Advisory Committee on the Supply and Training of Teachers 12. 10.110 Handicapped young people, particularly those with severe disabilities, may need help with accommodation. 27; 6. iIntegration with rest of school 6. 51; 5. Miss J Powell (Adviser in Special Education, Warwickshire) 15.41 The staffs of day nurseries, those running playgroups and child minders may be the first people outside the family to see signs of special educational needs in children. 10.51 Young people at the age of 16 who are currently described as severely educationally sub-normal may be at a critical stage in their development, both educational and social, and unless suitable educational provision is made for them they may not only fail to make any further progress but actually fall back. This extra payment for a recognised qualification in special education should continue to be made after a teacher reaches the maximum of his salary scale, whether he is teaching in an ordinary or a special school (paragraph 12.28). Excluding those young people categorised as ESN(S), 64% of the handicapped school leavers in the sample had experienced some unemployment compared with only 30% of the non-handicapped who had applied for jobs. In this chapter we set out our views on aspects of the curriculum in special education, including its development and dissemination. Health services for 15. Under the reorganised national health service the status of general and dental practitioners, ophthalmic medical practitioners, opticians and pharmacists as independent contractors has remained. Preparation at school for the transition to adult life 8 The TUC has for many years urged the case for universal day release for further education for all young workers up to the age of 18 years and in their evidence to us both the TUC and Scottish TUC supported the case for compulsory day release, whether for continued general education or for vocationally orientated courses. The staffing levels required obviously depend on the nature of the premises, the nature and severity of the children's disabilities and the methods of care and treatment chosen. 80; 3. For those children whose disabilities are not associated with marked learning problems, it may be the methods and materials which need to be special, while the teaching aims remain the same as for other children. 57; 8. 12; 12. Provision for 2. 33 Standing Conference for Amateur Music 17.19 We recognise that, given the large number of voluntary bodies concerned with promoting the interests of those with disabilities, the recommendations made by such bodies may be diverse and sometimes incompatible. 34 Tower Hamlets Elfrida Rathbone Association This practice is far more widespread in the case of teachers in observation and assessment centres. 5. Although the It will be argued that the practical effect of our proposal will be only to replace one label by another. Association of Directors of Education in Scotland alternative community provision. 7 (see Local education authorities should review the provision of short courses in their own areas and ensure that a comprehensive range of courses in special education, provided under their own auspices or through other agencies, is available (paragraph 12.56). 47; 17. 15. Those advisers specialising in work with young children, for example, must have particularly close links with health visitors. *See also the recommendations of Chapter 5. [page 129] 48; 16. They have been used successfully in, for example, the development of the New Mathematics and in the Schools Council project on the education of severely mentally handicapped children. First, we have not felt it part of our business to go deeply into the factors which may lead to educational handicap. 5, 23; 15. (4) In some schools resource rooms, suitably equipped and staffed, have been established as a supporting base for children with special educational needs, and we make a recommendation about these in paragraph 7.32. We are of the opinion that special education for maladjusted pupils is not complete unless it affords educational opportunities of quality which subsequently enable them to profit from further education and training on relatively equal terms with their contemporaries. (Friday The headings comprise a list of various areas of functioning - vision, hearing, mobility (sub-divided into upper and lower limb), intellectual functioning and language (sub-divided into expressive language and language comprehension) - as well as social and emotional behaviour and the general condition of physical health. 14, 33 27. published in 1995 See 32 Our proposal for the organisation of advice and support in special education as a unified service was conceived substantially from the point of view of Section 10, and a great many of our other recommendations may be seen as different aspects of extending the capacity of ordinary schools to meet the special educational needs of children on an expanding scale. Royal Normal College for the Blind Local radio can play an important part in furthering their establishment. 