Search results for ‘Subject term:"special educational needs"’ Sort:
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Evaluation of the special educational needs regional partnerships
- Authors:
- FLETCHER-CAMPBELL Felicity, CHAMBERLAIN Tamsin, SMITH Paula
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2006
- Pagination:
- 69p.
- Place of publication:
- London
In autumn 2003, the National Foundation for Educational Research (NFER) was commissioned by the Department for Education and Skills (DfES) to undertake the evaluation of the Special Educational Needs (SEN) Regional Partnerships (RPs) up to December 2005. The SEN RPs have made a substantial and marked contribution to the government’s agenda regarding provision for pupils with SEN. The relatively modest financial input to each region by DfES has released a considerable degree of professional time and expertise across authorities which, in turn, results in outcomes which improve professional practice and quality of provision, and extend the repertoire of strategies and approaches in relation to services for young people with SEN. It is doubtful that activity would have occurred without this catalyst. There is growing evidence of trans-regional activity which contributes further value for money. The national communications strategy has raised the profile of the SEN RPs across the country.
SEND Leadership Programme 2020-2021 evaluation: final report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2021
- Pagination:
- 21
- Place of publication:
- Bath
An evaluation of the SEND Leadership Programme, which is specifically targeted at senior strategic SEND managers in local authorities and aims to foster and support effective local leadership in delivering the reforms across the education, health and social care sectors. Participants are encouraged to apply with a colleague from a different part of their local SEND reform ‘system’ with the aim that pairing people up increases the potential to implement learning in the workplace and build linkages between different parts of the local SEND system. The Programme continues to be hugely valued by those who participate. It has an impact on the knowledge, confidence and leadership skills of participants, with some individuals finding it transformative. Individuals are applying what they learn back at work and the indications are that this is generating change in their organisations and areas in the delivery of the SEND reforms. There are some elements that are key to making this a successful Programme: a combination of leadership theory applied to the SEND context; excellent facilitators; high quality speakers and sessions; and coaching or mentoring support. The learning from online delivery has revealed some benefits of delivering remotely, and produced learning about which elements worked. Feedback from participants and delivery leads supports the idea of a blended approach to get the best out of both modes of delivery. While the areas for development that participants suggested could be considered by those planning the Programme for future years, one key element that stands out is the need for greater diversity among those delivering and presenting, including in terms of ethnicity and experiences. (Edited publisher abstract)
Special educational needs disagreement resolution services: national evaluation
- Authors:
- TENNANT Rosalind, et al
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2008
- Pagination:
- 134p.
- Place of publication:
- London
This evaluation was undertaken to gain a detailed understanding of the implementation, delivery and outcomes of Special Educational Needs (SEN) mediation services. The evaluation comprised a mapping study, qualitative case studies and qualitative interviews with LA officers and discussions with SEN mediation providers. A quantitative data collection exercise to gather basic summary information from mediation service providers was undertaken.
Efficacy of three screening instruments in the identification of autistic-spectrum disorders
- Authors:
- CHARMAN Tony, et al
- Journal article citation:
- British Journal of Psychiatry, 191(12), December 2007, pp.554-559.
- Publisher:
- Cambridge University Press
Screening instruments for autistic-spectrum disorders have not been compared in the same sample. The aim was to compare the Social Communication Questionnaire (SCQ), the Social Responsiveness Scale (SRS) and the Children's Communication Checklist (CCC). Screen and diagnostic assessments on 119 children between 9 and 13 years of age with special educational needs with and without autistic-spectrum disorders were weighted to estimate screen characteristics for a realistic target population. The SCQ performed best (area under receiver operating characteristic curve (AUC)=0.90; sensitivity 0.86; specificity 0.78). The SRS had a lower AUC (0.77) with high sensitivity (0.78) and moderate specificity (0.67). The CCC had a high sensitivity but lower specificity (AUC=0.79; sensitivity 0.93; specificity 0.46). The AUC of the SRS and CCC was lower for children with IQ < 70. Behaviour problems reduced specificity for all three instruments. The SCQ, SRS and CCC showed strong to moderate ability to identify autistic-spectrum disorder in this at-risk sample of school-age children with special educational needs.
Evaluation of children's stay in institutions: what is working?
- Author:
- LEPAGE-CHABRIAIS Michele
- Journal article citation:
- Evaluation Review, 29(5), October 2005, pp.454-466.
- Publisher:
- Sage
This article presents a double approach: quantitative (about 653 older boys and girls who left special education centres less than 10 years ago) and qualitative (talks with 38 of them). The quantitative study, researching factors of success in special education centres, shows the importance of placement for 3 or 4 years, a later exit between 19 and 21 years, the harm done by many placements, and the importance of collaboration between parents and youth workers. The qualitative study shows the influence on boarders of various types of education adopted in special education centres: the need of adolescents for a normative structure, identification patterns, and progressive responsibility, as well as emotional needs expressed through a quest for parental substitutes.
