Search results for ‘Subject term:"special educational needs"’ Sort:
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Jargon buster
- Publisher:
- National Autistic Society
- Place of publication:
- London
Provides explanations of terms used in the field of autism and Asperger syndrome. Some terms are central to autism, some describe related or co-occurring conditions: many are terms parents may hear, particularly from professionals working with and for them.
Special educational needs in England: academic year 2021/22
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Place of publication:
- London
This publication analyses the characteristics of pupils by their special educational needs provision (either SEN support or education, health and care plan), type of need, age, national curriculum year group, gender, ethnicity, English as a first language and free school meal eligibility. It combines information from the school census (state-funded schools), school level annual school census (independent schools) and general hospital school census on pupils with special educational needs (SEN). Just under 1.5 million pupils in England have special educational needs. The data shows an increase of 77,000 from 2021. Both the number of pupils with an EHC plan and the number of pupils with SEN support have increased: the percentage of pupils with an education, health and care (EHC) plan has increased to 4.0%; the percentage of pupils with SEN but no EHC plan (SEN support) has increased to 12.6%. Both continue a trend since 2016. The most common type of need for those with an EHC plan is autistic spectrum disorder and for those with SEN support is speech, language and communication needs. (Edited publisher abstract)
The exclusion question
- Author:
- LEPPER Joe
- Journal article citation:
- Children Now, 17.01.07, 2007, pp.18-19.
- Publisher:
- Haymarket
The Government claims exclusion of pupils with special needs have halved since it came to power but not everyone agrees. Many still feel that school exclusion is still being used to manage challenging behaviour, without looking at the reasons for this behaviour. The article emphasises the need for more guidance and training.
First steps in intervention with your child with autism: frameworks for communication
- Authors:
- CHRISTIE Phil, et al
- Publisher:
- Jessica Kingsley
- Publication year:
- 2009
- Pagination:
- 199p.
- Place of publication:
- London
The material in this book was first produced as part of an action research project carried out at the Early Years Diagnostic Centre in. The project aimed to develop and evaluate a model of good practice linking early diagnosis of autism and intervention, with a particular emphasis on early social communication. Emphasis of the model is on interactive methods and prioritising early social communication while allowing sufficient flexibility so that families can adapt methods to their own particular circumstances. This book is designed to be used directly by parents looking to better understand their child and, in turn, to help to improve their child’s understanding and communication. It can also be used by professionals working to support and enable families. The content is aimed at pre-school children at an early stage of communication but many of the ideas can also be applied to school age children if they are at that stage of development. Chapters include: developing an understanding of autism; taking the first steps; interactive play; the beginning of structure; teaching pointing; understanding language; moving toward spoken language; and sharing conceptual play.
Practical sensory programmes for students with autism spectrum disorder and other special needs
- Author:
- LARKEY Sue
- Publisher:
- Jessica Kingsley
- Publication year:
- 2007
- Pagination:
- 112p.
- Place of publication:
- London
Children with autistic spectrum disorders (ASD) often have sensory processing difficulties. They may be very sensitive to particular sounds or materials, or unresponsive to injuries most children would find painful. This practical book offers a six-step approach to developing a successful programme to help children cope with sensory input they find overwhelming, and to identify activities they may find relaxing or rewarding. The author draws on her experience of working with children with autism to offer more than 30 activities using touch, sound, taste, vision and movement, and gives advice on how to use these activities as opportunities to improve children's communication skills. She provides detailed photocopiable checklists to assess children's sensory reactions, sleep patterns, sense of movement and use of eye contact.
How the law defines the special educational needs of autistic children
- Authors:
- KING Michael, KING Diane
- Journal article citation:
- Child and Family Law Quarterly, 18(1), 2006, pp.23-42.
- Publisher:
- Jordan Publishing
The article explains the uncertainties and complexities relating to the identification, diagnosis and treatment of autism and the problems that these present for schools and local educational authorities. Applying Luhmann's theory of social systems, it describes how courts and tribunals dealing with special educational needs are able to transform these uncertainties and complexities into knowledge on which it is able to base its decisions. These decisions may make satisfactory law, but they are likely to leave unresolved fundamental problems concerning the education of children with disabilities.
