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.
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.
Subject terms:
learning disabilities, parent-child relations, physical disabilities, placement, school children, school exclusion, special education, special educational needs, children, education;
Qualifications and Curriculum Authority/Great Britain. Department for Education
Publication year:
2001
Pagination:
36p.
Place of publication:
London
These guidelines support the planning, development and implementation of the curriculum for pupils with learning difficulties. They draw on effective practice across a range of schools and can be used in mainstream and special primary schools, specialised schools and independent schools. They also provide support to the range of services that work with these schools.
These guidelines support the planning, development and implementation of the curriculum for pupils with learning difficulties. They draw on effective practice across a range of schools and can be used in mainstream and special primary schools, specialised schools and independent schools. They also provide support to the range of services that work with these schools.
Subject terms:
learning disabilities, physical disabilities, quality assurance, school children, schools, social care provision, teachers, young people, children;
Local education authorities have a duty to provide or arrange free transport to and from school for some school children and discretion to provide it for others. Effective arrangements are essential to ensure that children with special educational needs can attend school. This report presents comparative information, across London Boroughs, on the quality and standards to which authorities work, the ways in which they manage and supervise arrangements, how they set and manage budgets, the numbers of pupils with special educational needs needing transport, how their needs are met and the costs of provision. Includes a self assessment checklist and draws attention to good practice, including findings from best value inspections, and other inspections.
Local education authorities have a duty to provide or arrange free transport to and from school for some school children and discretion to provide it for others. Effective arrangements are essential to ensure that children with special educational needs can attend school. This report presents comparative information, across London Boroughs, on the quality and standards to which authorities work, the ways in which they manage and supervise arrangements, how they set and manage budgets, the numbers of pupils with special educational needs needing transport, how their needs are met and the costs of provision. Includes a self assessment checklist and draws attention to good practice, including findings from best value inspections, and other inspections.
Subject terms:
learning disabilities, local authorities, management, physical disabilities, school children, special education, special educational needs, statistical methods, transport, children;
Journal of Intellectual and Developmental Disability, 24(3), September 1999, pp.243-263.
Publisher:
Taylor and Francis
Presents the results of a survey of therapists providing services to students with high support needs in New South Wales. The survey examined therapists perceptions of their roles, criteria used to set priorities for therapy services, decision making authority and agreement with best practice related to the collaborative team approach and implementation of those practices. Practices associated with a collaborative team approach received both a higher level of agreement and reported implementation than practices not associated with the approach.
Presents the results of a survey of therapists providing services to students with high support needs in New South Wales. The survey examined therapists perceptions of their roles, criteria used to set priorities for therapy services, decision making authority and agreement with best practice related to the collaborative team approach and implementation of those practices. Practices associated with a collaborative team approach received both a higher level of agreement and reported implementation than practices not associated with the approach.
Subject terms:
learning disabilities, needs, physical disabilities, school children, schools, special education, students, children, complex needs;
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Extended abstract:
Sebba, Judy Sachder, Darshan What works in inclusive education? Barnardo's 1997
Summary
A research review of what works in inclusive education, defined as a process by which the school builds its capacity to accept all pupils from the local community and reduces the need to exclude pupils
Context
Within the last 30 years there has been a shift from a 'medical' model of education, in which its purpose was seen as to minimise or eradicate difficulties and disabilities. A more interactive approach, developed in the 1980s, required the school to provide sufficient support to enable the pupil to cope with the demands resulting from a mismatch between individual characteristics and the demands of the organisation and curriculum. A third model in the 1990s proposed that difficulties and disabilities were acknowledged and support or adaptation provided but also that the difficulties should stimulate consideration of limitations in the current provision, or whole-school improvement.
Method
Contents
The review addresses the questions
How do legislation and policy influence developments in inclusive education?
What forms of school organisation are recommended?
What forms of classroom practice are recommended?
What is the impact of inclusive education?
What do studies of exclusion suggest about developing inclusive education?
What happens before and after school?
Findings
The factor which emerged as having greatest impact on the effective inclusive education of pupils with learning difficulties or disabilities was seen to be the expectations of staff, parents and pupils. The effectiveness of support appears to be more closely related to how it is organised, planned and monitored than the overall amount of it. Where teachers set examples of valuing difference the pupils respond by interacting more openly with each other. It appears that inclusive education benefits the academic achievement of pupils with learning difficulties and disabilities. The experience of inclusive education (rather than undergoing training) is the single most powerful influence on teacher development in inclusive practice.
