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The outcomes from attendance on selected mainstream further education courses, for a group of learners at a specialist college for young people on the autism spectrum
- Author:
- PRIESTLEY Michael G.
- Journal article citation:
- Good Autism Practice, 12(2), October 2011, pp.69-72.
- Publisher:
- British Institute of Learning Disabilities
This article follows the ongoing experiences of a group of five students on the autism spectrum, who came together as a group in September 2006 at a specialist autism college. Their integration into course sessions at the local affiliated mainstream college at the time was first documented in the Good Autism Practice Journal in 2008. The intention of the first paper was to analyse the process of integration, so that future practice could be improved. This follow-up paper looks at the impact that these experiences had on the students’ subsequent learning and outcomes. Measured educational attainment often takes far longer for those with autism, but by allowing them to proceed at their own pace, reducing anxiety and increasing self-confidence, allows them to achieving higher ratings than would otherwise be possible.
Disappearing into a black hole
- Author:
- SHRUBB Richard
- Journal article citation:
- Learning Disability Today, 12(1), December 2011, pp.14-15.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article describes the difficulties of getting the best special educational needs provision for children. Based on the problems faced by the Dyer family, it contrasts the good support available in Doncaster where they previously lived, to the poor offering from the Isle of Wight. There are a large number of children on the Isle of Wight who are in either mainstream or home education caused by the failure of the council to provide suitable educational placement. The article suggests that the council does not recognise that mainstream education cannot meet all children’s needs, and that some children cannot function in crowded and visually over-stimulating environments. The article calls for more special education schools, and for more specialist units attached to mainstream schools.
The green paper on special educational needs and disability
- Author:
- GILLLIE Christine
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2011
- Pagination:
- 17p.
- Place of publication:
- London
This Standard Note outlines the current special educational needs (SEN) system in England, and highlights the main proposals in the Government’s green paper on special educational needs and disability. The Green Paper considers how to achieve: better educational outcomes and life chances for children and young people with special educational needs and disabilities - from the early years through to the transition into adult life and employment; better early intervention to prevent problems later; and greater choice for parents in the schools their children attend and the support and services they receive, whether in a mainstream or special school setting. A selection of initial reaction to the green paper is provided. The note also includes information on the pathfinder programme to test key elements of the green paper’s proposals. The paper proposes: a new approach to identifying SEN through a single early years setting-based category and school-based category of SEN; a new single assessment process and Education, Health and Care Plan by 2014; local authorities and other services to set out a local offer of all services available; the option of a personal budget by 2014 for all families with children with a statement of SEN or a new Education, Health and Care Plan; strengthening parental choice of school, for either a mainstream or special school; and changing the assessment process to make it more independent.
Barriers and enablers for visually impaired students at a UK higher education institution
- Authors:
- BISHOP Daniel, RHIND Daniel J. A.
- Journal article citation:
- British Journal of Visual Impairment, 29(3), September 2011, pp.177-195.
- Publisher:
- Sage
The authors explored the factors which act as barriers and enablers to participation in Higher Education for students who are visually impaired. Semi-structured interviews were conducted with nine visually impaired students (age range 21-46 years), studying at a Higher Education Institution in the UK. Eight were undergraduates and one a PhD student. Interpretative Phenomenological Analysis revealed four main themes: the student’s attitude (self identity, positive aspects of being visually impaired, engagement with support); institutional provision (campus navigability, central services support, school-level support); external support (travelling to and from campus, external financial support) and others’ attitudes (parental attitudes, staff attitudes). The very individual interpretations of the concept of disability is highlighted and the authors warn against the temptation to take a ”one size fits all” approach to what is an inherently diverse group of students. The findings are discussed with reference to how institutions may enhance the experience of visually impaired students.
Use the voluntary sector's strengths
- Author:
- SUMMERSON Una
- Journal article citation:
- Community Care, 9.6.11, 2011, p.18.
- Publisher:
- Reed Business Information
The green paper on special educational needs and disability, 'Support and aspiration: a new approach to special educational needs (SEN) and disability' suggests greater use of the voluntary sector. Four possible roles are identified: providing families with information on the assessment process; advocacy; supporting families and putting together family support packages. The author, from the charity Contact a Family, looks at how these roles would fit with voluntary sector.
Children with and without disabilities in residential care: risk at program entry, departure and six-month follow-up
- Authors:
- CHMELKA M.B., et al
- Journal article citation:
- Emotional and Behavioural Difficulties, 16(4), 2011, pp.383-399.
