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Crossing the boundaries: how training can improve joint working
- Author:
- ROYAL ASSOCIATION FOR DISABILITY AND REHABILITATION
- Publisher:
- Royal Association for Disability and Rehabilitation
- Publication year:
- 2002
- Pagination:
- 44p.
- Place of publication:
- London
In the current climate where working in partnership is both encouraged and expected, training plays an important part in this process.The aim of this good practice guide is to show how training can improve joint working, to show the benefits there will be for both service providers and people receiving services, and to give examples of good practice. The guide looks at what ‘works well’ particularly from the viewpoint of disabled people. It also covers what causes problems and what could be done to address these. Its intention is to encourage service providers and trainers to think about how training can improve joint working and to take action to put thought into effect.
Direct payments in action: implementation by social services departments in England
- Author:
- JORDAN Claire
- Publisher:
- SCOPE
- Publication year:
- 2004
- Pagination:
- 8p.
- Place of publication:
- London
Direct payments can greatly improve disabled people’s quality of life by offering increased control, flexibility and choice. Despite this, take-up of direct payments has so far been relatively low. Department of Health figures for 2003 show 12,585 people using direct payments, with take-up in some areas much higher than in others. This survey aimed to identify what social service departments saw as the barriers to using direct payments effectively.
Let me be me: a handbook for managers and staff working with disabled children and their families
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2003
- Pagination:
- 192p.
- Place of publication:
- London
The improvement handbook has been designed for managers and staff who work with disabled children and their families, across different agencies and disciplines. Individual services and agencies can use it to improve their own services. But, the most effective way to use the change pack is for managers and professionals from different agencies and disciplines to use it to review and develop services together. Families said that very often it was better co-ordination between different professionals and agencies that would make the biggest difference to the quality of their lives.
Time for an early start
- Author:
- SALE Anabel Unity
- Journal article citation:
- Community Care, 12.06.03, 2003, pp.32-33.
- Publisher:
- Reed Business Information
For too long services for very young disabled children have suffered from dislocation between health, social services and education. But now the government is looking to improve early intervention by harnessing the efforts of health, education, social services and the voluntary sector.
Together from the start: practical guidance for professionals working with disabled children (birth to third birthday) and their families
- Author:
- GREAT BRITAIN. Department of Health. Social Services Inspectorate
- Publisher:
- Great Britain. Department of Health. Social Services Inspectorate
- Publication year:
- 2003
- Pagination:
- 2p.
- Place of publication:
- London
Announces the guidance issued jointly by the Department for Education and Skills and the Department of Health. It is concerned with the initial assessment of need; co-ordination of multiagency support for families; better information and access for families Improved professional knowledge and skills; service review and development; and partnership across agencies and geographical boundaries.
Report of the task and finish group on care pathways for long term neurological conditions
- Author:
- WALES. Welsh Assembly Government. Task and Finish Group on Care Pathways for Long Term Neurological Conditions
- Publisher:
- Wales. Welsh Assembly Government
- Publication year:
- 2010
- Pagination:
- 11p.
- Place of publication:
- Cardiff
This report by the Welsh Neuroscience Expert Group Care Pathways sub-group outlines a process for the development of care pathways to support children, young people and adults with long term neurological conditions. The aim of these pathways is to help people with long term neurological conditions manage their condition, maintain independence and achieve the best possible quality of life through an integrated process of education, information sharing, assessment, care planning and service delivery. It is suggested that this would be as delineated in the National Service Framework for Long Term Conditions for England. Areas addressed are: early recognition, diagnosis and treatment; acute care; early specialist rehabilitation; community and longer term rehabilitation; transitions; vocational and educational rehabilitation; equipment and accommodation; personal care and support for the sufferer, their families and carers; palliative care, care within hospital and other health or social care settings; quality assurance, audit and development.
Children's trusts: statutory guidance on inter-agency cooperation to improve well-being of children, young people and their families
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 48p.p.
- Place of publication:
- London
This guidance on inter-agency co-operation, issued under section 10 of the Children Act 2004, reflects the experience of developing Children's Trust arrangements since the publication of Every Child Matters. The guidance supplements the Statutory Guidance on inter-agency cooperation to improve wellbeing of children: children's trusts (2005).
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.
Can mainstream schools cope with children who have special needs?
- Author:
- GILLEN Sally
- Journal article citation:
- Community Care, 5.12.02, 2002, pp.18-19.
- Publisher:
- Reed Business Information
Reports on the Audit Commission's claim that children with special educational needs and disabilities are being let down by school league tables and a lack of training. For those who had long campaigned for greater inclusion of children with special needs and disabilities in mainstream education, the legislation which took effect from September to eliminate discrimination on those grounds was long overdue. Three months on, it is too early to judge what impact the Special Educational Needs and Disability Act 2001 has had, but a report by the Audit Commission suggests that many mainstream schools are ill-prepared for an increase in students with SEN or a disability. Although over two-thirds of children with special educational needs attend mainstream schools, the report says that many of them face barriers within them and are often excluded from certain lessons and social activities.