25; 10. Some are old established charities offering a comprehensive range of services and provision for handicapped or disadvantaged individuals while others are small local groups providing a single service such as a playgroup for handicapped children. The probability of the head teachers being selected was proportionate to the size of their school. Training Reynolds and 11, 25, 36; 16. 14 5.12 Even if information about available facilities and supporting services is provided, few parents will be able to make the best use of them without help, and many will be confused. Newcastle University; Nuffield Psychiatric Unit 11. There is no co-ordinating body able to take a synoptic view of what is going on and offer guidance on priorities for future research. 19.5 We naturally believe that the objectives set out in our report are important and should be pursued with all possible speed. St Vincent's School for Blind and Partially Sighted Children, Liverpool The Way Forward (HMSO 1977), p 10, and DHSS Health Circular HC(78)5 Local Authority Circular LAC(78)2; Welsh Office Circular WHC(78)4, Health Services Development (January 1978), Annex A. [page 271] (21) The accommodation needs of handicapped students in further and higher education require particular consideration and can be met only by close consultation between housing authorities and associations on the one hand and local education authorities, social services departments and educational establishments on the other, as well as between the Departments of Education and Science, Environment, and Health and Social Security and the Welsh Office at national level in England and Wales. 47, 49; 12. 20; 19. 4. Sophie Mirrell from Core Arts - Eamer O'Keeffe: Irish women survivors - Together these elements provide a framework for the planning and organisation of new arrangements for the education of children with special educational needs jointly Links with parents 7. 3.7.1999 British Medical Journal 81 47-50 The Local Government Training Board should review the element in the initial training of careers officers which is concerned with young people with special needs and should develop in-service courses on special needs for all careers officers in post who have not already taken this element (paragraph 14.19). Andrew Roberts began 1530 Gloucestershire Education Authority: Heads of Special Schools (Mr Bladon, Miss Burling, Mr Eggleston, Mr Maltby, Mr Spiers, Mr Tunstall) reason in a way Training for further education teaching Physiotherapists, speech therapists, occupational therapists and nurses may all contribute with doctors and teachers to a programme of treatment and education. Miss BZ Perman (Researcher into the role of management in the education of hearing impaired children) 62, 66; 13. 17, 18, 22, 42 32 16.44 At national level this machinery has its counterpart in the formal and informal arrangements whereby Ministers, officials and professional staff in the education, health and social services and employment departments collaborate in the development of joint policies and practices. October 1998 John Hutton was Where the health visitor is acting as More seriously, many professionals lack knowledge of the special problems that result from differences in cultural patterns. 22, 23 (2) Help Starts Here (National Children's Bureau for the Voluntary Council for Handicapped Children, 1976). Speech Defect/Disorders, Children with (iii) A specifically educational element in adult training centres and day centres (Chapter 10, recommendation 15). The progress of a child with special educational needs should be reviewed at least annually and the head teacher of his school, whether an ordinary or a special school, should be responsible for initiating the review (paragraph 4.53). The first seven hold joint meetings on a bi-annual basis. 4. (6) The small number of blind children (estimated to be about 1,200) would need to be educated in special boarding schools. and dextroamphetamine and 11.28 We are aware that, of those children who may require some form of special educational provision at some time during their school career, a considerable number other than those in special schools or classes for the blind and partially sighted may have visual disabilities. In the St Vincent's scheme, which began in 1961 and in which 13 pupils have so far taken part, the pupils attend two Roman Catholic grammar schools in Liverpool and return to St Vincent's for a specified period of homework every evening. 16. Southampton University 5. The Specialist in Community Medicine (Child Health) or a medical colleague designated by him should be responsible for co-ordinating contributions to Form SE2 by members of the health service (paragraph 4.64). 61 The appearance of such recommendations in so many chapters is evidence of the central place of parents in our view of special education. [page 272] The new health authorities also have a general responsibility for preventive health measures. In view of both our size and the breadth of our terms of reference we decided early in 1975 to divide our work among four sub-committees. 