- Publisher:
- Taylor and Francis
Recent studies reveal that up to 30% of children and youth placed in residential care are served in the special education system. It is likely that these children’s underlying disability (e.g., attention deficit disorder, serious emotional disturbance) may lead to heightened risk patterns at programme entry and differential responses to treatment both during care and following programme departure. The aim of this study was to compare the characteristics and outcomes of youth with and without disabilities participating in a residential treatment facility at programme entry, departure and 6-month follow-up. The participants were 159 youth with disabilities and 344 youth without disabilities who entered the Boys Town Treatment Family Homes programme during 2004/5. Data was taken from their archival case files. The results revealed both groups presented significant risks and profiles that were more alike than different. However, across specific indicators of behavioural, mental health and educational functioning, group differences were found. Specifically, youth with disabilities presented more formal placements and social problems at programme entry, had more placement changes in care, and presented poorer peer and adult relationships and higher risk behaviours (e.g., arrests and probations) 6-months post-departure.
Mainstreaming autism: making it work
- Authors:
- MOREWOOD Gareth D., HUMPHREY Neil, SYMES Wendy
- Journal article citation:
- Good Autism Practice, 12(2), October 2011, pp.62-68.
- Publisher:
- British Institute of Learning Disabilities
Incorporating children and young people on the autism spectrum into mainstream schools is acknowledged as one of the most complex areas of education. Research suggests that pupils with autism attending mainstream schools are at an increased risk of a range of negative outcomes. However, there are schools where such children thrive, and an important part of developing practice within this field is to share the approaches taken in these settings. This paper presents a ‘saturation’ model encapsulating the work undertaken at Priestnall School, a mainstream secondary school in the north-west of England. Key elements of this model include having a central ‘agent of change’, creating a positive ethos, developing the school environment, training and development of staff, policy development and embedding practice, peer education and awareness, flexible provision, and direct support and intervention. However, for the model to be successful, the commitment must saturate all aspects of school life and work in conjunction with other models of support.
Mutual attraction? How do we identify and attract the right people to work in the field of autism?
- Author:
- SMITH Jacqui Ashton
- Journal article citation:
- Good Autism Practice, 12(2), October 2011, pp.43-50.
- Publisher:
- British Institute of Learning Disabilities
In the UK there have been significant increases in the number of students on the autistic spectrum educated in mainstream schools. This study investigated the characteristics of staff thought to be effective in working with children and young people with autism in residential specialist schools. Data were collected from 38 staff involved in leadership or management within six residential schools. This paper summarises the qualities and skills that these staff thought were most important in working with this group of students. Some of these ideas might usefully be built in to and explored within the recruitment systems and staff development processes or could be discussed as a whole school issue. Although the sample was limited to those working in specialist schools, the data can also be considered in relation to mainstream and generic special settings. Implications for practice are discussed.
Positive discipline for children with special needs: raising and teaching children to become resilient, responsible, and respectful
- Authors:
- NELSON Jane, FOSTER Steven, RAPHAEL Arlene
- Publisher:
- Three Rivers
- Publication year:
- 2011
- Place of publication:
- New York
Positive Discipline is an approach to child rearing and teaching that emphasises helping children learn valuable social and life skills that will help them make responsible decisions that lead to a more productive and satisfying life. For parents and teachers of children with special needs, helping their child to not only negotiate daily challenges, but to live fulfilling, meaningful lives, can be a particularly difficult challenge. This book offers practical solutions to challenges such as: learning to look beyond diagnostic labels; believing in each child's potential regardless of their stage of development; helping children integrate socially and interact with their peers; coping with the frustration that inevitably occurs when a child is being difficult; and strengthening a child’s sense of belonging and significance. The book is divided into 13 chapters. The first chapter gives background information about Positive Discipline. Chapter 2 discusses ‘misbehaviour’ and ‘innocent behaviour’, Chapter 3 focuses on problem solving and the brain, and chapter 4 explains positive time out. Chapters 5 to 12 flesh out the theories presented by applying them to one case study per chapter. Chapter 13 summarises the tools presented throughout the book and suggests how to adapt them for children with special needs.
Understanding the mental health needs of pupils with severe learning disabilities in an inner city local authority
- Authors:
- HACKETT Latha, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(4), December 2011, pp.327-333.
- Publisher:
- Wiley
In order to plan for effective local services it is important to find out the extent to which children with learning disabilities are perceived as experiencing difficulties at school such as finding it hard to make friends, or being overactive. One hundred and seventy eight parents and teachers of children and young people attending one primary and one secondary school for children with severe learning disabilities in England were asked to complete the Strengths and Difficulties Questionnaire. Teachers thought that over one-third of pupils had serious difficulties; parents thought that about half of children had serious difficulties. To help plan effective service delivery, the report has been shared with the schools and local services for children. Teachers have also being encouraged to learn more about mental health problems and services that children can use to help their mental health. Implications for service improvement are discussed.