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The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: a pilot study
- Authors:
- MILLS Caroline, CHAPPARO Christine, HINITT Joanne
- Journal article citation:
- British Journal of Occupational Therapy, 79(9), 2016, p.530–539.
- Publisher:
- Sage
Introduction: There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method: A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results: Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion: This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism. (Publisher abstract)
Trends in the identification of children with learning disabilities within state schools in England
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.108-112.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present data drawn from the Department for Education (DfE)concerning trends in the number of children identified as having a learning disability within state schools in England. Design/methodology/approach: Data based on the school census conducted by the DfE was examined annually for 2009/2010 to 2014/2015, to determine the number of children identified as having moderate learning difficulty (MLD), severe learning difficulty (SLD) or profound multiple learning difficulty (PMLD) within state schools in England, at two levels: having a Statement of Educational Needs/Education Health Care Plan, or at School Action Plus. Findings: The number of children identified as MLD reduced substantially over time, for both statemented children and children identified at the School Action Plus level. In contrast, the smaller number of statemented children with SLD or PMLD increased over time, in line with increasing school rolls and epidemiological trends. Research limitations/implications: Further work is needed to understand the sharp reduction in the number of children being identified as having MLD within schools, and the educational support being offered to this group of children. Better information is also needed on children with learning disabilities not being educated in the state school sector. Originality/value: This paper highlights important trends in the identification of children with learning disabilities in state schools in England, with consequences for how large groups of children are being supported.
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)
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)
Parental perceptions of the use of coercive measures on children with developmental disabilities
- Authors:
- SALOVIITA Timo, PRITTIMAA Raija, KONTU Elina
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(1), 2016, pp.11-20.
- Publisher:
- Wiley
Background: Children with developmental disabilities who exhibit challenging behaviour are potentially subject to the use of coercive interventions. The aim of the study was to investigate the prevalence of the use of coercive measures by authorities, according to parents’ reports. Materials and Methods: A postal survey was distributed, as a total population study, to 946 Finnish parents of children with developmental disabilities, between the ages of 5 and 15, and who were entitled to the highest disability allowance. Results: Of the respondents, 54 (22%) answered ‘yes’ when asked whether their child had been subjected to coercive procedures by authorities. The parents had seldom approved the use of coercive means and often believed that such means had negative effects on their child. Conclusions: To protect the children's rights, the use of coercive measures should be regulated more strictly, and positive intervention strategies should be taught to teachers and nurses. (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)