The self-help guide for special kids and their parents
- Authors:
- MATTHEWS Joan, WILLIAMS James
- Publisher:
- Jessica Kingsley
- Publication year:
- 2000
- Pagination:
- 304p.
- Place of publication:
- London
James Williams is an SP or special person - he was diagnosed with autism during early childhood. His mother, Joan Matthews, is an NP or normal person. As James grew up, his different perception of the world and the lack of understanding from NPs created problems. Together, he and his mother met the challenges with ingenuity and humour. One day, while taking a walk, James and Joan decided to write a book of their practical solutions. Covering everything from eye sensitivity, to knowing how far away to stand from other people, to being polite when someone is crying, James and Joan's book describes the problems that an SP may face, and the solutions which they have found to work successfully.
Small steps forward: using games and activities to help your pre-school child with special needs
- Author:
- NEWMAN Sarah
- Publisher:
- Jessica Kingsley
- Publication year:
- 1999
- Pagination:
- 254p.
- Place of publication:
- London
When young children are diagnosed with conditions such as Down's Syndrome, autism or other forms of developmental delay, there is much that parents can do to help. This book provides parents and carers with the information they require and a host of ideas to encourage their child's development. The games and activities suggested in the book use toys and materials which most children will already have, and involve no special preparation. The author divides skills into six areas - cognitive, linguistic, physical, sensory, social and emotional - for convenient reference. She deals with general issues, such as behaviour management, toilet-training and sleep management, which may be encountered by parents of children with any form of disability - physical, learning or sensory. She provides an outline of child development so that parents can place their child's progress in context. Advice on coping with the stress of having a child with special needs, and information on support parents can expect from health, education and social services, is also given.
High needs budgets: effective management in local authorities: research report
- Authors:
- GRAY Peter, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Pagination:
- 88
- Place of publication:
- London
This research focuses on ten local authorities that are seen to be managing their children high needs budgets more effectively, with the intention of identifying positive practice that can be transferred to other areas. It highlights practices which others in the sector could use to support high needs budget management and makes recommendations for local authorities based on the principles underlying these practices. The research was based largely on online interviews with 5-6 officers in each of the 10 case study authorities, along with one or two mainstream headteachers and/or governors who were members of the Schools Forum and/or local high needs working groups in each authority. Interviews were held between the start of February and the end of March 2022. The study finds that the case study authorities generally placed a high value on partnership with schools and parents and, in some, there was a strong collective culture. This had built up over a number of years and was supported by continuity in leadership and clear policy/strategy. The local authorities in the sample had developed or were developing a range of practices to try to address pressures and challenges: developing a stronger and more consistent mainstream SEND offer; understanding and influencing parental expectations; building capacity for meeting the needs of young people on the autism spectrum; supporting phase transitions; developing a clearer and broader range of pathways post-16; effective commissioning and monitoring of provision; improving financial processes. A number of implications and recommendations from the research are presented for consideration by local authorities more broadly and DfE officials. (Edited publisher abstract)
Developing local pathways for children with learning disabilities and/or autism whose behaviours challenge (including those with a metal health condition): legal duties and guidance
- Authors:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION, CHALLENGING BEHAVIOUR FOUNDATION
- Publishers:
- National Development Team for Inclusion, Challenging Behaviour Foundation
- Publication year:
- 2017
- Pagination:
- 7
- Place of publication:
- Bath
Summarises the key elements of Transforming Care guidance relevant for commissioners of children’s services and the legal duties that must be implemented for children with special educational needs and disabilities (SEND) in England. The guidance and legal duties are organised under the nine principles of Building the Right Support (2015): A good and meaningful life; Child and family carers at the centre; Support to my family and paid staff; Where I live and who I live with; Mainstream health services; Specialist multi-disciplinary health and social care support in the community; and Hospital. It is one of a set of three resources commissioned by the NHS England Transforming Care Programme to help Transforming Care partnerships, local authorities and CCGs to work together with local families. (Edited publisher abstract)