Search results for ‘Subject term:"physical disabilities"’ Sort:
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Students with disabilities, learning difficulties and disadvantages: statistics and indicators
- Author:
- ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Centre for Educational Research and Innovation
- Publisher:
- Organisation for Economic Co-operation and Development
- Publication year:
- 2005
- Pagination:
- 150p.
- Place of publication:
- Paris
Special status
- Author:
- BENNETT Anita
- Journal article citation:
- Young Minds Magazine, 75, March 2005, pp.14-16.
- Publisher:
- YoungMinds
Investigates the risk to special schools in the drive for inclusion for children with disabilities. A battle is being waged to save schools for children with mental disabilities. The ideology that all children, whatever their special needs, and especially as they reach secondary level, should be educated in mainstream schools is being questioned.
The integration of statemented children in mainstream schools: the experience of headteachers and parents
- Author:
- STONE Karen
- Publisher:
- University of East Anglia
- Publication year:
- 1991
- Pagination:
- 41p.,bibliog.
- Place of publication:
- Norwich
Examines the experiences of parents, the views of head teachers and policy and practice in Birmingham and discusses the radical changes necessary for successful integration.
Special needs in ordinary classrooms: an approach to teacher support and pupil care in primary and secondary schools
- Author:
- HANKO Gerald
- Publisher:
- Blackwell
- Publication year:
- 1986
- Pagination:
- 166p., bibliog.
- Place of publication:
- Oxford
Methods of dealing with children's emotional and behavioural difficulties through the curriculum, increased contact with each other, and parental involvement.
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.
Perspectives of inclusive education in Russia
- Authors:
- LARSKAIA-SMIRNOVA Elena, ROMANOV Pavel
- Journal article citation:
- European Journal of Social Work, 10(1), 2007, pp.89-105.
- Publisher:
- Taylor and Francis
This paper discusses the issues of exclusion and inclusion of children with disabilities in educational policies. The background and context for inclusion in Russia is described, with a short overview of the history of special education and with the emphasis on the current legislative conditions for inclusion. The article analyzes peculiarities of the hidden curriculum in a Russian boarding school for children with disabilities, and discusses the ways in which special education constructs the students' identities. In particular, practices of socialization in an educational institution for children with motor impairments are considered using the qualitative methodology of ethnographic observation and interviews. In addition, the attitudes of contemporary mainstream school students towards the idea of inclusive education are explored and a case of integration of a disabled child into a regular school setting is considered. Finally, the authors outline some policy recommendations and the prospects for inclusion.
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.
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.
Planning, teaching and assessing the curriculum for pupils with learning difficulties: general guidelines
- Author:
- QUALIFICATIONS AND CURRICULUM AUTHORITY
- Publisher:
- 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.
The SEN Bill: fine principles but will it work in practice?
- Author:
- ASPIS Simone
- Journal article citation:
- Community Living, 14(3), January 2001, pp.10-11.
- Publisher:
- Hexagon Publishing
As the Special Educational Needs (SEN) Bill reaches its final stages in parliament, the author argues that although the Bill gives disabled children and those with special education needs the right to mainstream education, mixing SEN and disability could lead to confusion and to some children, particularly those in care, failing to benefit.