Search results for ‘Subject term:"physical disabilities"’ Sort:
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Disability discrimination reforms in education: could do better?
- Authors:
- BLAIR Ann, LAWSON Anna
- Journal article citation:
- Child and Family Law Quarterly, 15(1), 2003, pp.41-55.
- Publisher:
- Jordan Publishing
Examines some of the implications of the extension of the Disability Discrimination Act 1995 to education as brought about by the Special Educational Needs and Disability Act 2001. It focuses on inconsistencies in the new scheme and draws attention to the relative under-recognition of the rights of disabled children. provision of the Education Act 1996
Programming for special educational needs
- Author:
- DICKINS Mary
- Journal article citation:
- Coordinate, 70, March 1999, pp.12-13.
- Publisher:
- National Early Years Network
With its SEN Programme of Action, the Government has issued a comprehensive plan for redirecting provision for children with special educational needs. This article provides an overview of the programme's content and calls for coherent local policies to make the best of its intentions.
Pharos: self-assessment tools for service development and improvement for schools, educational, and support services for young learners with visual impairment
- Authors:
- JONES Robert D., PRAIN Iain
- Journal article citation:
- British Journal of Visual Impairment, 32(2), 2014, pp.170-174.
- Publisher:
- Sage
Specialised schools for the visually impaired have been in existence for a great number of years. However, in the latter half of the 20th century there began a debate, which continues today, as to their relevance in an age of inclusion. Those schools that remain may well be greatly experienced in teaching learners with little or no sight. They do not, however, have a preordained right to always exist, particularly as islands in an increasingly interconnected and accountable education system. Pharos is a self-evaluation tool, developed from an European Union (EU) funding school project, which all service providers, including special schools, can assess their progress towards being part of an interconnected model of partnership, sharing, and cooperation so that the diverse educational needs of young people with visual impairment are met. (Publisher abstract)
The right help at the right time in the right place: strategic review of learning provision for children and young people with complex additional support needs
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2012
- Pagination:
- 108p.
- Place of publication:
- Edinburgh
This report sets out the strategic vision for learning provision for children and young people with complex additional support needs in Scotland. The review process was undertaken in 2 phases, and included working groups, a call for evidence, parental engagement events, a literature review, and in-depth interviews with children and young people in a range of educational settings. The report sets out the findings and recommendations for provision across 4 themed areas: culture, complex additional support needs and expertise; policy choice and learning experiences; interagency working, planning and review; and national and local provision and the role of the Scottish Government. A total of 21 recommendations are made across these 4 areas. Three case studies of excellent practice are presented which demonstrate that getting the right help at the right time in the right place does make a real difference to the lives of children and young people with complex additional support needs and their families.
Disabled children and education policy in Northern Ireland
- Authors:
- MONTEITH M., et al
- Publisher:
- Barnardo's
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Belfast
The education provision for children with disabilities in Northern Ireland was the subject of considerable controversy throughout the 1990s. The debate is often unhelpfully posed as being about a choice between the segregation of disabled children in special schools or their inclusion in mainstream schools. Neither form of provision is without its problems and limitations. Segregated provision has too often been characterised by a culture of low expectations while inclusion, if insufficiently supported, can entail neglect of the child’s educational and social needs. The negative experience of being bullied can and does occur across both settings. Perhaps the worst long-term educational placement is that of education at home. While this may achieve certain educational goals, the absence of social skills development and experience means such a provision should only ever be a short-term measure.
Why it's worth it: inclusive education in Scotland; a parents' perspective
- Author:
- MOLLARD Ceri
- Publisher:
- Scottish Human Services Trust
- Publication year:
- 2004
- Pagination:
- 156p.
- Place of publication:
- Edinburgh
This book was written after speaking with 15 parents of children with special educational needs throughout Scotland about their child’s experiences of inclusive education in mainstream school. The families interviewed included children and young people at all stages of education from nursery right through to 18 year olds just about to leave school, and a range of experiences of education and inclusion from very positive to very negative. The experiences that are recounted in this book are real life illustrations of what it is like for families to include their children in mainstream schools in Scotland today. These accounts provide practical examples of what works and what doesn’t work to make pupils and their families feel like an included part of their chosen mainstream school. The book explores all aspects of school inclusion including the policy context, access to information, planning and support of inclusive placements, legal exclusions from mainstream school and the benefits of inclusion for everyone.
Awkward customers?: parents and provision for special educational needs
- Author:
- DUNCAN Neil
- Journal article citation:
- Disability and Society, 18(3), May 2003, pp.341-356.
- Publisher:
- Taylor and Francis
This article selectively reports on a small-scale qualitative exploration of the experiences of families who had undergone recent conflict with special educational needs (SEN) professionals. The data were collected over the spring and summer terms of 2001 from 10 families in two local education authorities (LEAs) in the English midlands. The research aimed to examine the parents' perspectives on points of conflict or dissatisfaction between themselves and education professionals. It was concerned with the parents' points of view regarding their pursuit of desired outcomes for their children and the factors that helped or hindered their endeavours. The project found that the parents' negotiation of the SEN system was held by them to be exceptionally difficult and stressful compared to other troubling issues in their lives. The research suggests that dissatisfactions with SEN provision have important implications for the management of LEA Parent partnership Schemes (PPS) in ameliorating the differences between parental aspirations and governmental ambition.
Special Education Needs and Disability Act: disability discrimination in education
- Author:
- RIMMINGTON Helen
- Journal article citation:
- Childright, 178, July 2001, pp.14-15.
- Publisher:
- Children's Legal Centre
Looks at the provisions of Special Educational Needs and Disability Act 2001 (SENDA), which aims to introduce individual rights for children with disabilities in school and provide a mechanism for enforcement. In particular, the Act extends the role of the Special Educational Needs Tribunal to decide on certain limited claims relating to disability discrimination within schools.
Disabled children at residential school
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2000
- Pagination:
- 4p.
- Place of publication:
- York
Most disabled children who live away from home, go to residential school. The Children Act 1989 and the Code of Practice on the Identification Assessment of Special Educational Needs set out the duties and regulations that local authorities should follow in making decisions about residential school placements for disabled children. Outlines the findings of research into how education and social services departments in 21 local authorities carried out these duties.
Attitudes to disability
- Author:
- DICKINS Mary
- Journal article citation:
- Coordinate, 65, May 1998, pp.11-12.
- Publisher:
- National Early Years Network
To round off a series of articles about special educational needs in the early years, the author offers a personal view of the past and current attitudes to the learning potential of children with special needs and looks forward to a better future.