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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)
Understanding the parents of children with special needs: collaboration between health, social and education networks
- Authors:
- TETREAULT S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(6), 2014, p.825–832.
- Publisher:
- Wiley
Context: In 2003, Quebec's Ministry of Health and Social Services (MSSS) and the Ministry of Education, Recreation and Sports (MELS) concluded the Agreement for the complementarity of services between the health and social services network and the education network. The objectives of the current investigation were to evaluate the implementation of this Agreement and its impact upon renewal of practices and services, and to investigate the consequences for children with special needs and their families. The specific focus of this article is to describe parents' perspectives regarding the impact of this Agreement upon them and their children. Methods: Interviews were conducted with 56 parents of children with disabilities, social maladjustment or learning difficulties across the province of Quebec. Data were analysed using content analysis. Results: Most parents were not directly aware of any contact between school staff and health or social professionals, although discussions might have been held without their knowledge. The intervention plans seemed to be the main vehicle through which some parents perceived collaboration to be occurring. For parents, the impact upon actual practices or collaborative work is either minimal or non-existent. Conclusion: School inclusion of children with special needs is a challenge for all societies. The Agreement illustrates the Quebec government's intent to promote an alliance between two complex networks and has the potential to greatly benefit children and their families. However, more concrete action is required in order to realise specific changes regarding work cohesion and service organisation for these groups. (Edited publisher abstract)
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.