Search results for ‘Subject term:"special educational needs"’ Sort:
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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)
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.
Children in care in Northern Ireland 2015-2016: statistical bulletin
- Author:
- NORTHERN IRELAND. Department of Health. Community Information Branch
- Publishers:
- Northern Ireland. Department of Health, Northern Ireland. Department of Health. Community Information Branch
- Publication year:
- 2017
- Pagination:
- 54
- Place of publication:
- Belfast
Statistical information from an annual survey of children in Northern Ireland who have been looked after continuously for 12 months or longer as at 30 September 2016. The bulletin provides analysis of the figures relating to the child's placement and health, schooling and educational attainment, and cautions and convictions. It reports that that 2,213 children and young people had been looked after continuously for 12 months or longer as at 30 September 2016, which was 2 per cent higher than in the previous year. Of these, one fifth (19 per cent) had experienced a placement change during the previous 12 months. (Edited publisher abstract)
Guidance on looked after children with special educational needs placed out-of-authority
- Author:
- GREAT BRITAIN. Department for Children, Schools and Families
- Publisher:
- Great Britain. Department for Children, Schools and Families
- Publication year:
- 2010
- Pagination:
- 14p.
- Place of publication:
- London
As a group, looked after children are nine times more likely to have a statement of special educational needs (SEN) than the general pupil population. For looked after children, many of whom will have had difficult and unstable home and school lives before coming into care, it is imperative that their needs are quickly and efficiently assessed and provided for so that the effect of any instability on their education is reduced to a minimum. Looked after children can be placed a long way from where they would normally live and often this will be outside the area of the local authority which looks after them. Therefore there can sometimes be confusion as to the responsibilities that local authorities have towards the child. The purpose of this guidance is to explain how local authorities’ responsibilities for meeting the special educational needs of looked after children placed out-of-authority operate. It does not create any new obligations, but decisions made in relation to individual children should be consistent with the operation of the law as described.
SENding a message on school funding
- Author:
- COOK Paul
- Journal article citation:
- Community Care, 5.3.09, 2009, pp.18-19.
- Publisher:
- Reed Business Information
Currently Local Educational Authorities must meet all educational needs of a statemented child from its share of the Dedicated Schools Grant. The government is currently conducting a review of the DSG. The opportunity to simplify funding for special educational needs placements is discussed.
Out of authority placements for special educational needs: summary
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2007
- Pagination:
- 4p.
- Place of publication:
- London
This report aims to help and challenge councils and others involved in meeting complex special needs to plan and commission provision in the most cost-effective way. In particular, it aims to contribute to the delivery of better outcomes for a group of vulnerable children and young people.
Out of authority placements for special educational needs
- Author:
- AUDIT COMMISSION
- Publisher:
- Audit Commission
- Publication year:
- 2007
- Pagination:
- 56p.
- Place of publication:
- London
This report aims to help and challenge councils and others involved in meeting complex special needs to plan and commission provision in the most cost-effective way. In particular, it aims to contribute to the delivery of better outcomes for a group of vulnerable children and young people.
Research into how local authorities are ensuring sufficient places and supporting vulnerable children
- Authors:
- BRYANT Ben, ISOS PARTNERSHIP, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2022
- Pagination:
- 115
- Place of publication:
- London
This research explores the roles and responsibilities of local authorities (LAs), schools, trusts and other partners within local education systems to ensure there are sufficient school places and how they are supporting vulnerable children. It covers the statutory duties to children: with special educational needs and disabilities (SEND) from disadvantaged backgrounds who have been excluded. Data was gathered via virtual fieldwork engagement with LA and school leaders, parents, carers and partners in 10 local areas; roundtable discussions and online survey were used to test the emerging findings. Key findings: concerned the critical importance of relationships within the education system in England; the misalignment between LAs' statutory responsibilities and decision-making authority with place-planning, and in relation to support for vulnerable children; in relation to the current SEND system - it places LAs at the heart of a perfect storm of rising and potentially open-ended need and demand, finite resources from which to meet need, and a lack of levers to affect the factors driving demand; and local area SEND inspection is not reflected in the accountability for individual institutions. There was strong agreement that support for vulnerable children requires a system-wide approach organised at a local area level. A set of eight principles have been derived from this research to guide future policy in this area. These are themed around: access; autonomy; inter-connection; impartiality; alignment; local solutions; incentives and accountability and redress. (Edited publisher abstract)
Good intentions, good enough? A review of the experiences and outcomes of children and young people in residential special schools and colleges
- Authors:
- LENEHAN Christine, GERAGHTY Mark
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2017
- Pagination:
- 46
- Place of publication:
- Manchester
An examination of the current offer of residential special schools and colleges, in the state, non-maintained and independent sectors. Around 6,000 children and young people with education, health and care plans are educated in 334 residential special schools and colleges. This review, drawing on responses to a call for evidence, including responses from parents and carers, visits to 30 schools and colleges and over 20 local authorities across all regions of the country and interviews with stakeholders and national bodies, consider the current state of the local offer for children and young people with SEND and their experiences in mainstream provision; current practices around placement, including residential placements, and planning; and quality, accountability and outcomes in residential special schools and colleges. The report argues that many of the children and young people currently in residential special schools and colleges could be educated in their local communities if better support was available. Where appropriate, LAs should consider residential placements, and parents shouldn’t feel they have to fight to access these. The experiences of children and young people in residential placements are generally very good, reflecting the focus from providers on wellbeing and therapeutic support. However, some seem to focus on this at the expense of educational progress, when both should be the aim, and some young people can be held back by a lack of ambition for what they can achieve. The report sets out a vision for embedding and spread good practice by: ensuring children and young people with SEND get the services and support they need in their local community (in mainstream or special provision); ensuring that local areas have planned and commissioned provision of residential placement strategically, so that it is available when required; ensuring the accountability and school improvement systems enable children and young people to achieve the best possible outcomes. (Edited publisher abstract)
“You can't run into a burning building without getting burned yourself”: an ecological systems perspective of parents choosing out-of-home care for an intercountry adopted child
- Author:
- KIM JaeRan
- Journal article citation:
- Families in Society, 98(3), 2017, pp.169-177.
- Publisher:
- The Alliance for Children and Families
Increasingly, intercountry adopted children have special needs similar to children adopted from foster care in the United States. Out-of-home placement may be necessary when less restrictive services have not adequately addressed an adopted child's needs. The experiences of 19 adoptive parents who chose to place their intercountry adopted child in out-of-home care due to their child's disability were explored through qualitative interviews and family ecomaps. Themes emerging from interviews relate to adoptive parent definitions of adoption and disability, challenges identifying and accessing services, and the effects of placement on their family, within an ecological systems perspective. Findings show the need for service providers to better understand the impact of an intercountry adopted child's disability and preadoption history on family adjustment, as well as to support parents through the out-of-home placement process. (Publisher abstract)