66-74 55; 11. was an I HANDICAP IN AN EDUCATIONAL CONTEXT 2; 14. Visits for treatment to 8. The children continue, however, to be regarded as belonging to the ordinary class. Better counselling on personal relationships should be available to young people with special needs and their parents from a variety of sources, including the health and social services and voluntary groups (paragraph 10.96). 16.27 Finally, we see scope for the development of one-year full-time or equivalent advanced level courses of inter-professional training on subjects of common concern to professionals working with children or young people who require special educational provision. And communication of information about their child 4. The need for the local co-ordination of services for children under five is widely recognised. 12(i), 51; 8. 16.4 We recognise that in practice, however, professionals are faced by many difficulties in deciding what information should be passed and to whom, not least those arising from considerations of confidentiality. Multiple Disabilities, Children with Ophthalmologists 8. The returns of pupils in England and Wales can be misleading in so far as the way in which an individual child is shown tends to depend on the type of disability for which his school caters rather than on his own primary disability. Transport Arrangements/Costs 1755 These officers are not responsible for the deployment of staff or for clinical management within the service, nor do they undertake clinical duties. For the purposes of the selection of the sample 'handicap' was defined as the need for special educational treatment. The ratios should also take into account the need for intimate groupings of children in day to day living and for a stable and enduring relationship between individual staff and children. A holistic and interprofessional approach to professional continuing education should be a responsibility shared by HCPs and health facilities. Treatment of Delinquency in July 1932. During the period when the Committee was sitting many initiatives awaited its recommendations. 47; 16. recommend that, wherever possible, students should have the opportunity in their initial teacher training to take an option that enables them to pursue their interest in children with special educational needs in more depth than will be possible in the proposed special education element. 34, 38--45; 7. Local Education Authorities (see also Advisers in Special Education; Special Education Advisory and Support Service) Careful adaptation of schemes where necessary should enable many children with disabilities to achieve the same goals as their contemporaries without the need for any lowering in the standards of performance expected of them. Monro 64; 7. (6) Child Guidance Services - The Future A Report by the Principal Psychologists of Scotland (September 1972). As part of the process of curriculum development and in order to ensure that the curriculum is understood and effectively followed the head teacher should consult his staff and the other professionals 20; 9. The number of such centres would depend on the incidence of the disabilities concerned in the various parts of the country. 13.3 Much valuable work is already being carried out by advisers in special education, advisory and peripatetic teachers working with children with particular disabilities, and home visiting teachers, working mostly with young children. lunatics, but Blackstone We regard it as essential that they should be explicitly covered in all initial teacher training courses for teachers of all subjects and age ranges, including postgraduate courses, as part of a coherent and well co-ordinated plan drawn up by each college and department of education. 20, 37; 11. There should be a specifically educational element in every adult training centre and day centre and the education service should be responsible for its provision (paragraph 10.53). 2; 12. the teachers and the ancillary and child care staff and that between the adults and children. 37; 15. We hope that this practice will be adopted wherever possible in this country. 2; App. In these and some other fields, for example work with the mentally handicapped and the emotionally disturbed, their contribution in collaboration with teachers, health visitors, nurses and child care staff can be significant. Youth Clubs 8. work this week after a three-and-a-half-week sick leave for depression and Staff in either school will need to collaborate at all stages of the preparation of schemes, to consult regularly on their execution and to join in periodical appraisal of the outcome for individual pupils,so that any necessary adjustments can be made. 38; 16. 23; App.2 Then 7.13 Within each of the forms of provision described above there will in many cases be wide scope for teachers, through skilful use of their resources, to achieve an even finer tuning of the provision to be made for a particular child. 9.35 Where children with severe disabilities are living at home, their parents Problems of children and parents whose first language is not English 4. 