Search results for ‘Subject term:"physical disabilities"’ Sort:
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On the shoulders of children
- Author:
- COOMBES Rebecca
- Journal article citation:
- Nursing Times, 12.7.01, 2001, pp.10-11.
- Publisher:
- Nursing Times
There are about 32,000 young carers in the UK. Looks at how a school nurse is helping one of them to cope.
Where are the children's experiences? Analysing social and cultural exclusion in 'special' and 'mainstream' schools
- Authors:
- DAVIS J.M., WATSON N.
- Journal article citation:
- Disability and Society, 16(5), August 2001, pp.671-687.
- Publisher:
- Taylor and Francis
This article employs ethnographic data to illustrate that disabled children encounter discriminatory notions of 'normality' and 'difference' in both 'special' and 'mainstream' schools, and that these experiences relate to both the structural forces in schools, and the everyday individual and cultural practices of adults and children. In contrast to much of the literature in the field, this article examines the everyday life experiences of adults and disabled children from their own perspective. Highlights disabled children's own criticisms of 'special' and 'mainstream' schools to illustrate the fluid nature of disabled children's lives within educational settings. Argues that schools will be prevented from becoming fully inclusive until adults who control schools take account of children's views of specific educational processes and until educational policy makers adopt a more nuanced multi-level approach to inclusion. Children should be enabled to challenge the structural, cultural and individual conditions which create disability.
Supporting pupils with special health needs in mainstream schools: policy and practice
- Authors:
- LIGHTFOOT Jane, et al
- Journal article citation:
- Children and Society, 15(2), April 2001, pp.57-69.
- Publisher:
- Wiley
A growing number of pupils in mainstream schools may have health-related support needs in respect of a chronic illness or physical disability. Data from research study investigating these needs and carried out between 1996 and 1998 are used to reflect on the position of this group of pupils within policy guidance on special educational needs and medical needs. Evidence of confusion and ambiguity, both in the guidance and its interpretation, suggests that the needs of this group remain somewhat hidden. More recent developments in special needs policy guidance are discussed in terms of the prospect for strengthening support for this group of pupils.
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.
Within reach: an evaluation of the schools access initiative
- Author:
- SCOPE
- Publisher:
- National Union of Teachers
- Publication year:
- 2001
- Pagination:
- 48p.
- Place of publication:
- London
This study evaluates the Schools Access Initiative (SAI), which aims to increase access to mainstream schools for pupils with a physical or sensory impairment. The aim of the study is to follow up on to earlier reports: ‘Within reach: a study’ (1992) and ‘Within reach: the school survey’ (1993). These earlier reports were the basis for a campaign which preceded the introduction of SAI. A sample of eight LEAs and twenty seven schools are used as a basis for the report. Attitudes to inclusion; LEA knowledge of accessibility; views on management of the SAI; and sufficiency of the SAI are looked at.
Is boarding the only option?
- Authors:
- WARD Linda, ABBOTT David, MORRIS Jenny
- Journal article citation:
- Community Care, 13.12.01, 2001, pp.38-39.
- Publisher:
- Reed Business Information
The Norah Fry Research Institute recently carried out research into the experiences of disabled children who attend residential schools. Describes their findings and messages for social services and education professionals.
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.
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.
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.
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.