Search results for ‘Subject term:"special educational needs"’ Sort:
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Autonomy, education and the rights of children with special and additional support needs and disabilities in England and Scotland: a new paradigm?
- Authors:
- RIDDELL Sheila, HARRIS Neville, DAVIDGE Gail
- Journal article citation:
- Journal of Social Welfare and Family Law, 43(1), 2021, pp.42-59.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Legislation enacted in 2014 in England and 2016 in Scotland attempts to boost the rights of children and young people with special and additional support needs in the context of education, particularly with regard to opportunities for their participation in decision-making and local planning, with governments in both nations claiming that the new measures place the UK at the forefront internationally on this issue. There are, however, key differences in the respective nations’ legislation and policy, as well as similarities, which the article explores. Using case studies, it then examines the central issues arising in each jurisdiction in the practical realisation of the relevant rights. The article concludes with a comparative discussion of the recognition of children’s autonomy in the context of education in the two nations, highlighting gaps between rhetoric and reality. (Edited publisher abstract)
What have the Lib Dems done for us?
- Author:
- LEPPER Joe
- Journal article citation:
- Children and Young People Now, 18.9.12, 2012, pp.24-26.
- Publisher:
- Haymarket Business Publications Ltd
As the coalition government approaches the halfway point in its five-year term, this article examines the impact of the Liberal Democrats on policies relating to children and young people. The following policy areas are discussed: the pupil premium; child detention; early years support; special educational needs; and child mental health.
Towards an inclusive education
- Author:
- COHEN Bronwen
- Journal article citation:
- Children in Europe, 13, 2007, pp.15-16.
- Publisher:
- Children in Scotland
- Place of publication:
- Edinburgh
This article assesses new legislation in Scotland for children with additional support needs.
Forwards or backwards? Revised guidance on behaviour and exclusion from school
- Author:
- THOMAS Julia
- Journal article citation:
- Childright, 237, June 2007, pp.24-28.
- Publisher:
- Children's Legal Centre
The DfES has recently issued the Draft Guidance, 'Improving Behaviour and Attendance: Guidance on Exclusion from Schools and Pupil Referral Units 2007. This article is based on the Children's Legal Centre's response to the Consultation on the Draft Guidance. It is intended as a basis for assessing the changes to the Guidance and the likely impact on children in relation to two main issues: unofficial exclusions and the treatment of children with special educational needs and/or disabilities.
Best in class?
- Author:
- LEASON Katie
- Journal article citation:
- Community Care, 01.09.05, 2005, pp.26-28.
- Publisher:
- Reed Business Information
This article discusses the pros and cons of children with special educational needs in mainstream schools.
Special educational needs and disabilities: Government response to the Committee’s first report of session 2019: first special report of session 2019–21
- Author:
- GREAT BRITAIN. Parliament. House of Commons. Education Committee
- Publisher:
- Great Britain. House of Commons
- Publication year:
- 2020
- Pagination:
- 27
- Place of publication:
- London
Government response to the Education Committee report on special educational needs and disabilities (SEND). The report followed an 18-month inquiry into Government reforms aimed at placing children and young people at the heart of the SEND system. It concluded that while the reforms to the support for children and young people contained in the Children and Families Act 2014 were the right ones, poor implementation has put local authorities under pressure, left schools struggling to cope and, ultimately, thrown families into crisis. Whilst the Government does not agree with all the Committee’s findings, it acknowledges that, overall, the SEND system must improve. Alongside additional funding, the Government is taking further action to improve outcomes for those with SEND and has launched a major, cross-cutting review of the SEND system. In the meantime, the Government is committed to strengthen the inspection approach; improvement and intervention support; participation and co-production; cross-sector leadership between education, health and social care as well as the third sector and parents, to improve strategic joint commissioning outcomes and provision planning for all children and young people across the SEND spectrum. (Edited publisher abstract)
SEND review: right support, right place, right time: Government consultation on the SEND and alternative provision system in England
- Author:
- GREAT BRITAIN. Department for Education
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Pagination:
- 106
- Place of publication:
- London
This consultation seeks views on the SEND Review, commissioned by the government the in September 2019 as a response to the widespread recognition that the system was failing; and to understand what was creating the challenges and set out a plan to deliver improved outcomes, restore parents’ and carers’ confidence and secure financial sustainability. The three challenges highlighted in the review include: outcomes for children and young people with SEN or in alternative provision are poor; navigating the SEND system and alternative provision is not a positive experience for children, young people and their families; despite unprecedented investment, the system is not delivering value for money for children, young people and families. To address these challenges, the review makes a series of proposals, including establishing a new national SEND and alternative provision system setting nationally consistent standards for how needs are identified and met at every stage of a child’s journey across education, health and care; establishing new local SEND partnerships, bringing together education (including alternative provision), health and care partners with local government and other partners to produce a local inclusion plan setting out how each local area will meet the national standards; increasing investment and funding; making alternative provision an integral part of local SEND systems by requiring the new local SEND partnerships to plan and deliver an alternative provision service focused on early intervention; delivering clarity in roles and responsibilities with every partner across education, health, care and local government having a clear role to play, and being equipped with the levers to fulfil their responsibilities. The consultation closes at 11:45pm on 22 July 2022. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, DANECHI Shadi
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 65
- Place of publication:
- London
This briefing sets out the system of support for children and young people in England aged 0-25 with special educational needs (SEN). The type of support that children and young people with special educational needs (SEN) receive may vary widely, as the types of SEN that they may have are very different. However, two broad levels of support are currently in place: SEN support, and Education, Health and Care Plans. The briefing covers: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; reports on the effectiveness of support for children with SEN; DfE survey on EHC plans; the previous system for children and young people with SEN and the process of reform. (Edited publisher abstract)
Special educational needs: support in England
- Authors:
- LONG Robert, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2020
- Pagination:
- 48
- Place of publication:
- London
The Children and Families Act 2014 introduced major reform of the system for identifying children and young people in England with special educational needs (SEN), assessing their needs and making provision for them. This briefing provides an overview of the system introduced in 2014, and also includes, in an annex, a brief history of the movement towards reform that took place in the years preceding the 2014 Act. Topics covered include: support for children and young people with Special Educational Needs (SEN); funding system; statistics – tribunals, children and young people with SEND; accountability – Ofsted and CQC inspections from May 2016; impact of the coronavirus pandemic; and reports on the effectiveness of support for children with SEN. (Edited publisher abstract)
Learning disability: Improving Lives programme
- Author:
- WALES. Welsh Government
- Publisher:
- Welsh Government
- Publication year:
- 2018
- Pagination:
- 22
- Place of publication:
- Cardiff
This review was set up to better understand whether people with a learning disability in Wales have what they need to lead successful lives and to examine how services could be strengthened. It involved a desk top review of information and meetings with over 2,000 people, including people with a learning disability, parents and carers. The review took a life course approach and maps key issues, risk and protective factors for: Early years, Adolescence, Early adulthood, Mid life and Later life. The recommendations are focused on the Prosperity for All five cross cutting themes of: early years, housing, social care, health, and education and employment. The findings from the experts by experience are that there are pockets of good practice and strong services, however, too many have to fight for support to enable them to have an ordinary life. The three priorities of the recommendations are: to reduce health inequalities, improve community integration, and to enable improved strategic and operational planning and access to services. (Edited publisher abstract)