Search results for ‘Subject term:"special educational needs"’ Sort:
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Clinical practice guidelines: redefining the standards of care for infants, children and families with special needs
- Author:
- INTERDISCIPLINARY COUNCIL ON DEVELOPMENT AL AND LEARNING DISABILITIES. Clinical Practice Guidelines Workgroup
- Publisher:
- Interdisciplinary Council on Developmental and Learning Disabilities
- Publication year:
- 2003
- Pagination:
- 822p.
- Place of publication:
- Bethesda, MD
Medical standards of care exist for many conditions, including diabetes, some cancers, and sexual abuse. A special standard of care also applies to children, who are held to the behaviour that is reasonable for a child of similar age, experience, and intelligence. Increasing numbers of young children are presenting with non-progressive developmental disorders involving compromises in the capacity to relate, communicate, and think. These disorders involve many different areas of developmental functioning, ranging from planning motor actions and comprehending sounds to generating ideas and reflecting on feelings. New research and clinical observations are making it possible to more fully identify these functional developmental capacities and, thereby, characterize each child and family according to their unique profile. Most important, these new observations enable clinicians to individualize assessment and intervention approaches in response to the child- and family-specific question, "what is best for child and family?" Over the years, the disciplines that work with developmental disorders have constructed a large body of research and clinical experience on the functional developmental capacities that are impaired in disorders of relating, thinking and communicating. This knowledge, however, needed to be brought together and organized. In response to this need, The Interdisciplinary Council on Developmental and Learning Disorders (ICDL) launched an initiative to systematize current clinical knowledge, including both research and the clinical experience of disciplines such as speech pathology, developmental paediatrics, neurology, occupational and physical therapy, psychology, social work, special education, and child psychiatry.
Crannog approach
- Author:
- McCREADIE Steve
- Publisher:
- Aberlour Child Care Trust
- Publication year:
- 2003
- Pagination:
- 11p.
- Place of publication:
- Stirling
A description of the Crannog project, which aims to support young people in difficulties in their communities by providing a flexible, needs-led service is presented. The service is delivered across Dumfries and Galloway from three Project bases in Dumfries, Annan and Stranraer, and the project works with young people mainly between the ages of 12 and 16.
Parental views about services for children attending schools for the emotionally and behaviourally disturbed (EBD): a qualitative analysis
- Authors:
- CRAWFORD T., SIMONOFF E.
- Journal article citation:
- Child: Care, Health and Development, 29(6), November 2003, pp.481-491.
- Publisher:
- Wiley
Examines the views of parents of children attending schools for the emotionally and behaviourally disturbed (EBD), aiming to gain an understanding of the journey through the educational system taken by these children and to explore their families’ experience of services. Thirty parents of 25 children attending primary and secondary EBD schools in 3 South London boroughs took part in focus group discussions. Parents were asked about their experiences of educational, health and social services and how they thought they should be improved. Qualitative analysis identified a complex web of individual, professional and organisational factors contributing to social exclusion of children with EBD problems and their families, including children receiving inadequate education because of long periods of exclusion or inappropriate placements whilst waiting for a statement of special educational needs. Parents also felt personally socially excluded because of lack of childcare provision out of school hours. Many parents felt their children did not fit into services and were constantly being passed on to other professionals. The analysis identified aspects of services that promote social inclusion and provide support to families, including acceptance of children into EBD schools, help from voluntary organisations and support from other parents with children with EBD problems. Parents particularly stressed the value of working in collaboration with professionals to achieve shared goals. EBD schools provide a valuable resource for parents. However, parents often lack emotional and practical support in coping with their children's complex needs. Agencies need to improve communication and joint working to provide effective services for these families.
Inclusion in Scotland: progress and prospects
- Author:
- ALLEN Julie
- Journal article citation:
- Tizard Learning Disability Review, 8(1), January 2003, pp.13-18.
- Publisher:
- Emerald
Looks at some of the conceptual confusion surrounding inclusion and examines the impact of policy and legislative developments on support for children with special needs in mainstream schools. Draws on the findings from a recent Scottish Parliamentary Inquiry into special educational needs, and on recent research.
Disability discrimination reforms in education: could do better?