Evaluation of the Assistive Technology Training Pilot: research report
- Author:
- COOPERGIBSON RESEARCH
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Pagination:
- 81
- Place of publication:
- London
This report presents the findings from an independent evaluation of a small-scale pilot which involved surveys and interviews with a small number of schools and the assistive technology training pilot delivery partners. Assistive technologies are specialised products designed for people with special educational needs and disabilities (SEND). The training focused on upskilling school staff in identifying and implementing appropriate assistive technology for pupils with special educational needs and disabilities (SEND) in mainstream schools. A nominated Assistive Technology (AT) Champion participated in 5 online live training sessions and an online virtual meeting with senior leaders and AT Champions from each school was held at the start and the end of the pilot to encourage engagement with the programme and embedding learning across the setting. Participating schools also had access to a suite of resources. Overall, the Assistive Technology Training Pilot has been well received. The majority (87%) of AT Champions were very or quite satisfied with the training and support they received, and the expertise and approach of the trainers was praised (80% very satisfied). Whilst there had only been a short time for AT Champions to make changes to their approach or implement assistive technology, the majority believed that the training will support them to make improvements in their school. The review also finds that the overarching aims of the Assistive Technology Training Programme have broadly been met. Overall, the Pilot was positively received by schools and these early findings suggest that the programme has the potential to improve schools' use of assistive technology. A number of areas for further improvement were identified and are set out in this report. (Edited publisher abstract)
Emotion-oriented coping and parental competency: an evidence-based parenting intervention for parents of children with special educational needs
- Authors:
- HO Man Yee, LIANG Siya
- Journal article citation:
- Child and Family Social Work, 26(4), 2021, pp.518-529.
- Publisher:
- Wiley
This study examines a promising new coping and parental competency (CPC) intervention for parents of children with special educational needs that targets parents' mental health outcomes. Coping and parental competency impact parents' mental health, but no studies have rigorously assessed whether CPC is an effective strategy for cultivating emotional wellness in these parents. A seven-week skills-based CPC parenting programme was developed and administered in groups. One hundred twenty-four parents in Hong Kong were randomly assigned to the intervention group or the wait-list control group. Parents in the intervention group (a) showed reductions in depression, anxiety, and stress, (b) used fewer emotion-oriented coping strategies and (c) exhibited an increased sense of parenting competency compared to the wait-list control group. The serial multiple mediation of emotion-oriented coping and parental competence in the relationship between treatment condition and mental health outcomes was found to be statistically significant. The discussion highlights the potential usefulness of a CPC intervention for populations at risk for parenting and coping challenges. (Edited publisher abstract)
SEND Leadership Programme 2019-2020 evaluation: final report
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2020
- Pagination:
- 14
- Place of publication:
- Bath
Findings from the evaluation of the SEND Leadership Programme 2019-2020. The Programme is specifically targeted at senior strategic SEND leaders in local authorities and aims to foster and support effective local leadership in delivering the reforms across the education, health and social care sectors. The evaluation found that participants are overall very satisfied with the course and feel their leadership knowledge and skills have improved. Feedback from participants and alumni suggests that the key ingredients are the rich, topic based sessions, the quality and diversity of the external presenters, the opportunity for building networks and the safe and authentic space for personal growth and development engineered by the facilitation team. In particular, the opportunity for self-reflection and reinvigoration were highlighted as important features of the programme. While limited time has passed since the course, and the COVID-19 response has significantly affected the immediate context, there is evidence that the programme is having a positive impact on the leadership skills of participants, and their ability to deliver reforms. This is particularly seen around leaders having a renewed sense of confidence in their work and being equipped with the necessary skills and tools to elevate the reform and inclusion agenda within their workplaces. (Edited publisher abstract)
The Special Educational Needs and Disability Pathfinder Programme evaluation: final impact research report
- Authors:
- THOM Graham, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2015
- Pagination:
- 238
- Place of publication:
- London
The final report from the evaluation of the special educational needs and disabilities (SEND) pathfinder programme. The programme, which was established in 2011 to explore how to reform the statutory SEN assessment and statement framework, involved the development and delivery of alternative approaches that could enhance or replace the existing system. Each Pathfinder was tasked to develop and trial an assessment process; a single, joined up EHC plan; and personal budgets across education, social care and health, and adult services as appropriate for children and young people from birth to 25 years. This report covers the second 18 months of the pathfinder programme, ending in September 2014, and looks at its effect on: families’ satisfaction with the systems and processes in place to obtain support for their child; families’ views about the amount and quality of support available to them; families’ views about their own and their child’s health and wellbeing; and the cost of the assessment and planning processes for obtaining SEND support. The data suggest that the process has improved for families, often in ways that are incremental but still statistically significant. Despite the improvement around the process, however, there was no statistical change in the extent to which families thought the decisions reached were fair. The family survey found little evidence of significant improvements in parental outcomes or in either children’s health or quality of life. (Edited publisher abstract)
Special educational needs and disability pathfinder programme evaluation: summary of interim impact findings: research report
- Authors:
- CRASTON Meera, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 8
- Place of publication:
- London
This summary presents the interim findings from the ongoing impact evaluation of the SEND pathfinder programme, through which pathfinder families and a matched group of comparator families are being asked to provide their views on the support they have received. The report reflects the views of 328 pathfinder families who completed their education, health and care (EHC) plans between August 2013 and January 2014, and 1,000 comparison families that experienced the pre-pathfinder systems. The results from the interim analysis provide a range of positive findings, highlighting improvement around a good number of the process variables which are central to the reforms, such as being child / family centred and generating increased satisfaction with the overall process. More specifically, the pathfinder families reported statistically significant improvement in relation to: their views being taken into consideration in assessment and reviews; their suggestions being listened to during the process; the decisions made about their child's support reflecting the family's views; the straightforwardness of the process to obtain support; the effectiveness of information-sharing among professionals involved in their child's assessment; having at least one key worker working with their family; the length of the assessment and planning process; and overall satisfaction with the assessment and planning processes. (Edited publisher abstract)