Search results for ‘Subject term:"special educational needs"’ Sort:
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Additional support for learning
- Authors:
- GEORGHIOU Nicki, KIDNER Camilla
- Publisher:
- Scotland. Scottish Parliament
- Publication year:
- 2008
- Pagination:
- 32p.
- Place of publication:
- Edinburgh
This briefing gives an overview of the development of policy from special educational needs to additional support for learning. It briefly describes the new legal framework introduced in 2005 and considers some of the issues that have arisen from it. The legislation is due to be amended and this will be covered in more detail in future briefings.
Education (additional support for learning) (Scotland) bill at stage 3
- Author:
- KIDNER Camilla
- Publisher:
- Scotland. Scottish Parliament
- Publication year:
- 2009
- Pagination:
- 20p.
- Place of publication:
- Edinburgh
The Education (Additional Support for Learning) (Scotland) Bill seeks to make technical amendments to the Education (Additional Support for Learning) (Scotland) Act 2004. The key proposal is to allow out of area placing requests. The Bill also proposes changes to the Additional Support Needs Tribunal. This briefing summarises the legislative and non-legislative recommendations made by the Education, Lifelong Learning and Culture Committee in its stage 1 report and the Scottish Government’s response to it. It also summarises the key amendments passed at stage 2 and considers the key areas of debate where no amendments were passed.
Education (Additional Support for Learning) (Scotland) Act 2004: a guide for parents/carers
- Author:
- SCOTLAND. Scottish Government
- Publisher:
- Scotland. Scottish Government
- Publication year:
- 2008
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
This leaflet is for the parents/carers of all children and young people in Scotland’s schools. ‘Young people’ here means 16 or 17 year olds who are still at school. The leaflet explains the new arrangements introduced by the Education (Additional Support for Learning) (Scotland) Act 2004. The Act came into force on 14 November 2005 in Scotland.
Locked up learning: the right to education for children in detention
- Author:
- HALL Erica
- Journal article citation:
- Childright, 250, October 2008, pp.22-25.
- Publisher:
- Children's Legal Centre
This article examines the existing laws and practices concerning education for children in prisons and juvenile detention centres and identifies gaps remaining in the full implementation of the right to education for juveniles serving custodial sentences.
Children with special needs: assessment, law and practice, caught in the act
- Authors:
- CHASTY Harry, FRIEL John
- Publisher:
- Jessica Kingsley
- Publication year:
- 1991
- Pagination:
- 201p.
- Place of publication:
- London
Guide for parents and educators of children with special educational needs. Examines the nature of the problem, relevant law and practice, and children's rights. Contains recommendations for how assessments should be carried out and explains what parents, teachers and educational psychologists should expect. Also includes detailed analysis of changes brought about by the 1988 Education Act.
Children, Schools and Families Act 2010: chapter 26
- Author:
- GREAT BRITAIN. Parliament
- Publisher:
- Stationery Office
- Publication year:
- 2010
- Pagination:
- 22p.
- Place of publication:
- London
The Children, Schools and Families Bill received Royal Assent on April 8th, 2010, becoming the Children, Schools and Families Act 2010. Among the key sections of the Act are: the requirement for school inspectors to report explicitly on provision for pupils with special educational needs and disabilities; the requirement to give parents a new right to appeal if their child’s special educational needs statement is not amended at annual review; the requirement that local authorities provide full-time education for children and young people who for medical, social or emotional reasons are not in school but in alternative provision. The Act also makes provision about Local Safeguarding Children Boards, and about publication of information relating to family proceedings.
Special educational needs: balancing the interests of children and parents in the statementing process
- Author:
- O'MAHONY Conor
- Journal article citation:
- Child and Family Law Quarterly, 20(2), 2008, pp.199-218.
- Publisher:
- Jordan Publishing
This article analyses the extents to which children and parents are entitled to participate in the special educational needs statementing process, and the protection afforded by that process to the interests of each party. The article highlights how, the law has placed too much emphasis on parental interests and involvement, to the comparative exclusion of the child. Failure to make adequate provision for the child's participation rights risk jeopardising the child's best interests, and is arguably in breach of Articles 3 and 12 of the UN Convention on the Rights of the Child 1989.
Special educational needs, inclusion and diversity: a textbook
- Authors:
- FREDERICKSON Norah, CLNE Tony
- Publisher:
- Open University Press
- Publication year:
- 2002
- Pagination:
- 520p.
- Place of publication:
- Buckingham
Written specifically with the requirements of student teachers, trainee educational psychologists, SENCO's and SEN Specialist Teachers in mind, this book provides a comprehensive and detailed discussion of the major issues in special education. Whilst recognizing the complex and difficult nature of many special educational needs, the authors places a firm emphasis on inclusion and suggest practical strategies enabling professional to maximize inclusion at the same time as recognizing diversity.
Children, Schools and Families Act 2010: chapter 26: explanatory notes
- Author:
- GREAT BRITAIN. Parliament
- Publisher:
- Stationery Office
- Publication year:
- 2010
- Pagination:
- 19p.
- Place of publication:
- London
The Children, Schools and Families Bill received Royal Assent on April 8th, 2010, becoming the Children, Schools and Families Act 2010. Among the key sections of the Act are: the requirement for school inspectors to report explicitly on provision for pupils with special educational needs and disabilities; the requirement to give parents a new right to appeal if their child’s special educational needs statement is not amended at annual review; and the requirement that local authorities provide full-time education for children and young people who for medical, social or emotional reasons are not in school but in alternative provision. The Act also makes provision about Local Safeguarding Children Boards, and about publication of information relating to family proceedings. These explanatory notes have been prepared by the Department for Children, Schools and Families in order to assist understanding of the Act.
Removing barriers to achievement: the government's strategy for SEN
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 93p.
- Place of publication:
- Nottingham
All children have the right to a good education and the opportunity to fulfil their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community,whatever their background or ability. This strategy follows discussion with a wide range of practitioners and policy makers in local authorities, the health service and the voluntary sector, as well as children and young people. It sets out the Government’s vision for the education of children with SEN and disabilities. It provides clear national leadership, supported by an ambitious programme of sustained action and review, nationally and locally, over a number of years, in four key areas: early intervention to ensure that children who have difficulties learning receive the help they need as soon as possible and that parents of children with SEN and disabilities have access to suitable childcare; removing barriers to learning, by embedding inclusive practice to every school and early years setting; Raising expectations and achievement by developing teachers’ skills and strategies for meeting the needs of children with SEN and sharpening our focus on the progress made by children with SEN; and delivering improvements in partnership taking a hands-on approach to improvement so that parents can be confident that their child will get the education they need.