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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)
Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: school-based countermeasures
- Author:
- LEVERS Lisa Lopez
- Journal article citation:
- Journal of Children and Poverty, 8(2), September 2002, pp.101-140.
- Publisher:
- Routledge, part of the Taylor and Francis Group
A donor-funded basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo- and Kavango-populated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the efficacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations, teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitative interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disability on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment.