Search results for ‘Subject term:"learning disabilities"’ Sort:
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Manual of professional practice in meeting special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education and Industry Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2004
- Pagination:
- 110p.
- Place of publication:
- Edinburgh
Length of school week: pupils in special schools and units
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
Raising attainment for pupils with special educational needs
- Author:
- SCOTLAND. Scottish Executive. Education Department
- Publisher:
- Scotland. Scottish Executive Education Department
- Publication year:
- 2001
- Pagination:
- 18p.
- Place of publication:
- Edinburgh
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.
The green paper on special educational needs and disability
- Author:
- GILLLIE Christine
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- London
This Standard Note outlines the current special educational needs (SEN) system in England, and highlights the main proposals in the Government’s green paper on special educational needs and disability. The Green Paper considers how to achieve: better educational outcomes and life chances for children and young people with special educational needs and disabilities - from the early years through to the transition into adult life and employment; better early intervention to prevent problems later; and greater choice for parents in the schools their children attend and the support and services they receive, whether in a mainstream or special school setting. A selection of initial reaction to the green paper is provided. The note also includes information on the pathfinder programme to test key elements of the green paper’s proposals. The paper proposes: a new approach to identifying SEN through a single early years setting-based category and school-based category of SEN; a new single assessment process and Education, Health and Care Plan by 2014; local authorities and other services to set out a local offer of all services available; the option of a personal budget by 2014 for all families with children with a statement of SEN or a new Education, Health and Care Plan; strengthening parental choice of school, for either a mainstream or special school; and changing the assessment process to make it more independent.
Children with emotional difficulties
- Author:
- REID Amanda
- Journal article citation:
- Care and Health Magazine, 07.12.04, 2004, p.38.
- Publisher:
- Care and Health
Provides an overview of Emotional and Behavioural Difficulties (EBD) and highlights some key issues in the quality of care of children with EBD.
Where do we go from here?
- Author:
- JERVIS Margaret
- Journal article citation:
- Social Work Today, 5.1.87, 1987, p.10.
- Publisher:
- British Association of Social Workers
Special schools have responded well to the task of educating children with severe learning difficulties. These children are now moving out of schools in ever increasing numbers to face diminished opportunities in the community.
Commentary on: “Ordinary lives” means ordinary schools: towards a unitary 0-99 years policy for adults and children with learning disabilities
- Author:
- HARDIMAN Becky
- Journal article citation:
- Tizard Learning Disability Review, 25(1), 2020, pp.47-52.
- Publisher:
- Emerald
Purpose: The purpose of this study is to reflect on some of the challenges faced by caregivers when making decisions relating to school placements for their child with a learning disability. Design/methodology/approach: Quotes from parents and caregivers, contacted via a national syndrome support charity, are shared, along with broader perspectives gained through the charity’s helpline service. Findings: A number of themes are discussed, including friendships and role models; expectations and educational targets; training, speciality and capacity of staff and managing a widening gap. Originality/value: When considering the future of education provision, it is important to consider some of the tensions between an ideology of inclusion and the current realities of service provision. To create effective solutions to achieving more effective inclusion, the concerns and experiences of families, as well as children, must be considered. (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)
‘I didn't used to have much friends’: exploring the friendship concepts and capabilities of a boy with autism and severe learning disabilities
- Author:
- POTTER Carol
- Journal article citation:
- British Journal of Learning Disabilities, 43(3), 2015, pp.208-218.
- Publisher:
- Wiley
Using a qualitative case study approach, this research provides a description of the friendship concepts and capabilities of Ben, a 10-year-old boy with autism and severe learning disabilities within the context of a mainstream primary classroom in the United Kingdom. An innovative activity-based strategy was used to gain Ben's own perspectives in relation to friendship. Findings revealed that Ben exhibited a strong desire to have friends, believed himself to have some, demonstrated some understanding in respect of degrees of friendship and displayed a commitment to friendships over relatively long periods of time. Methodological, developmental and capacity perspectives informed the discussion, with a case being made both for a greater focus on the friendship capabilities of children with autism and learning disabilities and their more direct inclusion in the research process. (Edited publisher abstract)