Search results for ‘Subject term:"learning disabilities"’ Sort:
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Permanent exclusions and special school pupils
- Authors:
- PARSONS Carl, ORLOWSKA Danuta
- Journal article citation:
- Tizard Learning Disability Review, 2(3), July 1997, pp.43-45.
- Publisher:
- Emerald
Considers permanent exclusions from schools, giving data for the overall pattern of exclusions from schools in England, with specific attention to exclusions from special schools. Looks at two case histories of exclusions of pupils with learning disabilities from a residential special school. Also considers the impact of exclusion on young people and their families.
The National Behaviour and Attendance Review (NBAR) in Wales: findings on exclusion set in context
- Author:
- REID Ken
- Journal article citation:
- Emotional and Behavioural Difficulties, 14(1), March 2009, pp.3-17.
- Publisher:
- Taylor and Francis
The National Behaviour and Attendance Review (NBAR) was a comprehensive review of behaviour, exclusions and school attendance in Wales, commissioned by the Welsh Assembly Government. The Review's Steering Group started its work in 2006 and produced its final report in 2008. This article focuses on the Review's study of exclusions of children from Welsh schools and sets its findings in the context of other recent work in this area. The NBAR found uneven patterns of exclusions across local authorities and between different schools. It accepted the need for exclusions but felt that too many occurred that might have been avoided. Core recommendations are listed, including proposals for the appeals process, better assessment of excludees' needs, the wider use of 'managed moves' and a call for further investigation of the links between learning difficulties and exclusions.
Permanent exclusions from schools, England 1999/2000
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2001
- Pagination:
- 5p.
- Place of publication:
- London
Statistical release on permanent exclusions from schools, giving data for the overall pattern of exclusions from primary secondary and special schools in England, in the school year 1999/2000.
The Special Educational Needs and Disabilities and Alternative Provision Green Paper
- Authors:
- LONG Robert, ROBERTS Nerys
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 37
- Place of publication:
- London
This briefing sets out the Government's proposed integrated national Special Educational Needs and Disabilities (SEND) in England and alternative provision system, and some initial reaction to the proposals. The briefing includes background on the existing SEND and alternative provision systems, and includes an overview of the green paper proposals published in March 2022, as part of a consultation: SEND review: right support, right place, right time. The review proposes a single system to cover SEND and also alternative provision, which supports pupils who, because of exclusion, illness or other reasons, would not otherwise receive suitable education. In September 2019, the Government announced a review of the system of support for children and young people with Special Educational Needs and Disabilities (SEND) in England. The system supports children and young people aged 0-25, and aims to unify support across education, healthcare, and social services. (Edited publisher abstract)
School absences and exclusions experienced by children with learning disabilities and autistic children in 2016/17 in England
- Author:
- HATTON Chris
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.207-212.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine data on absences and exclusions from school amongst children with learning disabilities and autistic children in England in 2016/2017. Design/methodology/approach: Data were drawn from Department for Education statistics for the school year 2016/2017 on school absences (authorised and unauthorised) and school exclusions (fixed-period and permanent) for children in the primary special educational needs categories of moderate learning difficulty (MLD), severe learning difficulty (SLD), profound and multiple learning difficulty (PMLD) and autistic spectrum disorder (ASD). Findings: Authorised school absence rates were higher for all groups of children investigated compared to children without special educational needs, primarily due to illnesses and health-related appointments. Rates of unauthorised school absences were low. Rates of fixed-period and permanent school exclusions were higher for children with MLD and ASD compared to children without SEN, and lower for children with SLD and PMLD. Reasons given for exclusions were similar across children (persistent disruptive behaviour, physical assault against a pupil, verbal abuse against an adult), although physical assault against an adult was also commonly mentioned for children with SLD, PMLD or ASD. Social implications: Reducing school absences for children with learning disabilities and autistic children will involve co-ordination of health and social care support arrangements to ensure they are convenient and efficient for children and families. In terms of exclusions, schools need to consider the extent to which they are making reasonable adjustments for children with learning disabilities and autistic children. Originality/value: This paper presents in one place statistics concerning school absences and school exclusions for children with learning disabilities and autistic children in England.
Special needs need special measures
- Author:
- -
- Journal article citation:
- Viewpoint, 24, December 1997, p.8.
- Publisher:
- Mencap/Gateway
Children with special educational needs are the focus of a Government Green paper and a Mencap report. The Government intends to integrate these students into mainstream education; Mencap reveals the tragedy of exclusion.
Enabling inclusion: blue skies, dark clouds
- Editor:
- O'BRIEN Tim
- Publisher:
- Stationery Office
- Publication year:
- 2001
- Pagination:
- 212p.,bibliogs.
- Place of publication:
- London
Presents revised versions of papers that were presented at a symposium and Canterbury Christ Church University College, Kent, in March 2000 on inclusion in mainstream classes of children with special educational needs or with learning difficulties. The symposium also discussed school exclusions. Paper one looks at promoting responsible inclusion and providing quality education for all; paper two is on enabling inclusion for individuals; paper three focuses on 'hard' or extremely difficult cases; paper four is on teacher training, special needs and inclusive education; paper five looks at the curriculum and its influence on the inclusion process; paper six focuses on preventing disabilities from handicapping the futures of our children; paper seven asks the question 'is a social model sufficient to enable inclusive educational practice'; paper eight is on the social model of disability and inclusive education; paper nine looks at change management; paper ten presents a developmental perspective; paper eleven offers the view of a practitioner; and papers twelve and thirteen look at decisions and enabling inclusion.
The structure of arguments used to support or oppose inclusion policies for students with disabilities
- Author:
- COLE Peter G.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 24(3), September 1999, pp.215-225.
- Publisher:
- Taylor and Francis
Discusses the arguments which have been proposed to support or oppose the value of the inclusion model in the education of students with disabilities. The author places the arguments in four categories: consequentialist, justice, rights and the needs argument. discusses the arguments in detail which are commonly used to support or deny policies of inclusion.