13-15, 18-19, 20, 21, 30-2, 51, 53; 11. Under this scheme, a supplementary allowance may be paid to disabled students who incur expenditure on the purchase of special equipment necessary for their studies because of their disability. to recognise and ensure the proper management of what may broadly be described as medical, surgical and neurodevelopmental disorders, insofar as they may influence, directly or indirectly, the child's learning and social development, particularly in school, but also at home; iv. Arrangements in 5. 41; 8. Moreover, a period of satisfactory experience in a teaching post with responsibility for children with special educational needs might be allowed to count towards fulfilment of the requirement so long as the teacher concerned completed some part of the additional training required for other teachers. Scottish Association for the Deaf (in association with the Scottish Regions of the Inner London Education Authority 3. Curriculum in 11. Wherever we refer to parental needs in this report we are mindful that no two cases are the same; that each represents a unique combination of distinctive strands. We hope that by these means good relations between different professions, on which so many of our recommendations depend, will be promoted and consolidated. The Schools Council Project on the training of the visual perception of children with impaired vision has been very valuable in showing how limited vision may be assessed and used in teaching. 29 (iii) admissions procedure for such children; Glasgow was the first education authority to establish a child guidance clinic on a full-time basis, in 1937. They do, however, provide links between the education authority and the health board and assist with the determination of needs, the provision required to meet these needs and the formulation of policies and priorities. Equipment, Special (see also Aids, Special) 3. It will be important that, wherever possible, they should retain their freedom to innovate and experiment. III EARLY EDUCATIONAL OPPORTUNITIES General Teaching Council (Scotland) 12. 32, 66; 8. In January 1977 there were 152 Proposed new framework of 1. Mr C R Senneck (Parent of a handicapped son) This will mean that the necessary use by authorities of independent schools catering wholly or mainly for handicapped pupils will progressively decrease. 43 Although the need for a grammar school for the deaf was recognised before the Second World War no public provision was made until 1946, when the Mary Hare Grammar School for the Deaf was founded to take boys and girls sent there by local education authorities. 24-34, 37-50, 70; 13. 1. 1988 Recent surveys and research (6) have shown that significant numbers of children with epilepsy fall behind in their, school work. 8, 22-3, 27; 15. she did not know about his wife Isabella. Dr M Newton (Senior Lecturer in Developmental and Applied Psychology, University of Aston in Birmingham) National Children's Bureau 18. 2.32 In contrast to the education of the physically and mentally handicapped that of BLIND and DEAF children had made substantial advances by the turn of the century. In addition to contributing to the courses themselves, members of the service should arrange for other professionals in their area, including specialists of all kinds concerned with children with special needs and teachers in ordinary and special schools, to participate in workshops, discussions and courses. Voluntary Council for Handicapped Children 5. Mr B Benjamin (Headmaster of a special school) Full Portfolio Sizable minority stake Fast growing European technology companies with the first proof points of success Sake Bosh Managing Partner sake@primeventures.com Sake Bosch is a founder and Managing Partner of Prime Ventures as of He is actively involved in Civolution, Dealerdirect, Digital Origin, Greetz, MarkaVIP and Takeaway.com info@primeventures.com Contact Phone Roel de Hoop Partner roel@primeventures.com Roel is a Partner at Prime Ventures as of Companies: Bright Computing, Falcon Social, Mendix, GenKey and Applift, 52 Project A Ventures Berlin, Sao Paulo Founded (of which 80+) in Europe 80 Mio. 3, 12, 29 The importance of close collaboration between teachers and child care workers in these circumstances should be self-evident. A special education element The number of children in ESN special schools had nearly doubled between 1947 and 1955 (from 12,060 to 22,639) yet the number of children awaiting placement remained high at over 12,000. necessaries far beyond what is allowed at Bedlam, or Secretary's We urge local education authorities, however, to bear in mind that support for such young people at this stage may, by enabling them to gain the skills necessary to obtain and hold down a job, reduce their dependence on supporting services and so have a long-term economic benefit. North West Regional Association for Heads of Physically Handicapped and Hospital Schools (Section of the National Council for Special Education) On Tuesday 6.6.1780, Special Educational Need Henderson and Gillespie (1944, p.418) say. 18; 10. 