed to: shine a light on effective practice and on how the current system is intended to work; improve the way in which funding is allocated to make it either fairer, more transparent or to ensure that it is better targeted at need; and enable better decision-making by frontline professionals. (Edited publisher abstract)
Young people with learning disabilities or autistic spectrum disorder in post-compulsory state supported schools in England
- Authors:
- HATTON Chris, GLOVER Gyles
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.170-174.
- Publisher:
- Emerald
Purpose: Transition from education to adult life is a stated policy aim for young people with learning disabilities. The purpose of this paper is to examine the extent to which 16-18-year olds with learning disabilities or autistic spectrum disorder are remaining in state school education beyond the minimum school leaving age. Design/methodology/approach: A tabulation from the Department for Education Children and Early Years Data Unit for 2014, combined with School Census data and age-specific population estimates, allowed us to compare the rates of children identified as having moderate, severe or profound/multiple learning difficulties (MLD, SLD, PMLD), or autistic spectrum disorder (ASD) in state education at the ages of 16-18 years vs five to 15 years. Findings: For all types of need analysed in the paper, the rate of children in state school dropped considerably at the ages of 16-18 years: 10 per cent of the rates of children with MLD, 62 per cent of children with SLD, 49 per cent of children with PMLD and 23 per cent of children with ASD at ages five to 15 years were in state education at ages 16-18 years. Almost all young people aged 16-18 years in state education with SLD or PMLD were in special schools, compared to just over half of young people with MLD or ASD. For all these figures, there was considerable regional variation. Social implications: Substantial numbers of children with learning disabilities or ASD do not remain in post-16 state education, with wide regional variations that do not seem to correspond to regional variations in need or national policy concerning transition. (Publisher abstract)
Education and Skills Act 2008: what does it mean for Connexions and IAG?
- Author:
- SKILL - NATIONAL BUREAU FOR STUDENTS WITH DISABILITIES
- Publisher:
- National Transition Support Team
- Publication year:
- 2009
- Pagination:
- 4p.
- Place of publication:
- London
The Education and Skills Act, which came into force in March 2009, 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 provides an overview of what the Act means for Connexions and IAG (information advice and guidance) provision for disabled young people.
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.
Comparing transition expectations of young people with moderate learning disabilities with other vulnerable youth and with their non-disabled counterparts
- Authors:
- CATON Sue, KAGAN Carolyn
- Journal article citation:
- Disability and Society, 22(5), August 2007, pp.473-488.
- Publisher:
- Taylor and Francis
This article uses data obtained from a study that examined transition experiences of young people with moderate learning disabilities. A comparison is made between those experiences and the experiences of both other vulnerable young people and non-disabled youth in the UK. It was found that non-disabled youth experience extended transitions with events that signify adult status taking place well into young people's 20s. On the other hand, vulnerable youth transitions are often (out of necessity) rushed, with young people having to take on responsibility beyond their years. The results of the study demonstrate that for young people with moderate learning disabilities the experiences of transition more closely mirror those of other vulnerable youth than they do the non-disabled population.