GREAT BRITAIN. Department for Education and Skills
Publisher:
Great Britain. Department for Education and Skills
Publication year:
2001
Pagination:
58p.
Place of publication:
Nottingham
This guidance has been written for local education authorities, schools, early years settings and child and adolescent mental health services. It has been produced as a result of the increasing recognition of the importance of promoting children's mental health within early years and school settings, and the emotional well being and the importance of working together to achieve this.
This guidance has been written for local education authorities, schools, early years settings and child and adolescent mental health services. It has been produced as a result of the increasing recognition of the importance of promoting children's mental health within early years and school settings, and the emotional well being and the importance of working together to achieve this.
Subject terms:
joint working, local authorities, local government, mental health, mental health problems, mental health services, school children, school social work, school social workers, special education, central government, child and adolescent mental health services, children, Department for Education and Skills, education, emotionally disturbed children;
Sets out the minimum national standards for the education of children who are unable to attend school because of medical needs. Vulnerable children and young people require as much access to education as their medical condition allows. Argues that it is essential to keep education alive in a child's life and where possible maintain progress. This applies equally to those with physical or mental health problems, and pupils with life threatening or terminal illnesses, all of whom have a right to a suitable education. For children recovering from an illness or trauma, education is sen as a normal childhood activity, and can play a vital role in recovery.
Sets out the minimum national standards for the education of children who are unable to attend school because of medical needs. Vulnerable children and young people require as much access to education as their medical condition allows. Argues that it is essential to keep education alive in a child's life and where possible maintain progress. This applies equally to those with physical or mental health problems, and pupils with life threatening or terminal illnesses, all of whom have a right to a suitable education. For children recovering from an illness or trauma, education is sen as a normal childhood activity, and can play a vital role in recovery.
Subject terms:
intervention, medical treatment, mental health problems, policy formulation, school children, schools, social care provision, special education, standards, access to services, children, childrens rights, education, health needs;