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Lives and times: practice, policy and people with disabilities
- Editors:
- WALSH Patricia Noonan, GASH Hugh
- Publisher:
- Rathdown
- Publication year:
- 2004
- Pagination:
- 333p.,bibliogs.
- Place of publication:
- Bray, County Wicklow
Most of the people with intellectual disabilities alive at the start of this century will grow into middle and old age. Increasingly, they will attend school, live, work, enjoy social life and retire alongside their peers in their own communities. These social changes are the result of government policies in Ireland, the United Kingdom and the rest of Europe, and mirror global trends. In addition, fresh thinking about good practice in providing supports for people with intellectual disabilities is founded on a human rights perspective and in research evidence. Major changes in policy and practice have increased demands for new approaches to teaching and professional development. One result is a proliferation of interdisciplinary courses in the field of disabilities at third-level institutions.
Improving service delivery for disadvantaged adults: have your say
- Author:
- GREAT BRITAIN. Office of the Deputy Prime Minister. Social Exclusion Unit
- Publisher:
- Great Britain. Office of the Deputy Prime Minister. Social Exclusion Unit
- Publication year:
- 2004
- Pagination:
- 16p.
- Place of publication:
- London
The Unit is working on a new project to make mainstream public services (health, housing, education and training, social security and employment services) more effective for disadvantaged adults of working age. It will focus on people with poor basic skills, people with disabilities and/or long-term health conditions, and people from certain ethnic minorities. The Unit is seeking views from services and from disadvantaged adults themselves.
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.
The CANS guide to disability law
- Author:
- CITIZENS ADVICE NOTES SERVICE TRUST
- Publisher:
- Citizens Advice Notes Service Trust
- Publication year:
- 2004
- Pagination:
- 448p.,bibliogs.
- Place of publication:
- London
This guide to disability discrimination provides detailed commentary on the provisions of the Disability Discrimination Act 1995 and other legislation relating to disability discrimination. The guide covers disability discrimination in key areas such as: employment; the provision of goods, facilities and services; letting or selling property; education; transport; and the functions and powers of the Disability Rights Commission.
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.