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The implementation of the 1981 Education Act: policy and provision for special educational needs
- Authors:
- EVANS J., et al
- Journal article citation:
- Social Services Research, 3, 1987, pp.39-46.
- Publisher:
- Social Services Research Group
Presents the findings of a research project.
Disabled children and education policy in Northern Ireland
- Authors:
- MONTEITH M., et al
- Publisher:
- Barnardo's
- Publication year:
- 2002
- Pagination:
- 5p.
- Place of publication:
- Belfast
The education provision for children with disabilities in Northern Ireland was the subject of considerable controversy throughout the 1990s. The debate is often unhelpfully posed as being about a choice between the segregation of disabled children in special schools or their inclusion in mainstream schools. Neither form of provision is without its problems and limitations. Segregated provision has too often been characterised by a culture of low expectations while inclusion, if insufficiently supported, can entail neglect of the child’s educational and social needs. The negative experience of being bullied can and does occur across both settings. Perhaps the worst long-term educational placement is that of education at home. While this may achieve certain educational goals, the absence of social skills development and experience means such a provision should only ever be a short-term measure.
Each belongs: integrated education in Canada
- Author:
- SHAW Linda
- Publisher:
- Centre for Studies on Integration in Education
- Publication year:
- 1990
- Pagination:
- 20p.
- Place of publication:
- London
The goal of the Hamilton and Waterloo Catholic School Boards in Ontario, Canada, is to meet the needs of all children in age-appropriate classes in neighbourhood schools. There are no special schools. This report describes local school board policy and practice, covers integration strategies, including some detailed case studies, and investigates the parents’ perspective. It captures the spirit of these inclusive school communities in a series of integration strategies including some case studies and investigates the parents’ perspectives.
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.
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.
Moving on: the transition to adult services for children with special needs
- Author:
- BEECHER Wendy
- Journal article citation:
- Children UK, 10, Autumn 1996, p.14.
- Publisher:
- National Children's Bureau
The author outlines the importance of support and information in empowering young people with special needs as they reach adulthood.
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).
Full inclusion of children with learning disabilities in the regular classroom: is it the only answer?
- Author:
- WRIGHT Elizabeth Beacher
- Journal article citation:
- Social Work in Education, 21(1), January 1999, pp.11-22.
- Publisher:
- National Association of Social Workers
In America's public school classrooms, there are divergent interpretations of the Individuals with Disabilities Education Act (IDEA) (P.L. 101-476) which was reauthorised effective June 1997. This act contains a mandate designed to meet the educational needs of children with disabilities in participating states, which will impact on parents, guardians, children and school social workers. Discusses the intent of IDEA, its legal interpretations and implications for school social workers.
School choice, markets and special educational needs
- Authors:
- BAGLEY Carl, WOODS Philip A.
- Journal article citation:
- Disability and Society, 13(5), November 1998, pp.763-783.
- Publisher:
- Taylor and Francis
This article investigates the ways in which schools competing within the educational marketplace perceive and respond to the needs of parents of SEN students, and considers the perspectives, experiences and values of these parents relating to school choice. The findings reveal the pressures on senior school managers and the difficulties encountered by parents of SEN students are increasingly marginalised and devalued.
Special educational needs statistics and trends
- Author:
- MALE Dawn
- Journal article citation:
- Tizard Learning Disability Review, 3(3), July 1998, pp.40-45.
- Publisher:
- Emerald
Outlines some of the recent changes in the pattern of provision for pupils with special educational needs (SEN), with particular emphasis on incidence, prevalence and placement. Key points which emerge from the summary are the increased inclusion in mainstream schools of pupils with SEN, the downward trend in the number of pupils being placed in special schools, the apparent trend towards a more multiply-disabled special school population, and a sharp increase in the number of pupils being excluded from mainstream education. In addition, there are indicators that the most severely intellectually disabled are the least likely to be included in mainstream school provision.