2007;52(6):571-8.Neville MC, Morton J, Umemura S. Lactogenesis: the transition from pregnancy to lactation. This will be true whether the teachers concerned are in charge of a resource centre or other supporting base within an ordinary school, in charge of a designated special class or unit, members of the staff of a special school, or peripatetic teachers. KIDS National Centre for Cued Speech 1929 - In particular we hope that every opportunity will be taken to provide post-qualification training on an inter-professional basis so that mutual understanding and co-operative patterns of working can be fostered between teachers, other members of the education service, and professionals in the health and social services. Support for research by 17. Curriculum development and planning by 11. Kushlick, Dr A 5. Royal National Institute for the Blind 2. Gaelic 4. In this section we examine the various forms of support that may be required, particularly by those with more severe or complex disabilities. Summerfield Report (Psychologists in education services) 2. 49, 53; 13. 7, 11-17, 33, 49, 56; 11. Where this circumstance exists parents will need help in dealing with it. I PROMOTION AND CO-ORDINATION OF RESEARCH IN SPECIAL EDUCATION We recommended in Chapter 12 that the provision of suitable courses and support from local education authorities for teachers to attend them should be so increased that possession of an additional recognised qualification can be made a requirement on teachers with a defined responsibility for teaching children with special educational needs as soon as possible. Given that Section 10 would be incorporated into the new legislative provisions that are needed to establish our new framework of special education we think it reasonable to expect that it would come into force within that framework. British Psychological Society 14. 33 (7) Ashley 19.19 Our proposals for increased provision for children under five with special needs have four main components: greater recognition and involvement of parents as educators; a substantial extension of nursery education for all children, since this would have the consequence that opportunities for nursery education for those with special needs would be correspondingly increased; Where it is in their interests, pupils with special educational needs should be enabled to stay at school beyond the statutory school leaving age (paragraph 10.30). [page 338] communities. TOTAL100100 Thus parent members and representatives of the community should not be confined to those who live close to the 55, 60, 61, 65 CHAPTER 5: CHILDREN UNDER FIVE Role of special schools situation improved. 11; 12. 25 Cmnd 3703 (HMSO 1968). Improved vocational guidance and counselling, as we have recommended in Chapter 10, together with opportunities to gain experience of working conditions in particular occupations, should help them to make more informed and realistic choices of training and employment. 42, 44; 18. (website). 1902. Further education Each professional must decide which method of communication carries least risk of improper disclosure. 15 CHAPTER 18: RESEARCH AND DEVELOPMENT IN SPECIAL EDUCATION Mental Health Act 1959 2. In adult training centres 10. Dogs [page 219] Guidance in Scottish secondary schools A Progress Report by HM Inspectors of Schools 1976 (HMSO 1976). The study had two related aims: Thirdly our proposals for monitoring whole age groups of children at different stages during their school life will require their professional skills. A Community Care Bill was 26; App.2 Work Centres 10. (16) Children and Young Persons, Scotland Report by the Committee appointed by the Secretary of State for Scotland. Employment Medical Advisory Service 10. Accommodation 18.19 The proposed Special Education Staff College might embody some of the features of the Further Education Staff College which was established in 1962 as a result of a proposal made in the Willis Jackson Report. This handbook might be issued Moreover, particular care will need to be given to the setting of limits to behaviour. They would amount to approximately 10% of the school population. 4. Prevalence of 7. A teacher with special responsibility for careers guidance should be appointed in every special school which caters for older pupils. 36, 39, Regional Conferences for Special Education 2. 12.11.1994 New Scientist "Drug brings relief to big spenders" 22, 41; 8. We consider that there should be at least one residential special school in each region where expertise in the multi-professional assessment and approach to the health, care and education of children with epilepsy is developed. 2; 11. In view of the high priority that we give to the development of special educational opportunities for young people we urge that the necessary resources in the form particularly of special equipment and professional help and advice should be made available to them without delay. Holland Report (Young people and work) 10. patients (1%) Preparation at school for the transition to adult life Moreover, we have made very clear our determined opposition to the notion of treating handicapped and non-handicapped children as forming two distinctive groups, for whom separate educational provision has to be made. evening, the King's Financial assistance for this purpose, however, is given at the discretion of local education authorities or, in certain circumstances, as we explain more fully below, the Supplementary Benefits Commission. 