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The Special Educational Needs and Disability (Educational Institutions) (Alteration of Leasehold Premises) Regulations (Northern Ireland) 2005: statutory rule 2005 no. 371
- Author:
- GREAT BRITAIN. Parliament
- Publisher:
- Stationery Office
- Publication year:
- 2005
- Pagination:
- 5p.
- Place of publication:
- London
These Regulations are made under Article 32(3) and (5) and 49(4) of, and paragraphs 4 and 5 of Schedule 3 to, the Special Educational Needs and Disability (Northern Ireland) Order 2005 and contain provisions in respect of consents required under the terms of leases and sub-leases occupied by educational institutions whose governing bodies are subject to the duty of reasonable adjustment set out in Article 30 of that Order. Regulations 3 to 5 set out circumstances for the purposes of Article 32 of, and Schedule 3 to, the Order, where a lessor will be taken to have withheld his consent or to have reasonably or unreasonably withheld his consent to an application to make an alteration to premises made by or on behalf of the service provider. Regulation 6 sets out conditions for the purposes of Article 32 of, and Schedule 3 to, the Order, that it is reasonable for a lessor to attach to a grant of consent to an alteration of premises. Regulation 7 modifies certain provisions of Article 32 of, and Schedule 3 to, the Order, that apply to a landlord who is the service provider's immediate landlord so that they apply to a landlord who is a service provider's superior landlord.
Children in care in Northern Ireland 2014-15: statistical bulletin
- Authors:
- RODGERS Heidi, WAUGH Iain
- Publisher:
- Northern Ireland. Department of Health. Community Information Branch
- Publication year:
- 2016
- Pagination:
- 64
- Place of publication:
- Stormont
This bulletin presents findings from the annual survey of children who have been in care continuously for twelve months or longer. It details analyses relating to the child’s placement and health, schooling and educational attainment. It also covers cautions and convictions and current activity for those that finished compulsory schooling. At 30 September 2015, 2,169 children and young people had been looked after continuously for 12 months or longer. Of these, one fifth had experienced a placement change during the previous 12 months, which is the lowest number in recent years. When excluding those children whose placement move was placement for adoption, the proportion of children with a placement change was 18 per cent. Having a statement of Special Educational Needs continues to be significantly more prevalent among the looked after children of school age compared with the general school population. In general, looked after children did not perform as well as their peers on the Key Stage Assessments. Two thirds of looked after children attained at least one GCSE/GNVQ at grades A* to G; this compared with almost 100 per cent of the general school population. (Edited publisher abstract)
Capacity building for inclusion: the role and contribution of special needs assistants and classroom assistants in Ireland and Northern Ireland
- Authors:
- UNIVERSITY OF ULSTER, NATIONAL UNIVERSITY OF IRELAND
- Publisher:
- University of Ulster; National University of Ireland
- Publication year:
- 2012
- Pagination:
- 12p.
- Place of publication:
- Coleraine
The provision of education for children and young people with Special Educational Needs in Ireland and Northern Ireland is an important and, at times, misunderstood part of the education systems in Ireland and Northern Ireland. Historically, the basic right to education has been an automatic assumption for children in Ireland and Northern Ireland. This report focuses on capacity building to support the inclusion of children with SEN within the mainstream school sector. The issue is explored specifically in relation to the role of the Special Needs Assistant (SNA) in Ireland and the Classroom Assistant (CA) in Northern Ireland. Recent and proposed reforms of SEN policy in both jurisdictions have been informed by children’s rights standards but implementation often falls short of what is required by those same standards. Effective inclusion has been constrained by ambiguous interpretation of the role of classroom assistance and remains problematic. The report concludes that good policy can enhance the rights and provision of education for children and young people with SEN and help government in both Ireland and Northern Ireland to develop more inclusive outcomes for this group.
An analysis tool for school inclusion for pupils with special educational needs and disabilities
- Author:
- RYAN David
- Journal article citation:
- Child Care in Practice, 14(4), October 2008, pp.371-380.
- Publisher:
- Taylor and Francis
The present paper describes a developmental tool (Inclusion Analysis) that enables schools to identify how inclusive or otherwise they are in a relatively straightforward way with a minimal time commitment. The developmental background to the creation of the tool is outlined in terms of inclusion in Northern Ireland and the implementation of the Special Educational Needs and Disability (Northern Ireland) Order 2005. The benefits of using the inclusion analysis as a contributor to school improvement through the school improvement model of disability and special educational needs is described, along with its use and perceived benefits and feedback from schools that have used the tool. The paper concludes with suggestions for further work on the tool.
The Special Educational Needs and Disability (Northern Ireland) Order 2005 (Amendment) (Further and Higher Education) Regulations (Northern Ireland) 2006: statutory rule 2006 no. 332
- Author:
- NORTHERN IRELAND
- Publisher:
- Stationery Office
- Publication year:
- 2006
- Pagination:
- 9p.
- Place of publication:
- Belfast
These Regulations implement (in Northern Ireland) the provisions of Council Directive 2000/78/EC (OJ No. L 303, 2.12.2000, p.16), establishing a general framework for equal treatment in employment and occupation ("the Directive"), so far as it relates to disability discrimination but only insofar as the Directive's obligations impact upon Chapter II of Part III of the Special Educational Needs and Disability (Northern Ireland) Order 2005 (S.I. 2005/1117 (N.I. 6)) ("the 2005 Order"). The Disability Discrimination Act 1995 (Amendment) Regulations (Northern Ireland) 2004 (S.R. 2004/55), which came into operation on 1st October 2004, implemented the Directive's obligations with respect to Parts II and III of the Disability Discrimination Act 1995.
