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Perspectives of primary school staff who work with children with additional needs: Insights that may help to improve support for visually impaired children
- Authors:
- PEASE Anna, et al
- Journal article citation:
- British Journal of Visual Impairment, 39(3), 2021, pp.266-277.
- Publisher:
- Sage
Educational support for children with visual impairments (VIs) at school relies on effective information-sharing between hospital eye services and schools. There may be delays in this process which impede school staff’s efforts to help affected children. As part of a programme of work aiming to improve outcomes for children with cerebral visual impairments (CVIs), this study carried out qualitative interviews to understand the views of primary school staff about receiving and using external specialist advice in general. These data can be used to inform and improve information-sharing aimed at supporting children in primary school who have VI. Views of primary school teachers and staff with responsibility for supporting children with additional needs were elicited in nine interviews, across three mainstream primary school settings in Gloucestershire, UK. Interviews were carried out in October 2017. Participants were asked about their experiences of working with children with additional needs and engaging with outside specialist providers. Thematic analysis was used to look for patterns in the data. Interviews revealed four major themes: understanding the condition (including training, individual differences, and understanding the aim of the strategy); translating reports into action (including adaptations to recommendations, team working, and communication formats); follow-up (including feedback and measuring progress); and barriers and opportunities for accessing support (including systematic barriers, going private, and ideal scenarios). This small study provides insights into how teachers and school staff perceive the relationship with external specialists. Services for children with VI in primary schools may be enhanced if they provide information about the impact of VI; about the underlying conditions if known, training and awareness activities for staff and offer a route for follow-up or enquiries. These insights can be used to inform service design and policy. (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.
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).
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.
Hearing the voice inside
- Author:
- FRANKEL Hannah
- Journal article citation:
- Young Minds Magazine, 84, September 2006, pp.20-21.
- Publisher:
- YoungMinds
The author looks at how children with autistic spectrum disorder can be best helped to cope at school.
Barriers and facilitators to implementation of a guideline for school-aged children with feeding difficulties
- Authors:
- MILES Anna, WONG Celine, JACKSON Bianca
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 46(3), 2021, pp.217-226.
- Publisher:
- Taylor and Francis
Background: Swallowing difficulties are common and complex in children with physical, behavioural, and cognitive needs. This study (i) describes mealtime management and (ii) identifies barriers and facilitators to implementation of a guideline for school-aged children with feeding difficulties in one specialist school. Method: Three data sets were collected: (i) 51 school records, (ii) 48 meal observations, and (iii) seven staff interviews. The model of behaviour COM-B (Capacity Opportunity Motivation and Behaviour) was used to identify barriers and facilitators. Results: 28 school records stated diet modifications and five children were enterally tube fed. Seventy percent of children had mealtime assistance. Only 25% of children had written plans and these did not contain all strategies observed. When feeding plans were vague or disagreements occurred, policy did not support decision-making. Conclusions: A coordinated approach is needed. Target areas for change include staff and family education; defined processes for cross-agency documentation and more detailed plans for all children. (Edited publisher abstract)
Education by numbers
- Author:
- DODD Mathew
- Journal article citation:
- Every Child Journal, 3(2), 2013, pp.62-67.
- Publisher:
- Imaginative Minds
- Place of publication:
- Birmingham
Some children need extra resources to make the most of their education, either because they needs specialist support in order to make adequate progress, or they have a disability which means they need particular arrangements to access the learning. However, last year an Ofsted report claimed that 500,000 children were incorrectly diagnosed as having special education needs prompting a Government rethink about provision in their latest Green Paper. But a more complex debate lies behind the numbers as the author reports.
Capacity building for inclusion: the role and contribution of special needs assistants and classroom assistants in Ireland and Northern Ireland
- Authors:
- UNIVERSITY OF ULSTER, NATIONAL UNIVERSITY OF IRELAND
- Publisher:
- University of Ulster; National University of Ireland
- Publication year:
- 2012
- Pagination:
- 12p.
- Place of publication:
- Coleraine
The provision of education for children and young people with Special Educational Needs in Ireland and Northern Ireland is an important and, at times, misunderstood part of the education systems in Ireland and Northern Ireland. Historically, the basic right to education has been an automatic assumption for children in Ireland and Northern Ireland. This report focuses on capacity building to support the inclusion of children with SEN within the mainstream school sector. The issue is explored specifically in relation to the role of the Special Needs Assistant (SNA) in Ireland and the Classroom Assistant (CA) in Northern Ireland. Recent and proposed reforms of SEN policy in both jurisdictions have been informed by children’s rights standards but implementation often falls short of what is required by those same standards. Effective inclusion has been constrained by ambiguous interpretation of the role of classroom assistance and remains problematic. The report concludes that good policy can enhance the rights and provision of education for children and young people with SEN and help government in both Ireland and Northern Ireland to develop more inclusive outcomes for this group.
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.