10 Substantially, therefore, we are proposing the reorganisation of present staff and resources rather than the creation of new demands. even greater reductions in the number of mental illness beds with 66, 70; 7. Special Education Advisory and Support Service (proposed) 23 A range of different types of boarding special school should be available, which would include not only residential special schools of the traditional type but also schools which cater for children with varying needs for residential accommodation and education on or off the premises, including schools of the hostel type (paragraph 8.17). 35; 14. 5. Their view of the child is vital to any treatment plan and their co-operation vital to its success. 40, 45, 54; 18. Dr V Carver (Chairman, Coordinating Committee for Disabled Students, The Open University) on the development of a curriculum appropriate for the particular children for whom it is intended. 7; 16. Sexual 10. same range of training courses and the same sources of advice and support as staff dealing with young people with special educational needs in schools or establishments of further education. CATEGORIES OF HANDICAPPED PUPILS In the following section we identify the responsibilities of the different bodies and make suggestions for improving the opportunities for young people who need special help with work preparation or vocational training. Since, however, the responsibility for deciding whether the person, after training, is medically fit for employment as a teacher in schools rests with the Secretary of State for Education and Science there must be close consultation about individual cases between the employing and college authorities on the one hand and the Department on the other. 100; 15. They must be accompanied by changes in attitudes. Scottish Education Department Cont. 13, 16, 64; 10. We therefore recommend that as a matter of urgency high priority should be given to the recruitment and appropriate training of doctors for this field of work. Association office: 49, Victoria Street, S.W. website 3. Research project on services for parents of handicapped children by Intro. They should be able to obtain from the local education authority's handbook information about how to make contact with members of the service. 46 Trends Commonwealth and International Library. of Mencap's national assembly Chorleywood College for Girls with Little or No Sight Review of (see Cave, C) 29-33; 9. 3, 5, 10-12 (ii) The 'special help' group Mr DE Spinks (Handicapped young person) The chairman should be appointed by the working group. 12 Membership of these Committees is drawn from the appointed members of the area health authority and elected members of the local authority, some of whom are members of education and social services committees. about the merging of the German psychiatrists organisation and neurologists 5, 8, 9, 25 Self-help and community support for parents Holidays In the Other professionals will need to rely on the Specialist in Community Medicine (Child Health), who has the important task of abstracting from the documentation received from hospital specialists any information about children with special needs required by non-medical services in exercising their functions. 21~2; 7. Discovery and assessment of 4. Heads of Schools for Maladjusted Children in the Leeds area (Mr Benson, Mr Patterson and Mr Rigby together with Mrs Valley, Teacher in charge, Allverton Assessment and Observation Unit, Leeds) Inner London Education Authority 3. Young children are generally able to accept individual differences more readily and more naturally than older children, whose growing self-consciousness and conformity to group behaviour can often inhibit the development of easy relationships with others outside their chosen circle. 12 Such groups could not only be instrumental in achieving better co-ordination of the services with which we are concerned, but could also have the desirable effect of increasing the influence and prestige of the JCCs themselves. 4. Discovery, assessment and support were kept in workhouses. Education for 2. 37-40, 43, 45-8 that sound like diseases mad doctors were soon to 8, 38; 6. 7. (Millard, D.W. Summer 2008). 4. 32; 15. Future forms of description of children with special educational needs and of special schools CONCLUSION 13, 48, 50, 57 Records of the children's development showed that several children made major gains in areas where they were particularly retarded and that all made progress. The parents should be given the office telephone number of an officer of the local education authority who will have been provided with information about their child and, if the arrangement for their Named Person proves unsatisfactory, will put them in touch with another professional better placed to help them (paragraph 5.15). Forms of 3. The principle holds whether the children are under five, of school age or making the transition from school to adult life. 8.43 Ancillary staff can greatly help children with disabilities or serious difficulties, particularly those with physical disabilities, to become as self-sufficient as possible. since 1927. 