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Funding for disabled students
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 64p.
- Place of publication:
- Edinburgh
The Review of Provision for Students with Disabilities was initiated by the Funding for Learners (FFL) division of the Scottish Executive in spring 2005 in order to examine the support available to students with disability-related additional needs studying at Further Education (FE) and Higher Education (HE) level in Scotland. The main aim of the project is to consider options to improve the efficient and effective use of the existing financial resource for individual support for disabled students, within the context of institutional funding to support widening access. The review also considers the feasibility of introducing a single system of support, which would be based on need, rather than level of study.
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.
Helping you meet the costs of learning: funding for disabled students 2006-2007
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 42p.
- Place of publication:
- Edinburgh
This Guide gives an overview of the funding available from August 2006 for disabled learners and is a useful guide to practitioners giving advice to others. This booklet uses the term 'disabled learners' to refer to learners with a wide range of impairments, such as those who have sensory impairments, physical impairments, mental health difficulties, dyslexia, autistic spectrum disorders, epilepsy, diabetes, etc.This booklet provides information about the different types of financial support that is available to disabled learners, including general financial support and funding specifically available for disabled people. It also summarises information about getting welfare benefits as a disabled student.
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.
Does the covert nature of caring prohibit the development of effective services for young carers?
- Authors:
- BANKS Pauline, et al
- Journal article citation:
- British Journal of Guidance and Counselling, 30(3), August 2002, pp.229-246.
- Publisher:
- Taylor and Francis
Almost 3 million children in the UK live in households where at least one family member is affected by chronic illness or disability. A proportion of these children will be young carers. This article begins with a brief review of the literature relating to young carers. Particular attention is then paid to the adoption of a caring role, the'hidden' nature of caring including young people's reluctance to discuss their caring, the impact of caring on education, and the location and type of services provided. The findings of a small-scale study carried out in Scotland are presented in order to highlight some of the issues raised in the literature. Discussion focuses on the implications for the field of guidance and counselling.
Making progress: equality annual report
- Author:
- SCOTLAND. Scottish Executive
- Publisher:
- Scotland. Scottish Executive,|Stationery Office
- Publication year:
- 2003
- Pagination:
- 49p.
- Place of publication:
- Edinburgh
Significant advances have been made in equal opportunities through legislation introduced through the Scottish Parliament, which has: made promotion of equality a national priority in education and put a duty on education authorities to say how they will improve equal opportunities; put a duty on Scottish Ministers, local authorities and social landlords to encourage equal opportunities and comply with equality legislation in providing housing and related services; put a duty on the Scottish Commission for Regulation of Care and Scottish Social Services Council to encourage equal opportunities and comply with equality legislation when carrying out their functions; established a statutory committee to advise on transport needs of disabled people; increased protection for those experiencing domestic abuse; recognised rights for same sex couples in cases of adults with incapacity; improved procedures in sexual offence cases, e.g. protecting rape victims from being cross-examined by the accused; put a duty on local authorities to offer eligible disabled people direct payments; repealed section 2a of Local Government Act 1986 thus removing constraints to the discussion of sexual orientation in schools.
Children in society: contemporary theory, policy and practice price
- Editors:
- FOLEY Pam, ROCHE Jeremy, TUCKER Stanley
- Publisher:
- Palgrave
- Publication year:
- 2001
- Pagination:
- 299p.,bibliog.
- Place of publication:
- Basingstoke
Collection of papers providing a critical and comprehensive account of the theoretical and practical issues raised in working with children and their families. Includes chapters on: the development of child health and welfare services in England; the changing experience of childhood; the demonisation of children; racism; child care policy; children's policy in the European Union; quality of life for children; children's rights; mothers, children and healthcare at home; listening to children; community development as a strategy for empowerment; children's hearings in Scotland; parental responsibility; the impact of domestic violence on children; primary education in Scotland; children, sexual abuse and the child protection system; foster families; external influences on workplace competence; an ecological perspective on child abuse; children's health at school; theories of child development; working with disabled children; involving children and families in decision making about health; men working in child care; perspectives on parenting; and developing partnership practice.