Search results for ‘Subject term:"physical disabilities"’ Sort:
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Early intervention studies for young children with special needs
- Editors:
- MITCHELL David, BROWN Roy I.
- Publisher:
- Chapman and Hall
- Publication year:
- 1991
- Pagination:
- 355p.,tables,bibliogs.
- Place of publication:
- London
Describes the need to identify children with special needs, and facilities that are being developed for this. Discusses the role of the parent in facilitating early learning, and the needs of parents when a child is diagnosed as having a disability. Also looks at advocacy and staff training.
Cerebral palsy: problems and practice
- Authors:
- GRIFFITHS Margaret, CLEGG Mary
- Publisher:
- Souvenir Press
- Publication year:
- 1988
- Pagination:
- 179p., bibliogs.
- Place of publication:
- London
Aimed at parents and professionals - gives practical advice on dealing and coping with handicapped children. Emphasises the individual assessment of each child's needs to prepare them for independent adulthood.
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.
Together from the start: practical guidance for professionals working with disabled children (birth to 2) and their families
- Authors:
- GREAT BRITAIN. Department for Education and Skills, GREAT BRITAIN. Department of Health
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2002
- Pagination:
- 41p.
- Place of publication:
- Nottingham
`Where children have special needs and disabilities, it is important that identification leads directly to effective early intervention and support for families and children. This guidance is designed to improve service provision to very young disabled children and their families. Content include: assessment and early intervention; coordinating service provision, ways of working in partnership; working with children and families; planning a family-centred approach to service delivery.