7, 8, 36; 13. Communication of information by 4. Provision in school for young people over 16 8.63 In general, if local education authorities are to develop closer links with independent schools which cater for handicapped pupils, as we believe they should, and monitor the standards of the schools which they use, they will need to have full access to those schools. schools. In Chapter 14 we recommended that post-qualification courses of varying length and content should be developed for educational psychologists in a number of centres. Mrs M Skeffington (Lecturer in the Education of Handicapped Children, University of Manchester) faculties. 20 An independent school may appeal to the Independent Schools Tribunal against a decision of the Secretary of State that it should not be registered or should cease to be registered and we do not think that a school's suitability for the education of handicapped children should, in effect, be determined by a body instituted for another purpose. The proportion of two, three and four year olds attending maintained nursery schools and nursery classes in maintained primary schools in England and Wales in January 1977 on a full or part-time basis is shown below. 62; 8. 14; 10. 50-1 20; 9. The ESA's strategy of alerting employers to the employment needs of the disabled should be further developed and there should be more contact at local level between employers or, where the management of large companies is decentralised, local managers and both ESA officers and careers officers (paragraph 10.79). Welsh Joint Education Committee Apart from questions of staffing, many of the new special schools were accommodated in old outmoded buildings, and although their replacement became a major feature of special school building programmes since the 1970 Act was passed* a great deal remained to be done to achieve satisfactory standards in all schools. Responsibility for the SE procedure should normally be delegated to a member of the special education advisory and support service (paragraph 4.62). 32; App.4 1939 The Voluntary Mental Health Services: The Report of Staff in such departments can assist in the organisation of teachers' workshops*, often the first step in the development of collaborative research, and will benefit from the expertise available in the resource centres. 33. Disablement Resettlement Officers 10. 11.37 Teacher training is considered in detail in the following chapter but there are two aspects relating to the education of the deaf which call for special mention here. The difficulty of obtaining figures for the cost of special educational provision in special classes and units emerged very clearly from the survey conducted for us by the Department of Education and Science of the 21-4, 31, 72-3, 75; 11. It should include not only adult training centres and day centres but also intermediate centres with a strong educational bias, such as that provided by the local education authority in Clwyd for the 16-21 age group: and full-time courses of general education in places of further education such as those lasting two to three years provided in Leeds. 4, 19 "a) to relieve and prevent suffering caused by mental illness by Sections 36 and 37, 8. Specialist support 2, 25, 34-9, 59; 11. Provision for 2. 14.26 The close concern of education welfare officers in identifying and arranging help for children with special educational needs emerged clearly from a recent survey of their work by Keith MacMillan. 5, 6, 12 ment Rehabilitation Centres - soon to be expanded as part of the new special programme (see below paragraph 10.75): further, the MSC considers that in addition to its basic programme, certain elements such as work preparation courses and training workshops may be particularly suited to young people with disabilities. Brotherston Report (Towards an Integrated Child Health Service) 15. Resources should be made available to the Schools Council, the Consultative Committee on the Curriculum and to local teachers' centres so that curriculum projects can be translated into forms useful to special schools, units and classes (paragraph 11.68). We start by considering the extra demands on the careers service which are likely to arise from our recommendations. (5) The Education of the Visually Handicapped Report of the Committee of Enquiry appointed by the Secretary of State for Education and Science in October 1968 (HMSO 1972). Special Education Staff College (proposed) 12. 30, 33; 16. of Saint Bartholomew 1123-1973) 1974, p.24), From 1557, Bethlem was managed by the governors of the 12.80 A person's suitability for teaching can also be assessed at the stage of teaching practice, which gives institutions an opportunity to assess whether the student is likely to be a competent teacher. tainted 25, 27, 55, 58; 11. Reassessment (see Assessment) University hospitals 4. 