The Children Act paves the way for clearer communication between families with special needs and service providers. Will education and social services be able to work together to provide an integrated service?
The Children Act paves the way for clearer communication between families with special needs and service providers. Will education and social services be able to work together to provide an integrated service?
Subject terms:
integrated services, interagency cooperation, learning disabilities, physical disabilities, social services, social care provision, special education, children, education;
GREAT BRITAIN. Department for Children, Schools and Families
Publisher:
Great Britain. Department for Children, Schools and Families
Publication year:
2008
Pagination:
48p.p.
Place of publication:
London
This guidance on inter-agency co-operation, issued under section 10 of the Children Act 2004, reflects the experience of developing Children's Trust arrangements since the publication of Every Child Matters. The guidance supplements the Statutory Guidance on inter-agency cooperation to improve wellbeing of children: children's trusts (2005).
This guidance on inter-agency co-operation, issued under section 10 of the Children Act 2004, reflects the experience of developing Children's Trust arrangements since the publication of Every Child Matters. The guidance supplements the Statutory Guidance on inter-agency cooperation to improve wellbeing of children: children's trusts (2005).
Subject terms:
interagency cooperation, joint working, physical disabilities, policy, social exclusion, special education, central government, children, Childrens Trusts, discrimination, families;
Reports on how the Green Paper also promotes more inclusion of children with special educational needs (SEN) within mainstream schools and more involvement of and support for parents.
Reports on how the Green Paper also promotes more inclusion of children with special educational needs (SEN) within mainstream schools and more involvement of and support for parents.
Subject terms:
interagency cooperation, intervention, needs, parents, physical disabilities, policy, school children, school exclusion, special education, special educational needs, central government, children, education, equal opportunities, government policy;
British Journal of Occupational Therapy, 60(12), December 1997, pp.521-524.
Publisher:
Sage
Being mindful of the importance of a multi-professional approach to meeting complex needs, an advisory teacher together with occupational therapists and physiotherapists developed a successful working partnership. This began in their work with pre-school children and developed into the services the team offered to pupils in mainstream schools and their parents. This article describes the working practices that involved in a shire county in England to meet the needs of children with physical impairment. The key elements and the benefits of such an approach are identified.
Being mindful of the importance of a multi-professional approach to meeting complex needs, an advisory teacher together with occupational therapists and physiotherapists developed a successful working partnership. This began in their work with pre-school children and developed into the services the team offered to pupils in mainstream schools and their parents. This article describes the working practices that involved in a shire county in England to meet the needs of children with physical impairment. The key elements and the benefits of such an approach are identified.
Subject terms:
interagency cooperation, joint working, joint planning, needs, occupational therapy, physical disabilities, school children, schools, special education, children, education;
Practice: Social Work in Action, 6(3), 1992, pp.206-210.
Publisher:
Taylor and Francis
This paper describes the failure of social workers and teachers to communicate effectively in meeting the needs of disabled young people in the transition from school to community, and the use of a complete special needs assessment and planning package, the GIRA Disability Assessment as a means whereby an effective transition between school and social services provision can be effected.
This paper describes the failure of social workers and teachers to communicate effectively in meeting the needs of disabled young people in the transition from school to community, and the use of a complete special needs assessment and planning package, the GIRA Disability Assessment as a means whereby an effective transition between school and social services provision can be effected.
Subject terms:
interagency cooperation, interprofessional relations, needs, needs assessment, physical disabilities, school children, social welfare law, social workers, special education, teachers, young people, assessment, children, day services;
Although it is a legal requirement that all young people over the age of fourteen with a statement of special educational needs have a transition plan, a third of young people surveyed in one study did not have a plan. Education and social services are often not working well together in transition planing. There is also poor coordination between children and adult social services. Young people who are disabled and in placements out of their local area are particularly likely to experience inadequate transition planning.
Although it is a legal requirement that all young people over the age of fourteen with a statement of special educational needs have a transition plan, a third of young people surveyed in one study did not have a plan. Education and social services are often not working well together in transition planing. There is also poor coordination between children and adult social services. Young people who are disabled and in placements out of their local area are particularly likely to experience inadequate transition planning.
Subject terms:
housing, interagency cooperation, joint working, joint planning, outcomes, physical disabilities, placement, placement disruption, policy formulation, social networks, social services, special education, special educational needs, young people, adolescence, adults, education, employment;