A report examined the link between learning disabilities and mental health problems among young people. It addressed ways of supporting young people to be emotionally strong, through education, support for young people with learning disabilities and their families, friendships and advocacy.
Source: Count Us In: The report of the committee of inquiry into meeting the mental health needs of young people with learning disabilities, Foundation for People with Learning Disabilities (020 7802 0304)
Links: Summary (pdf)
Date: 2002-Dec
One report from an education think tank urged the government to close special schools and ensure disabled children are taught in mainstream schools. A second report attacked the government over its failure to take a tougher line with local education authorities that place a high number of disabled children in special schools.
Source: School and Educational Justice The Human Rights Framework for Inclusion, Centre for Studies on Inclusive Education (0117 344 4007) | LEA Inclusion Trends in England 1997-2001, Centre for Studies on Inclusive Education
Links: Community Care article (1) | Community Care article (2)
Date: 2002-Nov
In 2002, some 249,000 pupils in all schools in England had statements of special educational needs. This represented a decrease of 3.6 per cent since 2001, but an increase of 6.1 per cent over the five-year period since 1997.
Source: Special Educational Needs in England: January 2002, Statistical Bulletin 10-02, Department for Education and Skills, TSO (0870 600 5522)
Links: Bulletin (pdf)
See also: Journal of Social Policy Volume 31/1, Digest 121, paragraph 3.5
Date: 2002-Nov
The schools inspectorate found that private schools for special needs offer satisfactory education, but that improvements are needed in both management and teaching.
Source: Independent Schools for Pupils with Special Educational Needs (SEN): Review of inspections 1999-2002, HMI 785, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2002-Nov
An Audit Commission report examined how well children with special educational needs are served by the education system. It found a picture of 'great variability and much inequity', with support for children apparently influenced by factors such as which school they attend, where they live and their family background.
Source: Special Educational Needs: A mainstream issue, Audit Commission (0800 502030)
Links: Report (pdf) | Summary (pdf) | Community Care article
Date: 2002-Nov
A new book used the example of special educational needs services for children to examine the development of inter-agency theory and practice and of the concept of inter-agency work as a new professionalism.
Source: Caroline Roaf, Co-ordinating Services for Included Children: Joined-up action, Open University Press (01280 823388)
Links: Summary
Date: 2002-Nov
Researchers found that a fifth of youngsters with learning difficulties leave school without a transition plan; that almost half have little or no involvement in the planning for their future; and that lack of planning leads to uncertainty and stress for some families.
Source: Pauline Heslop, Robina Mallett, Ken Simons and Linda Ward, Bridging the Divide at Transition: What happens for young people with learning difficulties and their families?, British Institute of Learning Disabilities, available from Plymbridge Distributors (01752 202301)
Links: Summary (pdf)
Date: 2002-Oct
Around 40 per cent of headteachers surveyed said that the proportion of pupils with special educational needs in mainstream primary schools increased in 2001 over the previous year, as did the variety of their needs.
Source: Tamsin Archer, Felicity Fletcher-Campbell and Lesley Kendall, Annual Survey of Trends in Education, Digest 13 Autumn 2002, National Foundation for Educational Research (01753 747281)
Links: Report (pdf) | Press release
Date: 2002-Oct
From September 2002 it is unlawful for providers of educational facilities to discriminate against disabled children and young people.
Source: Special Educational Needs and Disability Act 2001, Department for Education and Skills, TSO (0870 600 5522)
Links: Act
Date: 2002-Sep
Far too many local education authorities do not have effective strategies for the inclusion of pupils with special educational needs, the Office for Standards in Education said in a report.
Source: LEA Strategy for the Inclusion of Pupils with Special Educational Needs, HMI 737, Office for Standards in Education (07002 637833)
Links: Report (pdf) | Press release
Date: 2002-Jul
The government published new guidance to education and health professionals to help them identify children with autism and provide them with the best standards of support in schools.
Source: ASD - Guidance from the Autism Working Group, Department for Education and Skills (0845 602 2260) and Department of Health
Links: Guidance | DfES press release
Date: 2002-Jul
The statutory framework for meeting children's special educational needs is serving some children poorly, an audit report found.
Source: Statutory Assessment and Statements of SEN: In Need of Review?, Audit Commission (0800 502030)
Links: Report (pdf) | Summary (pdf)
See also: Journal of Social Policy Volume 31/1, Digest 121 (paragraph 3.5)
Date: 2002-Jun