- Authors:
- BLAIR Ann, LAWSON Anna
- Journal article citation:
- Child and Family Law Quarterly, 15(1), 2003, pp.41-55.
- Publisher:
- Jordan Publishing
Examines some of the implications of the extension of the Disability Discrimination Act 1995 to education as brought about by the Special Educational Needs and Disability Act 2001. It focuses on inconsistencies in the new scheme and draws attention to the relative under-recognition of the rights of disabled children. provision of the Education Act 1996
Awkward customers?: parents and provision for special educational needs
- Author:
- DUNCAN Neil
- Journal article citation:
- Disability and Society, 18(3), May 2003, pp.341-356.
- Publisher:
- Taylor and Francis
This article selectively reports on a small-scale qualitative exploration of the experiences of families who had undergone recent conflict with special educational needs (SEN) professionals. The data were collected over the spring and summer terms of 2001 from 10 families in two local education authorities (LEAs) in the English midlands. The research aimed to examine the parents' perspectives on points of conflict or dissatisfaction between themselves and education professionals. It was concerned with the parents' points of view regarding their pursuit of desired outcomes for their children and the factors that helped or hindered their endeavours. The project found that the parents' negotiation of the SEN system was held by them to be exceptionally difficult and stressful compared to other troubling issues in their lives. The research suggests that dissatisfactions with SEN provision have important implications for the management of LEA Parent partnership Schemes (PPS) in ameliorating the differences between parental aspirations and governmental ambition.
A study of children and young people who present challenging behaviour
- Authors:
- VISSER John, UNIVERSITY OF BIRMINGHAM. School of Education
- Publisher:
- University of Birmingham. School of Education
- Publication year:
- 2003
- Pagination:
- 21p.
- Place of publication:
- Birmingham
This literature review, conducted by Birmingham University’s School of Education, was commissioned by Ofsted as part of a large scale survey to inform the report Managing Challenging Behaviour. After a brief historical introduction, the review covers definitions of challenging behaviour, the range of characteristics regarded by academics and practitioners as challenging, prevalence, and the constituents of effective practice from an educational perspective. In particular the latter covers the quality and nature of the staff working at sites of provision; support from local LEA and professionals working for other agencies; teaching, learning and care; the physical environment and resources; and equal opportunity issues. The majority of the literature relates to those referred to as having emotional and behavioural difficulties. Focus is on relevant English literature published since 1994 but reference is also made to American, Australian, Scottish and occasionally European sources.
SEN regional partnerships case study 7: transition planning
- Author:
- GREAT BRITAIN. Department for Education and Skills. Special Educational Needs
- Publisher:
- Great Britain. Department for Education and Skills. Special Educational Needs
- Publication year:
- 2003
- Pagination:
- 4p.
- Place of publication:
- London
Following a positive evaluation, Ministers have agreed a further 3 years funding for the Special Educational Needs (SEN) Regional Partnerships through to 2006. This leaflet highlights three partnerships to support and improve transitional processes in the East of England, North West and South West SEN Regional Partnership.
SEN regional partnerships case study 6: the role of the SEN regional partnerships in establishing disagreement resolution services
- Author:
- GREAT BRITAIN. Department for Education and Skills. Special Educational Needs
- Publisher:
- Great Britain. Department for Education and Skills. Special Educational Needs
- Publication year:
- 2003
- Pagination:
- 4p.
- Place of publication:
- London
Following a positive evaluation, Ministers have agreed a further 3 years funding for the Special Educational Needs (SEN) Regional Partnerships through to 2006. This leaflet highlights work going on in the regions and in particular in London, South Central, South East and South West SEN Regional Partnerships.
Education matters: for everyone working with children in public care
- Author:
- HIBBERT Helen
- Publisher:
- Who Cares Trust
- Publication year:
- 2003
- Pagination:
- 80p.
Seeks to provide social workers with essential information about education, and education professionals with information about social care. It contains a range of information on topics, including inter-agency working, stability, literacy, special educational needs and personal education planning, with details of projects and programmes currently in place nationwide. The book addresses issues to help all those who work with children and young people to improve the educational experiences and outcomes of the children in their care.