Search results for ‘Subject term:"special educational needs"’ Sort:
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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)
Assessing progress in children with severe/profound intellectual disabilities: what are the issues?
- Authors:
- SMITH Elizabeth, CRITTEN Valerie, VARDILL Robert
- Journal article citation:
- Disability and Society, 35(10), 2020, pp.1688-1692.
- Publisher:
- Taylor and Francis
Capturing and recording progress made in schools by children with severe/profound intellectual disabilities has always been problematic as assessments based on academic subjects are not always achievable or appropriate. To ensure equality with mainstream children, performance (P) levels were introduced by the government to assess children with intellectual disabilities and were utilised on a national level. However, they have recently been criticised by the Rochford Review, and the government has asked special schools to provide their own assessments. This means that, unlike mainstream education, each school have to create their own assessments and possibly a reorganisation of their curriculum. Children in special schools are thus being treated differently to those in typical schools as there are currently no national progress levels for children with severe or profound intellectual disabilities and special schools are unable to ensure that their data is both valid and robust. (Edited publisher abstract)
Narrowing the gap in educational achievement and improving emotional resilience: online progress map
- Author:
- CENTRE FOR EXCELLENCE AND OUTCOMES IN CHILDREN AND YOUNG PEOPLE'S SERVICES
- Publisher:
- Centre for Excellence and Outcomes in Children and Young People's Services
- Publication year:
- 2010
- Place of publication:
- London
This summary identifies what works in narrowing the gap in educational achievement and improving emotional resilience for children and young people with additional needs. It is based on a rapid review of recent research literature, involving systematic searching, and an analysis of key data. The review focuses on generic issues to do with service organisation and delivery. Literature on teaching interventions has not been considered. The review was carried out by the Centre for Equity in Education at the University of Manchester on behalf of C4EO. The data work was carried out by the National Foundation for Educational Research (NFER).
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)
Children in care in Northern Ireland 2014-15: statistical bulletin
- Authors:
- RODGERS Heidi, WAUGH Iain
- Publisher:
- Northern Ireland. Department of Health. Community Information Branch
- Publication year:
- 2016
- Pagination:
- 64
- Place of publication:
- Stormont
This bulletin presents findings from the annual survey of children who have been in care continuously for twelve months or longer. It details analyses relating to the child’s placement and health, schooling and educational attainment. It also covers cautions and convictions and current activity for those that finished compulsory schooling. At 30 September 2015, 2,169 children and young people had been looked after continuously for 12 months or longer. Of these, one fifth had experienced a placement change during the previous 12 months, which is the lowest number in recent years. When excluding those children whose placement move was placement for adoption, the proportion of children with a placement change was 18 per cent. Having a statement of Special Educational Needs continues to be significantly more prevalent among the looked after children of school age compared with the general school population. In general, looked after children did not perform as well as their peers on the Key Stage Assessments. Two thirds of looked after children attained at least one GCSE/GNVQ at grades A* to G; this compared with almost 100 per cent of the general school population. (Edited publisher abstract)
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.
Working memory functioning in children with learning disabilities: does intelligence make a difference?
- Authors:
- MAEHLER C., SCHUCHARDT K.
- Journal article citation:
- Journal of Intellectual Disability Research, 53(1), January 2009, pp.3-10.
- Publisher:
- Wiley
Children with learning disabilities are identified by their severe learning problems and their deficient school achievement. On the other hand, children with sub-average school achievement and sub-average intellectual development are thought to suffer from a general intellectual delay rather than from specific learning disabilities. The open question is whether these two groups are characterised by differences in their cognitive functioning. The present study explored several functions of working memory. A working memory battery with tasks for the phonological loop, the visual–spatial sketchpad and central executive skills was presented in individual sessions to 27 children with learning disabilities and normal IQ (ICD-10: mixed disorders of scholastic skills), 27 children with learning disabilities and low IQ (intellectual disabilities), and a control group of 27 typically developing children with regular school achievement levels and normal IQ. The results reveal an overall deficit in working memory of the two groups with learning disabilities compared with the control group. However, unexpectedly, there were no differences between the two groups of children with disabilities (normal vs. low IQ). These findings do not support the notion of different cognitive functioning because of differences in intelligence of these two groups. In the ongoing discussion about the role of intelligence (especially as to the postulated discrepancy between intelligence and school achievement in diagnosis and special education), the findings might lead to rethinking the current practice of treating these two groups as fundamentally different.
SENs and sensibility
- Author:
- SIMS Jean
- Journal article citation:
- Care and Health Magazine, 56, 2004, pp.9-10.
- Publisher:
- Care and Health
Looks at the new government strategy, 'Removing barriers to achievement', and asks whether it will be successful in ending the disparity of service provision for children with Special Educational Needs (SEN).
Outcomes for children in need, including children looked after by local authorities in England: 2020 to 2021
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Place of publication:
- London
This statistical release provides a range of outcome measures at national and level authority level for children in need (CIN), including children looked after (CLA) by local authorities in England. The outcome measures cover: special education needs; educational attainment (at key stage 4); destinations from school; absence from school; expulsions and suspensions from school; free school meal eligibility; type of school attended. The analysis shows that: pupils in the social care groups were over twice as likely to have a special educational need (SEN) than the overall pupil population - for all children in need (CIN) at 31 March, almost half had a special educational need compared to 16% of the overall pupil population; half of all CIN at 31 March 2021 were eligible for free school meals - this compares to 21% for all pupils; children in the social care groups perform less well than their peers across all key stage 4 measures - the higher prevalence of SEN amongst looked after children (CLA) and children in need in part explains the difference in attainment compared to all pupils; the persistent absence rate for CLA continuously for at least twelve months at 31 March was 12% in the Autumn 2020 term, which was lower than the rate for all pupils (13%) - however, as with overall absence, this rate was higher for the other key social care groups; one in 10 pupils in 2020/21 have been a child in need in the last 6 years. (Edited publisher abstract)
Education, children’s social care and offending: descriptive statistics
- Authors:
- GREAT BRITAIN. Department for Education, GREAT BRITAIN. Ministry of Justice
- Publishers:
- Great Britain. Department for Education, Great Britain. Ministry of Justice
- Publication year:
- 2022
- Pagination:
- 81
- Place of publication:
- London
This analysis looks at the education and children’s social care background of children who had been cautioned or sentenced for an offence. Using the Ministry of Justice and Department for Education data share, three offending groups are identified in this publication: approximately 77,300 children who had been cautioned or sentenced for an offence, which is equivalent to 5% of the total pupil cohort; approximately 18,000 children who had been cautioned or sentenced for a serious violence offence (equivalent to 1.1% of the total pupil cohort), and approximately 12,300 children whose offending had been prolific (equivalent to 0.8% of the total pupil cohort). Section 1 includes a high-level analysis of demographic factors as well as several key education and children’s social care variables, including: gender; age; ethnicity; free school meal eligibility; attainment at key stage 2 and key stage 4; school absences; suspensions and permanent exclusion; alternative provision; Special Educational Needs (SEN); children known to children’s social care. Section 2 provides a more in-depth analysis of the characteristics and experiences of children who had been cautioned or sentenced for a serious violence offence, including previous offending, time missed from school due to suspension, and a focus on the sequencing of suspensions/permanent exclusion and serious violence offences. Section 3 provides a more detailed analysis of the educational characteristics for children whose offending had been prolific, including suspensions, permanent exclusion and attainment. Section 4 provides a breakdown of the key education and children’s social care variables by disposal type and sentence length. (Edited publisher abstract)