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Forgotten. left behind. overlooked. The experiences of young people with SEND and their educational transitions during the Covid-19 pandemic in 2020
- Author:
- ALL-PARTY PARLIAMENTARY GROUP FOR SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
- Publisher:
- All-Party Parliamentary Group for Special Educational Needs and Disabilities
- Publication year:
- 2021
- Pagination:
- 56
- Place of publication:
- London
Findings of an inquiry to further build the evidence base of the impact that Covid-19 has had upon young people’s mental health and wellbeing during transition; on learning outcomes during transition; on children and young people with SEND during transition, specifically in relation to the social and emotional wellbeing within the community; and to establish where the capacity and responsibility to address the impact of Covid-19 lies, whether this be with the Government, the sector, parents and young people themselves or a combination of all of these. The inquiry found that the Covid-19 pandemic has amplified the problems and issues that were already present in the SEND system. The manner and speed in which the lockdown and closure of school happened had a negative impact on children and young people with SEND and their families. Many were left without support. Funding for SEND provision has been of long-term concern with local authorities, school settings and families reporting deficits in the high-needs budget. The impact on schools of Covid-19 related costs and losses of income has exacerbated this crisis. In some cases, risk assessments were used to refuse attendance in school for young people with SEND. These assessments were often conducted without the input of families or the young people themselves. Mental health of young people with SEND, and that of their families, has been widely impacted by the pandemic. Anxiety was frequently reported. The report argues that the Government and Department for Education did not do enough to support children and young people with SEND during Covid-19. (Edited publisher abstract)
School report 2021
- Author:
- NATIONAL AUTISTIC SOCIETY
- Publisher:
- National Autistic Society
- Publication year:
- 2021
- Pagination:
- 35
- Place of publication:
- London
This report presents the findings of an online survey of 3,470 parents and carers of autistic children and young people in England in summer 2021; and of a parallel survey, which was completed by 605 autistic children and young people. The survey found that: around three quarters of parents said their child’s school place did not meet their needs; over a quarter had waited over three years to receive support for their child. Only one in four parents are satisfied with the special educational needs (SEN) support the child is receiving. More than four in ten feel their child special educational needs are not being met in general. Half were dissatisfied with the child's educational, health and care needs assessment planning process. Over a third didn't know about the SEND Tribunal to appeal their local authority’s decision to refuse an education, health care plan assessment for their child. Seven in ten said school would be better if more teachers understood autism. Less the one in 12 think other pupils and students know enough about autism. Over half say they don't have a quiet place to go to at school. Around half would like help, in school, to understand how to get on with friends and classmates. Almost half said they would like help planning for adult life. (Edited publisher abstract)
Information needs of parents about learning disabilities
- Author:
- McCONKEY Roy
- Journal article citation:
- Journal of Learning Disabilities, 7(3), September 2003, pp.211-219.
- Publisher:
- Sage
A survey of over 400 parents and carers of children and adults with severe learning disabilities was undertaken in N. Ireland. The aim was to identify the persons approached by the parents, the information required and the means used. The data are relevant to the setting up of national information centres as proposed by the government. The most common informants were social workers, staff in schools and centres, and GPs, but little use was made of voluntary services. A similar pattern was found regarding future informants. The most common topics were available services, leisure and holidays, and benefits. Parents of children under 10 were more likely to want information on education and therapies. The preferred means of getting information was through face-to-face contacts in the home.
Don't count me out: the exclusion of children with a learning disability from education because of health needs
- Author:
- ROYAL SOCIETY FOR MENTALLY HANDICAPPED CHILDREN AND ADULTS
- Publisher:
- Mencap
- Publication year:
- 1999
- Pagination:
- 24p.
- Place of publication:
- London
Based on a survey of families, this report discusses how the health needs of children with learning disabilities affects their access to schooling. Looks at how the current system fails and argues that this is due to the failure of health and education authorities to work together at local level. Discusses the impact of this failure on children and families. Describes the legal position on these issues. Examines the roles and responsibilities of the agencies concerned. Ends with recommendations for future practice.