Search results for ‘Subject term:"physical disabilities"’ Sort:
Results 1 - 6 of 6
The integration of statemented children in mainstream schools: the experience of headteachers and parents
- Author:
- STONE Karen
- Publisher:
- University of East Anglia
- Publication year:
- 1991
- Pagination:
- 41p.,bibliog.
- Place of publication:
- Norwich
Examines the experiences of parents, the views of head teachers and policy and practice in Birmingham and discusses the radical changes necessary for successful integration.
Incurably human
- Author:
- MASON Micheline
- Publisher:
- Working Press
- Publication year:
- 2000
- Pagination:
- 120p.
- Place of publication:
- London
By piecing together a personal journey of discovery, the author explores the deeper meaning of inclusion. She looks at how communities, families and schools are being fragmented by the focus of global economics, rekindling the past eugenic polices which have created a culture of exclusion for many. She looks also at how dynamic resistance movement is growing, led by the excluded themselves and those who love them. She proposes that this is the beginning of a truly radical, nonviolent world change movement of relevance to every living person.
Signposts to special needs: an information pack on meeting special educational needs in the mainstream classroom
- Author:
- NATIONAL CHILDREN'S BUREAU
- Publisher:
- National Children's Bureau
- Publication year:
- 1992
- Pagination:
- 19 leaflets in pack.
- Place of publication:
- London
Contains information sheets on: meeting individual needs; assessment, the National Curriculum and special educational needs; managing behaviour; learning support services; parents as partners; pre-school children; childhood disorders; emotional and behavioural difficulties; boys with haemophilia; hearing impairment; hyperactivity; motor impairment; moderate learning difficulties; severe learning difficulties; specific learning difficulties; speech and language difficulties; and visually impaired pupils.
Removing barriers to achievement: the government's strategy for SEN
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 93p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Removing barriers to achievement: the government's strategy for SEN: executive summary
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 24p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Parent partnership services for special educational needs: celebrations and challenges
- Editor:
- WOLFENDALE Sheila
- Publisher:
- David Fulton
- Publication year:
- 2002
- Pagination:
- 148p.,bibliog.
- Place of publication:
- London
This book gives an understanding of the growth and operation of special educational needs parent partnership services (PPSs). The book provides information on the latest special needs and disability rights legislation, descriptions of good practice, case studies from practitioners, and guidance on giving and receiving training especially for independent parental supporters.