Search results for ‘Subject term:"physical disabilities"’ Sort:
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Shaping the future: report on the blind and partially sighted young people
- Author:
- -
- Journal article citation:
- Childright, 172, December 2000, p.14.
- Publisher:
- Children's Legal Centre
Summarises the key findings of a recent report examining the barriers faced by the blind and partially sighted in everyday life. This article focuses on the lack of support these children receive in education.
'Armed now with hope...': the construction of the subjectivity of students with integration
- Author:
- MARKS Genee
- Journal article citation:
- Disability and Society, 9(1), 1994, pp.71-84.
- Publisher:
- Taylor and Francis
Students who are integrated into the regular school system have traditionally been constructed in a variety of ways that reflects the philosophies and the policies of the relevant educational systems. Within these systems though, students have also constructed views of their own subjectivity, yet their perspectives and perceptions have seldom been studied. This paper explores the integration policy in Victoria, Australia, over the last decade to gain insight into the way students are constructed, and construct themselves, drawing on the poetry and diaries of a teenager who was been integrated into the regular school system.
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.
En/countering disablement in school life in Australia: children talk about peer relations and living with illness and disability
- Author:
- MCMAUGH Anne
- Journal article citation:
- Disability and Society, 26(7), 2011, pp.853-866.
- Publisher:
- Taylor and Francis
This paper reports the experiential accounts of young people with physical disability or chronic illness as they made the transition to junior high school, with a particular focus on their social experiences with peers and friends. The participants were 24 young people, with a mean age of 12.4 years, with visible and physically limiting disabilities and health conditions including cerebral palsy, spina bifida, and cystic fibrosis. Their personal accounts were gathered in 3 interviews during the course of a year from late Year 6 to late Year 7. A total of 72 recorded conversations, amounting to more than 100 hours of communication, documented the transitional experiences of the participants. Children’s reports were examined in a reflexive, disability studies framework, in which commonalities and difference in experience were examined. The findings highlight a common experience of disability-related harassment and differential experiences of friendship, peer rejection and school culture. While children encounter and actively counter disablement in a variety of ways, it is clear that they are also cognisant of the stigma, prejudices and disabling expectations that are at the core of these experiences.
Children with a spinal cord injury returning to school
- Author:
- KNIGHT Abigail
- Journal article citation:
- Community Care, 2.10.08, 2008, pp.24-25.
- Publisher:
- Reed Business Information
Summarises the findings of a study to explore the experiences of children and young people with a spinal cord injury (SCI) in mainstream school in England and Wales. The study asked young people, parents and carers about their positive and negative experiences. It also aimed to investigate schools' experiences of working with young people with SCI and the challenges and factors that help them work effectively with these children. The study was carried out by the Thomas Coram Research Unit, the Institute of Education at the University of London, and was funded by the Back-Up Trust.
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 best days of their lives?
- Authors:
- ABBOTT David, MORRIS Jenny, WARD Linda
- Journal article citation:
- Community Living, 15(3), 2002, pp.20-21.
- Publisher:
- Hexagon Publishing
Many disabled children sent away to residential school have mixed feelings about their experiences. Reports on the findings of a recent study by the Norah Fry Research Centre.
Voices from segregated schooling: towards an inclusive education system
- Authors:
- COOK Tina, et al
- Journal article citation:
- Disability and Society, 16(2), March 2001, pp.293-310.
- Publisher:
- Taylor and Francis
Romantown LEA, like other authorities in England and Wales, is adopting a policy of 'inclusion' in providing education for young disabled people. The reorganisation has involved the closure of Adamston, an all-age school for pupils with physical disabilities. This article addresses the meaning of 'inclusion' from the viewpoint of disabled people who have experienced segregated education. Draws first on the literature to offer an analysis of the documented views of survivors of special schools. Secondly, explores the views and experiences of Adamston pupils prior to the closure of the school. Argues that voices from experiences of segregation are central in constructing 'inclusion' and essential in any process of change towards an education system which is truly inclusive.
Shaping the future: the educational experiences of 5-16 year old blind and partially sighted children and young people
- Authors:
- FRANKLIN Anita, et al
- Publisher:
- Royal National Institute for the Blind
- Publication year:
- 2001
- Pagination:
- 185p.,tables,bibliog.
- Place of publication:
- London
Based on the RNIB's survey of the experiences of visually impaired children and young people, this covers topics such as type of school attended, provision for special needs, reading media and equipment, access to the national curriculum and examinations, mobility lessons, bullying, careers advice and what young people think makes a good school. Separate data is provided for pupils with complex additional needs.
Residential schools and disabled children: decision-making and experiences
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2001
- Pagination:
- 4p.
- Place of publication:
- York
A previous stage of this research explored the policies and practices of 21 local authorities on placing a disabled child at residential school (see Findings 420). Follow-on research in four authorities explored the circumstances in which disabled children and young people came to be at residential school. The study involved observing at decision-making panel meetings, interviewing key professionals, parents and also disabled children and young people currently at residential school.