Search results for ‘Subject term:"physical disabilities"’ Sort:
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Disability
- Author:
- THORNTON Patricia
- Journal article citation:
- Research Matters, 2004, 2004, pp.17-22.
- Publisher:
- Community Care
Part of a special issue focusing on the Children Bill and the green paper, Every Child Matters, arguing that the latter is short on solutions to support disabled children's parents but some schemes are pointing the way. Argues the paper could be more sensitive to circumstances and needs: disabled children who attend special schools some distance from home; the effect of inadequate transport; care before and after school; parents in work taking jobs below their skill levels; better integration - families complain of having to repeat their story to different people; one main contact; and schemes rooted in established multi-agency working.
Self-determination within Australian school transition programmes for students with a disability
- Author:
- LARAGY Carmel
- Journal article citation:
- Disability and Society, 19(5), August 2004, pp.519-530.
- Publisher:
- Taylor and Francis
The concept of self-determination has gained prominence over recent years in parallel with the recognition of the rights of people with a disability. Services are being pressured to make radical changes to the restrictive philosophies and practices of the past. This paper reviews seven Australian transition programmes for young people with disabilities as they moved from school to adult options. It examines the extent to which self-determination principles are evident and whether they led to a wider range of opportunities and a reshaping of the service system. The studies showed that participation in decision-making by young people and their families resulted in increased service responsiveness and greater achievement of preferred outcomes. However, the restructuring of service systems to become more flexible and responsive has been slower than expected. One contributing factor appears to be that an increasing demand for resources creates pressures for more bureaucratic and less person-oriented approaches.
Integration versus segregation: the experiences of a group of disabled students moving from mainstream school into special needs further education
- Authors:
- PITT Victoria, CURTAIN M.
- Journal article citation:
- Disability and Society, 19(4), June 2004, pp.387-401.
- Publisher:
- Taylor and Francis
Although the latest education policy for disabled students is one of inclusion, some students are moving out of mainstream schools into specialist colleges for their further education. This research uses a combination of group and individual interviews to explore why this move away from mainstream education is made. Results show that these students' moved into specialist education because of the inadequate physical accessibility of their mainstream colleges, the quality of disability services available to them and their previous experiences whilst in mainstream school. These students were able to identify both strengths and weaknesses within mainstream and special education for disabled students, and believed that educational placement should therefore be a matter of choice depending on the physical, academic and emotional needs of the individual. It would appear, however, that for the students participating in this research, their local mainstream colleges were unable to cater for their needs, indicating that their decision to move into a special needs college was not based on a real choice. Mainstream colleges are challenged to create a truly inclusive environment so that disabled students are offered a real choice.
Right to education denied?
- Author:
- WARD Adrain D.
- Journal article citation:
- SCOLAG Journal, June 2004, p.97, 102.
- Publisher:
- ScoLAG(Scottish Legal Action Group)
Looks at the Education (Additional Support for Learning) (Scotland) Act 2004 and argues that it has undermined the educational rights of children with additional support needs.
They have to be special
- Author:
- MORRIS Jenny
- Journal article citation:
- Community Care, 8.1.04, 2004, p.36.
- Publisher:
- Reed Business Information
Earlier this year Amaze, a Brighton based voluntary organisation, brought together a group of parents whose children are at residential special schools to write an information booklet on choosing a school. Looks at what parents want.
Safeguarding disabled children in residential special schools
- Authors:
- PAUL Alina, CAWSON Pat, PATON Joni
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2004
- Pagination:
- 140p., bibliog.
- Place of publication:
- London
This is a research initiative to promote the care and protection of disabled children living away from home. The project worked with residential special schools for children with severe and multiple physical and learning disabilities, to examine child protection policies and practice. It aimed at identifying and describing good practice models for child welfare and protection. These will be incorporated into practice guidelines to be available for management, staff training and practice development. Findings will also be used to prepare a guide to inform parents on standards of child protection safeguards they should be able to expect while their children are at residential school. Disabled children are among those most likely to spend time in residential institutions. The single largest category of disabled children living away from home - and therefore the primary focus of the proposed work - is children with a variety of complex physical and learning disabilities attending residential special schools. The issue of the protection from abuse of disabled children living in residential settings has received much less attention than the protection of children 'looked after' by local authorities. The paucity of research in this field reflects the low priority often given to the needs of disabled children, and the myth that disabled children are unlikely to be abused. Yet there is evidence, from accounts by disabled adults of their childhood, and from research and practice experience, to suggest that disabled children are at increased risk of abuse.
Complaints filed against schools by parents of children with AD/HD: implications for school social work practice
- Authors:
- UNDERWOOD Donna J., KOPELS Sandra
- Journal article citation:
- Children and Schools, 26(4), October 2004, pp.221-233.
- Publisher:
- Oxford University Press
Recent changes in the Individuals with Disabilities Education Act (IDEA) in the USA provide that children with attentiondeficit/hyperactivity disorder (AD/HD) can receive services under the "other health impairments" category. Reports on complaints filed by parents against school districts about educational services for children with mild to moderate AD/HD, under IDEA and Section 504 of the Rehabilitation Act of 1973. On the basis of those findings, the authors analyze the significance of the prevalent problems in the schools for children with AD/HD and the school social worker's role in addressing those problems. They suggest how social workers can improve and sustain educational services and policies for children with AD/HD and other disabilities.
Balancing student mental health needs and discipline: a case study of the Implementation of the Individuals with Disabilities Education Act
- Author:
- PALLEY Elizabeth
- Journal article citation:
- Social Service Review, 78(20), June 2004, pp.243-266.
- Publisher:
- University of Chicago Press
This research uses a case study approach to assess the implementation of the disciplinary procedures in the Individuals with Disabilities Education Act (IDEA), a federal policy developed to ensure the inclusion of all children with disabilities in state public US education systems. The findings indicate that many factors influence the implementation of IDEA's disciplinary practices. Such factors include teacher and administrator knowledge of the law and policies, teacher and administrator discretion, school-based resources, and parental involvement. Many areas of noncompliance are apparent.
Needs must
- Author:
- LIGHTFOOT Liz
- Journal article citation:
- 0-19, May 2004, pp.14-15.
- Publisher:
- Reed Business
The government wants children with special needs to be taught in mainstream schools. Asks whether the schools have the resources and whether they are willing to teach these children.
Integration, integrity and effectiveness
- Author:
- SEWELL Geof
- Journal article citation:
- Disability and Society, 19(2), March 2004, pp.171-178.
- Publisher:
- Taylor and Francis
Until the mid-1990s, debates about integration tended to focus on the rights of disabled children to attend mainstream schools. However, more recent research has raised new concerns about the politics of integration from the 'standards' perspective. This Internet-based research project was designed to follow the 20 secondary schools in England, where more than 10% of the pupils had statements of special educational needs (SEN). Several of these schools are now being threatened with closure. This is either because they are failing to meet the Government's benchmark targets of 5+GCSEs at grades A-C, or because they are failing to attract sufficient numbers of mainstream pupils. However, these schools may well be seen as popular and successful by the parents of pupils with statements of special educational needs. Little appears to be known about how schools juggle these competing priorities successfully, and the author calls on readers of this journal to promote our understanding and their survival through a national conference.