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SCIE research briefing 13: helping parents with a physical or sensory impairment in their role as parents
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2005
- Place of publication:
- London
SCIE research briefings summarise the knowledge base in a particular area and act as signpost to more in-depth material. The topic of this briefing is parents with physical or sensory impairments and ways of addressing any perceived barriers to their parenting. This briefing does not consider any supposed impact of a parent’s disability on their children, but only describes some of the specialist requirements of parents with physical or sensory impairments. The briefing is divided into sections: what does the research show; organisational knowledge; policy community knowledge; practitioner knowledge; research knowledge; user and carer knowledge; and useful links.
Reviewing the evidence: reflections from experience
- Author:
- BAMBRA Clare
- Journal article citation:
- Evidence and Policy, 1(2), May 2005, pp.243-255.
- Publisher:
- Policy Press
Evidence-based policy (EBP), along with the 'systematic review', has recently emerged as a prominent strand within social science and public policy research. A number of articles have heralded this emergence but the vast majority are theoretical and concerned with how EBP research could be practised. This article reflects on the author's experiences of identifying and reviewing evidence on the effectiveness of labour market interventions aimed at people with a disability or a chronic illness, to demonstrate some of the methodological challenges and practical problems that arise from the actual conduct of EBP research.
A new deal for children with special educational needs?
- Author:
- O'GRADY Carolyn
- Journal article citation:
- Coordinate, 65, May 1998, pp.5-6.
- Publisher:
- National Early Years Network
Reports on how the Green Paper also promotes more inclusion of children with special educational needs (SEN) within mainstream schools and more involvement of and support for parents.