Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
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.
Perspectives of inclusive education in Russia
- Authors:
- LARSKAIA-SMIRNOVA Elena, ROMANOV Pavel
- Journal article citation:
- European Journal of Social Work, 10(1), 2007, pp.89-105.
- Publisher:
- Taylor and Francis
This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students' identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.
Children with learning disabilities whose behaviours challenge: what do we know from national data?
- Author:
- PINNEY Anne
- Publisher:
- Challenging Behaviour Foundation
- Publication year:
- 2014
- Pagination:
- 34
- Place of publication:
- Chatham
This data supplement, written to accompany the briefing paper 'Early intervention for children with learning disabilities whose behaviours challenge', presents the findings and recommendations from an analysis of all the available national data on children with learning disabilities and behaviour that challenges in England, in 2013. It draws on SEN (Special Educational Needs) data collected by the Department for Education (DfE) and the Learning Disabilities Census, which provides information children and young people with a learning disability, autistic spectrum disorder and/or behaviour that challenges, who were in-patients in assessment and treatment centres in September 2013. For school data the report analyses information on the number of children with learning difficulties or autistic spectrum disorders and their individual characteristics; types of schools attended; residential and 'out of area' placements; trends in special school placements and costs. The Learning Disabilities Census analysis provides information on the number of children who were in-patients in assessment and treatment centres and the use of anti-psychotic medication and incidents of concern. Recommendations for improving national data in relation to residential placements, independent schools and cost data are then provided. (Edited publisher abstract)