Drug use amongst 12- and 13-year-olds attending emotional and behavioural difficulty units in Belfast
- Authors:
- MCCRYSTAL Patrick, HIGGINS Kathryn, PERCY Andrew
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(3), September 2005, pp.203-218.
- Publisher:
- Taylor and Francis
This article reports on the findings from a survey of 12- and 13-year-old young people with statements of special educational needs who are attending emotional and behavioural difficulty units in Belfast. The existing literature in the area of special education suggests that a gap in contemporary empirical evidence for drug use behaviours of adolescents attending EBD units and other special educational facilities exists at present. In attempting to redress this knowledge gap, the findings from the present study support the opinions of commentators in the field that young people attending EBD units are at a high risk of illicit drug use in comparison with their contemporaries in mainstream school.
Insights into the impact of COVID-19 on children and young people with Special Educational Needs and Disabilities in Northern Ireland: final report
- Authors:
- GERAGHTY Teresa, LYONS Frances, NATIONAL CHILDREN'S BUREAU
- Publisher:
- National Children's Bureau
- Publication year:
- 2021
- Pagination:
- 100
- Place of publication:
- London
This report presents an in-depth look at the impacts of COVID-19 on the lives of families of children with SEND, giving them a voice to tell their story and share their experiences, over a six-month period of time. In total, 60 in-depth interviews and 4 focus groups were held with participants from across Northern Ireland between late October and mid March 2021. The report covers the key findings under the following themes: COVID-19 creating a double disadvantage for children and young people with SEND; the impact on mental health and wellbeing; the impact on education, development and employment; support from other agencies; the impact on family life; and participants’ priorities for the near future. A recurring message from both parents and practitioners was that children with SEND were the ‘forgotten ones’ when the measures to combat the spread of COVID-19 were implemented. The study finds that both the physical and mental health and wellbeing of young people and parents were impacted by the pandemic and the lockdown measures introduced to combat it. School and college closures had a profound, largely negative effect on children and young people with SEND, not only due to the loss of learning but also the loss of routine, access to therapies, specialised equipment such as sensory equipment and social opportunities with peers. Priorities identified by the participants for the short term, in meeting the needs of children and young people with SEND as the pandemic continued, included the following: clear and consistent communication from government; keep educational and respite facilities open; speed up the SEN system, so as to better meet the needs of children; see education holistically; enhance mental health provision; have more coherence across government to meet the needs of disabled people. (Edited publisher abstract)
Insights into the impact of COVID-19 on children and young people with Special Educational Needs and Disabilities in Northern Ireland: summary interim report
- Author:
- NATIONAL CHILDREN'S BUREAU
- Publisher:
- National Children's Bureau
- Publication year:
- 2021
- Pagination:
- 9
- Place of publication:
- London
This report presents an in-depth look at the impacts of COVID-19 on the lives of families of children with SEND, giving them a voice to tell their story and share their experiences, over a six-month period of time. In total, 31 in-depth interviews and 2 focus groups were held with participants from across Northern Ireland between late October and mid December 2020. The report covers the key findings under the following themes: COVID-19 creating a double disadvantage for children and young people with SEND; the impact on mental health and wellbeing; the impact on learning and development; support from other agencies; the impact on family life; and participants’ priorities for the near future. A recurring message from both parents and practitioners was that children with SEND were the ‘forgotten ones’ when the measures to combat the spread of COVID-19 were implemented. The study finds that both the physical and mental health and wellbeing of young people and parents were impacted by the pandemic and the lockdown measures introduced to combat it. School and college closures had a profound, largely negative effect on children and young people with SEND, not only due to the loss of learning but also the loss of routine, access to therapies, specialised equipment such as sensory equipment and social opportunities with peers. Priorities identified by the participants for the short term, in meeting the needs of children and young people with SEND as the pandemic continued, included the following: clear and consistent communication from government; keep educational and respite facilities open; speed up the SEN system, so as to better meet the needs of children; see education holistically; enhance mental health provision; have more coherence across government to meet the needs of disabled people. (Edited publisher abstract)
Focus on: vulnerable children and families paediatric workforce
- Author:
- ROYAL COLLEGE OF PAEDIATRICS AND CHILD HEALTH
- Publisher:
- Royal College of Paediatrics and Child Health
- Publication year:
- 2020
- Pagination:
- 30
- Place of publication:
- London
This report uses RCPCH workforce census data to look at staffing and vacancies in lead roles in the paediatric workforce concerning safeguarding, the child death service, looked after children (LAC) and special educational needs and disability (SEND). The report shows that: there are that there are vacancies in vulnerable children and families lead roles across the UK; some employers have not yet developed roles that should exist in their organisation; and where posts are filled, the post holder is often awarded insufficient time to fulfil their responsibilities. The report makes recommendations, which include: lead roles should exist without exception and guidance should be developed for roles in all UK nations. (Edited publisher abstract)
Children in care in Northern Ireland 2015-2016: statistical bulletin
- Author:
- NORTHERN IRELAND. Department of Health. Community Information Branch
- Publishers:
- Northern Ireland. Department of Health, Northern Ireland. Department of Health. Community Information Branch
- Publication year:
- 2017
- Pagination:
- 54
- Place of publication:
- Belfast
Statistical information from an annual survey of children in Northern Ireland who have been looked after continuously for 12 months or longer as at 30 September 2016. The bulletin provides analysis of the figures relating to the child's placement and health, schooling and educational attainment, and cautions and convictions. It reports that that 2,213 children and young people had been looked after continuously for 12 months or longer as at 30 September 2016, which was 2 per cent higher than in the previous year. Of these, one fifth (19 per cent) had experienced a placement change during the previous 12 months. (Edited publisher abstract)