144 references
Subject terms:
inclusive education, learning disabilities, physical disabilities, school children, schools, special education, children, education;
Account of the desegregation of the education service in the London Borough of Newham, when over a twelve year period, the Boroughs special schools were gradually closed, and disabled children and children with learning difficulties joined their colleagues in mainstream schools.
Account of the desegregation of the education service in the London Borough of Newham, when over a twelve year period, the Boroughs special schools were gradually closed, and disabled children and children with learning difficulties joined their colleagues in mainstream schools.
Subject terms:
human rights, learning disabilities, physical disabilities, school children, schools, special education, children, education, equal opportunities;
This book deals with barriers experienced in terms of dealing with/relationship with schools (physical barriers, attitudinal barriers, inaccessible information etc) . It gives examples of good practice: where e.g. a school or education professional had facilitated a disabled parent to play the role that any parent would expect to play in their child's education. The term 'disabled parents' includes those with physical and/or sensory impairments, learning disabilities, mental health support needs, long-term illness, HIV/AIDs.
This book deals with barriers experienced in terms of dealing with/relationship with schools (physical barriers, attitudinal barriers, inaccessible information etc) . It gives examples of good practice: where e.g. a school or education professional had facilitated a disabled parent to play the role that any parent would expect to play in their child's education. The term 'disabled parents' includes those with physical and/or sensory impairments, learning disabilities, mental health support needs, long-term illness, HIV/AIDs.
Subject terms:
learning disabilities, long term conditions, mental health problems, parental role, parent-child relations, parents, physical disabilities, school children, school social work, school social workers, schools, children, good practice;
This book gives an understanding of the growth and operation of special educational needs parent partnership services (PPSs). The book provides information on the latest special needs and disability rights legislation, descriptions of good practice, case studies from practitioners, and guidance on giving and receiving training especially for independent parental supporters.
This book gives an understanding of the growth and operation of special educational needs parent partnership services (PPSs). The book provides information on the latest special needs and disability rights legislation, descriptions of good practice, case studies from practitioners, and guidance on giving and receiving training especially for independent parental supporters.
Subject terms:
law, learning disabilities, parent-child relations, parents, physical disabilities, school children, schools, social welfare law, social care provision, special education, special educational needs, teachers, children, education, education law;
Presents revised versions of papers that were presented at a symposium and Canterbury Christ Church University College, Kent, in March 2000 on inclusion in mainstream classes of children with special educational needs or with learning difficulties. The symposium also discussed school exclusions. Paper one looks at promoting responsible inclusion and providing quality education for all; paper two is on enabling inclusion for individuals; paper three focuses on 'hard' or extremely difficult cases; paper four is on teacher training, special needs and inclusive education; paper five looks at the curriculum and its influence on the inclusion process; paper six focuses on preventing disabilities from handicapping the futures of our children; paper seven asks the question 'is a social model sufficient to enable inclusive educational practice'; paper eight is on the social model of disability and inclusive education; paper nine looks at change management; paper ten presents a developmental perspective; paper eleven offers the view of a practitioner; and papers twelve and thirteen look at decisions and enabling inclusion.
Presents revised versions of papers that were presented at a symposium and Canterbury Christ Church University College, Kent, in March 2000 on inclusion in mainstream classes of children with special educational needs or with learning difficulties. The symposium also discussed school exclusions. Paper one looks at promoting responsible inclusion and providing quality education for all; paper two is on enabling inclusion for individuals; paper three focuses on 'hard' or extremely difficult cases; paper four is on teacher training, special needs and inclusive education; paper five looks at the curriculum and its influence on the inclusion process; paper six focuses on preventing disabilities from handicapping the futures of our children; paper seven asks the question 'is a social model sufficient to enable inclusive educational practice'; paper eight is on the social model of disability and inclusive education; paper nine looks at change management; paper ten presents a developmental perspective; paper eleven offers the view of a practitioner; and papers twelve and thirteen look at decisions and enabling inclusion.
Subject terms:
learning disabilities, physical disabilities, school children, school exclusion, schools, social model, special education, special educational needs, change management, children, education;