Search results for ‘Subject term:"learning disabilities"’ Sort:
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Support on the job
- Author:
- LITTLE Mathew
- Journal article citation:
- Children and Young People Now, 24.7.12, 2012, pp.22-23.
- Publisher:
- Haymarket Business Publications Ltd
Young people with special educational needs seeking jobs often come up against reluctant or inflexible employers. The Realistic Opportunities for Supported Employment Project (Rose) at Havering College of Further and Higher Education works with students with learning difficulties when they have finished Havering College courses, and actively seeks to find them paid employment. It uses job coaches to work alongside them in the first weeks of work. One young person explains how the Rose project has helped him. The article also draws parallels with the Rose project and the recently announced government supported internship pilot scheme.
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.
How far can social role valorisation theory help in transition planning for a school‐leaver with significant special needs?
- Authors:
- CONNAUGHTON Helen, CLINE Tony
- Journal article citation:
- British Journal of Learning Disabilities, 49(1), 2021, pp.80-86.
- Publisher:
- Wiley
Background: Research suggests that, in spite of legislation, the process of transition from school is problematic for most young people with disabilities. Best practices in transition emphasise the importance of providing personalised transition supports. This study, which took place in Ireland, aimed to explore the application of social role valorisation (SRV) theory to the transition process for one school leaver with a moderate Intellectual Disability. Materials and Methods: A single case research design was used. Data was collected over a period of nine months through interviews, observations and document analysis. Thematic analysis based on SRV principles and themes was conducted to analyse the data. Results: This research found that, while the participant experienced many of ‘the good things of life’ by the end of the project, she had fewer relationships and a more limited social life than would be typical for an 18 year old. In addition, she was restricted in her post‐school choices in spite of her enhanced image, competencies and valued social roles. Conclusions: This study suggests that, while SRV theory is useful in guiding the transition process, it may need to be adapted in order to reconcile with more contemporary movements in the field of disability, such as the Social Model of Disability and Inclusion, if it is to become a guiding theory in the delivery of personalised supports during the period of transition from school to adult life. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, DANECHI Shadi
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 65
- Place of publication:
- London
This briefing sets out the system of support for children and young people in England aged 0-25 with special educational needs (SEN). The type of support that children and young people with special educational needs (SEN) receive may vary widely, as the types of SEN that they may have are very different. However, two broad levels of support are currently in place: SEN support, and Education, Health and Care Plans. The briefing covers: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; reports on the effectiveness of support for children with SEN; DfE survey on EHC plans; the previous system for children and young people with SEN and the process of reform. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2020
- Pagination:
- 48
- Place of publication:
- London
The Children and Families Act 2014 introduced major reform of the system for identifying children and young people in England with special educational needs (SEN), assessing their needs and making provision for them. This briefing provides an overview of the system introduced in 2014, and also includes, in an annex, a brief history of the movement towards reform that took place in the years preceding the 2014 Act. Topics covered include: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; and reports on the effectiveness of support for children with SEN. (Edited publisher abstract)
Special educational needs: an analysis and summary of data sources
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 20
- Place of publication:
- Manchester
This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs (SEN). It looks at: prevalence and characteristics; education attainment; preparation for adulthood; absence and exclusion; and the experience of the SEND system. The report reveals that across all schools, the number of pupils with special educational needs has fallen from 1,301,445 in 2015 to 1,228,785 in 2016 (14.per cent of pupils had special educational needs in 2016, a fall from 15.4 per cent in 2015). Moderate Learning Difficulty is the most common primary type of need overall, with 24.2 per cent of pupils with special educational needs having this primary type of need. Autistic Spectrum Disorder remains the most common primary type of need for pupils with a statement or EHC plan. 57.3 per cent of children who had been looked after continuously for 12 months for whom data were available had a special educational need (SEN) in 2015/16, and their most common type of need was ‘Social, Emotional and Mental Health’. (Edited publisher abstract)
Decision making toolkit: a practical guide to supporting young people with special educational needs and disabilities to make their own decisions and to be engaged in the best interests decision making process
- Author:
- COUNCIL FOR DISABLED CHILDREN
- Publisher:
- National Children's Bureau
- Publication year:
- 2017
- Pagination:
- 16
- Place of publication:
- London
This decision making toolkit is a practical guide to support social workers, health practitioners, school and college staff, parent carers, families and anyone working directly with children and young people with special educational needs and disabilities (SEND). It is designed to be used in partnership with young people to support them to make their own decisions and to participate as fully as possible in decisions made on their behalf. It includes a template practitioners can use to support a young person who lacks capacity to go through a best interests decision making process based on the best interests checklist in the Mental Capacity Act 2005 code of practice. (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)
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)