Search results for ‘Subject term:"special educational needs"’ Sort:
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Beyond the labels: a SEND system which works for every child, every time
- Author:
- CHILDREN'S COMMISSIONER FOR ENGLAND
- Publisher:
- Children's Commissioner for England
- Publication year:
- 2022
- Pagination:
- 37
- Place of publication:
- London
This paper outlines the key messages the office has heard from children and translates them into three over-arching ambitions: to ensure all children and young people get support that reflects their ambitions; to ensure that all children are getting timely and effective support, locally, with a focus on early intervention; to ensure that all children have consistent, excellent experiences wherever they are in the system. The Children's Commissioner is committed to ensuring that children's voices are at the heart of the Department for Education's (DfE) SEND Green Paper consultation. To inform this, the Children's Commissioner's Office (CCo) spoke with 55 children, and young people with additional needs across a range of education settings and analysed the consistency and accessibility of 650 Education, Health and Care Plans (EHCPs). In addition, as part of the office's attendance work, the team spoke to hundreds of children, teachers, and local authorities to understand why children with SEND are overrepresented in terms of low attendance at school. Four key messages emerged from the office's work: children are ambitious, but do not always have excellent support; the SEND system should work for all children; children want services to work together to provide seamless support; children don't always feel understood. These four core messages from children have been developed into three over-arching ambitions for the Government's SEND Green Paper. These are: ensure all children and young people get support that reflects their ambitions; ensure that all children are getting timely and effective support, locally, with a focus on early intervention; ensure that all children have consistent, excellent experiences wherever they are in the system. (Edited publisher abstract)
Local area SEND report England
- Author:
- LOCAL GOVERNMENT ASSOCIATION
- Publisher:
- Local Government Association
- Publication year:
- 2021
- Place of publication:
- London
This report presents the statistics on SEND available for England, compared to a selected comparison group of All English regions. This should help to assess how well arrangements since the reforms are working and compare delivery across local areas. The aim is to bring local area SEND data into one place, providing an evidence base that can be a starting point for conversations at a local and national level on progress and priorities. However, this is not a checklist against which local areas should measure performance. These statistics tell only part of the story, and what makes a successful outcome will vary hugely for individual children and young people. Much of the information below is education-focused – this is because most of the data available currently relates to education. Report contents include: local area SEND information; implementation of the reforms; attainment of pupils with SEN; preparation for adulthood; experience of the system. The data in the metrics will update automatically each time the latest data is published. (Edited publisher abstract)
The experiences of foster children and youth in special education
- Author:
- ZETLIN Andrea
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 31(3), September 2006, pp.101-105.
- Publisher:
- Taylor and Francis
Although a large number of children in foster care in the United States are receiving special education services, little is known about their educational experiences. This exploratory study used focus group research to look more closely at the complexity of the problems and needs that this population experiences with the special education system. Five major procedural issues, relating to identification and placement in special education and provision of appropriate services, were identified. There is an urgent need to address the complex problems that children in foster care experience with the special education system. Recommendations are presented for closer collaboration between the child welfare and school systems, and for the training of educators, social workers, court personnel, and caregivers in special education rights and services.
Literature review of educational provision for pupils with additional support needs
- Author:
- SCOTLAND. Scottish Executive.
- Publisher:
- Scotland. Scottish Executive
- Publication year:
- 2006
- Pagination:
- 10p.
- Place of publication:
- Edinburgh
Key findings and conclusions of a literature review of the definitions of special/additional support needs employed in different countries, the placement patterns of children with particular types of difficulties in different countries, and approaches to pedagogy and curriculum for children with special/additional support needs are summarised.
Literature review of educational provision for pupils with additional support needs
- Authors:
- RIDDELL Sheila, et al
- Publisher:
- Scotland. Scottish Executive. Social Research
- Publication year:
- 2006
- Pagination:
- 141p.
- Place of publication:
- Edinburgh
This literature review has the following broad elements: a comparative review of definitions of children with special/additional support needs and definitions of types of placement, and a review of approaches to pedagogy and curriculum for children with special/additional support needs. The aim of the project is to review the definitions of special/additional support needs employed in different countries, the placement patterns of children with particular types of difficulties in different countries, and the curriculum and pedagogy for children with special/additional support needs in different countries. The report presents data drawn from international sources on categorisations of particular types of difficulty and disability in different countries, and case studies of five countries, examining more closely the legal and policy context underpinning the identification and placement of children with particular difficulties, the relationship of the system of special needs education to the mainstream education system, the resourcing of additional provision and the nature of specialist input. The report also focuses on the provision for children with particular types of difficulty in Scotland, and goes on to draw some final conclusions.
Parameters of normality and cultural constructions of `mental retardation': perspectives of Bengali families
- Author:
- RAO Shridevi
- Journal article citation:
- Disability and Society, 21(2), March 2006, pp.159-178.
- Publisher:
- Taylor and Francis
Based on the findings of a qualitative study, this article describes how Bengali mothers of children with disabilities in Kolkata, India, construct disability and normality. Data were collected through extensive interviews and participant observations. Findings indicate that family members do indeed use very different yardsticks for defining disability. The norms used by the families in this study and their perceptions of intelligence were much broader than those used by professionals. The perspectives of these families have implications for challenging the traditional notions of intelligence as well as understandings of disability that are embedded within the dominant paradigm in Special Education.
Time to rethink inclusion?
- Author:
- -
- Journal article citation:
- Viewpoint, July 2005, pp.12-13.
- Publisher:
- Mencap/Gateway
Looks at the debate around the inclusion of children with learning disabilities in mainstream school in light of Baroness Warnock's comments that inclusion sometimes 'does more harm than good'.
Special educational needs and disability: an analysis and summary of data sources
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2021
- Pagination:
- 26
- Place of publication:
- London
This document provides a combination of analysis and links to the key data sources on children and young people with special educational needs and / or a disability (SEND). It covers: prevalence and characteristics; educational attainment; preparation for adulthood; absence, exclusions and suspensions; experience of the SEND system; and disability. The data shows that the number of pupils with special educational needs (SEN) increased to 1.37 million pupils in 2020. The proportion of pupils with SEN has been decreasing since 2010 (21.1%), however it has increased for the last 3 years. There were 430,697 children and young people with Education, Health and Care (EHC) plans maintained by local authorities as at January 2021. This is an increase of 40,588 (10%) from 390,109 as at January 2020. This is driven by increases across all age groups, with largest percentage increases in the 20-25 age group (17%). The total number of children and young people with statements or EHC plans has increased each year since 2010. The data also shows that in 2019-20, 8% of children in the UK had a disability (around 1.1 million children). This proportion has increased slightly since 2009-10. For disabled children, the most common impairments are social and behavioural (45%), learning (35%) and mental health (31%). (Edited publisher abstract)
Statements of SEN and EHC plans: England, 2017
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 12
- Place of publication:
- London
Statistical release providing information on the numbers of children and young people with statements of special educational needs (SEN) and education, health and care (EHC) plans in England as at January 2017. It also provides information on age groups, establishment type (early years setting, mainstream school, special school, alternative provision/Pupil Referral Unit, Further Education), time taken to issue EHC plans, and numbers of personal budgets in place for EHC plans issued. It reports that there were 175,233 children and young people EHC plans and 112,057 children and young people with statements of special educational needs SEN maintained by local authorities as at January 2017. This gives a combined total of 287,290, an increase of 30,975 (12.1%) from 256,315 as at January 2016. Accompanying tables also provide a breakdown by local authority (Edited publisher abstract)
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.