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Access and achievement or social exclusion?: are the government's policies working for disabled children and their families?
- Author:
- RUSSELL Philipa
- Journal article citation:
- Children and Society, 17(3), June 2003, pp.215-225.
- Publisher:
- Wiley
The past decade has seen significant developments in policy and practice for disabled children and their families. In particular there is a new focus upon access and inclusion, with increasing awareness of the need to see disabled children and families as active partners within policy development and implementation. There is growing awareness of the implications of disability discrimination legislation across children's services and of the importance of improving arrangements for early identification and intervention to maximise disabled children's participation within mainstream services. The National Service Framework, the advent of Children's Trusts and a new Special Education Needs (SEN) Action Programme, together with the introduction of direct payments, give encouraging messages about multi-agency working and a strategic and joined up approach to childhood disability. However, many disabled children and their families continue to experience discrimination, poverty and social exclusion. The challenge for the Government is to ensure that disabled children are mainstreamed across all policy initiatives and to recognise the talents and ambitions of disabled children and their families in service design and implementation.
Children's trusts: statutory guidance on inter-agency cooperation to improve well-being of children, young people and their families
- Author:
- 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).
Removing barriers to achievement: the government's strategy for SEN
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 93p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Removing barriers to achievement: the government's strategy for SEN: executive summary
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 24p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.
Can mainstream schools cope with children who have special needs?
- Author:
- GILLEN Sally
- Journal article citation:
- Community Care, 5.12.02, 2002, pp.18-19.
- Publisher:
- Reed Business Information
Reports on the Audit Commission's claim that children with special educational needs and disabilities are being let down by school league tables and a lack of training. For those who had long campaigned for greater inclusion of children with special needs and disabilities in mainstream education, the legislation which took effect from September to eliminate discrimination on those grounds was long overdue. Three months on, it is too early to judge what impact the Special Educational Needs and Disability Act 2001 has had, but a report by the Audit Commission suggests that many mainstream schools are ill-prepared for an increase in students with SEN or a disability. Although over two-thirds of children with special educational needs attend mainstream schools, the report says that many of them face barriers within them and are often excluded from certain lessons and social activities.
The evolution of a partnership to meet the special needs of children
- Authors:
- GRAHAM Jackie, MAZE Mary K.
- Journal article citation:
- 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.
Young disabled people moving into adulthood
- Author:
- JOSEPH ROWNTREE FOUNDATION
- Publisher:
- Joseph Rowntree Foundation
- Publication year:
- 2000
- Pagination:
- 12p.
- Place of publication:
- York
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.