scholarly journals Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England

2018 ◽  
Vol 46 (4) ◽  
pp. 479-491 ◽  
Author(s):  
Deborah Robinson ◽  
Nicki Moore ◽  
Tristram Hooley
Keyword(s):  
Young People ◽  
Educational Needs ◽  
Critical Examination ◽  
Special Educational Needs ◽  
Care Plans ◽  
The Impact

Support for students with disabilities in a period of educational change

2020 ◽  
Vol LXXXI (2) ◽  
pp. 99-107
Author(s):  
Ewa Dyduch ◽  
Małgorzata Trojańska
Keyword(s):  
Students With Disabilities ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Care Plans ◽  
Individualized Care ◽  
Comprehensive Development ◽  
Unlimited Access ◽  
The Republic ◽  
The Right ◽  
The Impact

In Poland, the right to education is guaranteed by the Constitution of the Republic of Poland (Article 70). People with disabilities have full access to the free universal education system. The Act of Educational Law published on the 14th of December 2016 (Journal of Laws 2017, Item 59, Article 1, Point 6 & 7) guarantees free and unlimited access to all types of education to students with special educational needs. This is done in accordance with their cognitive, social, and emotional development, educational needs, and predisposition. They are also granted the right to individualized care plans, approaches, and curricula. Students with special educational needs are offered unlimited access to services specializing in compensation, enhancement, and improvement of their wellbeing. The complex and multifaceted approach that is provided for students with disabilities in education is not only to support their comprehensive development but also to develop skills that will allow them to: successfully communicate (verbally and nonverbally), make their own choices, be creative, solve problems, be able to assess the impact of their actions on their lives and their environment, cope in various situations, build their own system of values and beliefs, and be able to work well with others. Support for students with special educational needs should be individually tailored depending on students' age, type and severity of disability, type of service (educational, rehabilitation, occupational) and also on students' interests, talents, and preferences.

scholarly journals Impact of lockdown and school closure on children in special schools: a single-centre survey

2021 ◽  
Vol 5 (1) ◽  
pp. e000981
Author(s):  
Tapomay Banerjee ◽  
Amjad Khan ◽  
Piriyanga Kesavan
Keyword(s):  
Young People ◽  
Significant Role ◽  
Well Being ◽  
School Closure ◽  
Special Educational Needs ◽  
Single Centre ◽  
Special Schools ◽  
Daily Lives ◽  
Children And Young People ◽  
The Impact

Special schools play a significant role in the daily lives of children and young people with special educational needs and disabilities. We explored the impact of the COVID-19-related first lockdown and resulting school closure by surveying parents whose children attended three special schools in Bedford, UK. We asked about anxiety and impact on emotional well-being and education. We received 53 responses from parents: 31 felt their child was more anxious during the lockdown period/school closure compared with beforehand and 42 felt their child’s emotional well-being had been affected. Children and young people attending special schools may have struggled both academically and emotionally during the COVID-19 pandemic.

scholarly journals Personal characteristics of parents of children with special educational needs in education

2020 ◽  
Vol 133 (4) ◽  
pp. 197-204
Author(s):  
A.S. Mambetalina ◽  
◽  
M.D. Muratova ◽  
Keyword(s):  
Personal Characteristics ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Parental Attitude ◽  
Psychological Defense ◽  
Raising Children ◽  
Number Of Children ◽  
The Impact ◽  
The City ◽  
Factor Of Influence

The article examines the study of personal characteristics of parents of children with special educational needs in education (SEN) in the city of Nur-Sultan, Kazakhstan. Today, the problem of studying a family, raising children with special needs in education is relevant and requires extensive research. This is confirmed by the large number of children with SEN in Kazakhstan. The study is aimed in particular at studying the factor of influence of certain parental personality traits and characteristics (mechanisms of psychological defense, coping-strategy and guilt conscience) on the child and on his abilities and success in educational and correctional processes. The scientific novelty of the results of this article lies in the correlation between the personal characteristics of the parents of children with SEN with the data that determine the parental attitude towards the child and the impact of the studied indicators of the parents on the child’s progress in correctional and specialized educational programs.

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

2020 ◽  
Vol 23 (2) ◽  
pp. 159-174
Author(s):  
David Mc Keon
Keyword(s):  
Special Education Teachers ◽  
National Policy ◽  
Educational Needs ◽  
Small Scale ◽  
Special Educational Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Inclusive Practice ◽  
Traditional Structures ◽  
The Impact

The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.

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