27; 6. 22 37; 13. Dr DMC Dale (Senior Lecturer in Education of the Deaf, University of London Institute of Education) Nor is it associated with any particular institutional setting; the majority of children who are likely to require special educational provision in the wider sense that we are advocating will be in ordinary primary and secondary schools, which are not approved as providing a particular kind or kinds of education. one of England's largest mental hospitals, though shrinking as In order to facilitate this, we further recommend that there should be much closer links, to the benefit of both sides, between non-maintained special schools and local education authorities. Susan Tyler Hitchcock will be published. The counselling of parents, peripatetic work, particularly with children under five, and different methods of teaching are all areas where additional courses of training are required. 5.33 A number of experimental projects in which parents of handicapped children have been trained to teach their children specific skills has shown that, with help and support, a large proportion of parents can contribute very substantially to their children's early development and education. We recommend that local education authorities, in consultation with area health authorities, should satisfy themselves that adequate health care is available before placing children in non-maintained special schools or independent schools catering wholly or mainly for handicapped pupils. 12; 19. Committee on Defective and Epileptic Children (1898) 2. We recommend, however, that more educational opportunities should be provided for children attending day nurseries, particularly those with special needs. Nurture Groups 5. (iv) Other short courses of varying length on different aspects of special education (Chapter 12, recommendations 19-20 and 22). As in England and Wales, special schools in Scotland have not been greatly influenced by these national developments. Before we started work, the Secretary of State for Education and Science's Advisory Committee on Handicapped Children was influential in determining priorities for that part of the Department of Education and Science's research budget which was devoted to special education. There were further differences between the handicapped and non-handicapped young people in the sample in terms of their share of unemployment. Home tuition that no such placement should be made in any independent school not accepted by the Secretaries of State for the purposes of Section 33(2) of the Education Act 1944 as amended. 26. In this chapter we consider the development of voluntary organisations in our field, their present work and how it is likely to be influenced by the proposals in our report. 4, 5, 7, 13; App.4 35 49-52; 16. We recommend that guidance should be issued in a further Circular on the numbers of ancillary staff that should be regarded as adequate. Indeed, such an arrangement has been successfully operated for pupils with emotional and behavioural difficulties as well as those with moderate learning difficulties at the Bicester and Cooper Schools at Bicester, and we give further details in paragraph 7.30. 15.21 Local education authorities and educational institutions have been urged to consult area health authorities and family practitioner committees about arrangements to assist students to use national health service facilities if they need them. 3, 5, 10-12 These teachers will form part of the proposed special education advisory and support service. 17.27 We are aware that local voluntary organisations are capable of inspiring and harnessing local interest and effort in a way that no statutory body can emulate. VIII INDIVIDUALS It is desirable that these courses should be provided in a variety of institutions, including schools, teachers' centres, colleges of education and establishments of further and higher education, so that they are readily accessible to teachers. Down's Babies' Association We are mainly concerned in this chapter with that research and development which bears directly on the teaching of children with special needs, wherever this takes place. 34; 13. 20 5-6; 19. Employers 10. These are listed in more detail at the end of this chapter. 10. 4.26 When a child has been discovered to have a disability or is showing signs of having special needs or problems, the nature of the handicapping condition must be diagnosed and his needs assessed as soon as possible so that appropriate help can be provided. 11. In 1972, the University appointed a senior counsellor with specific responsibility for disabled students and we understand that it is planning to introduce improvements in assessment, counselling, special facilities and teaching methods when additional resources are available. 35, 65, 90; 11. [page 39] However, we are encouraged by the Secretary of State for Social Services' response to the Court Report, in particular his wish to see improved child health services especially in areas of greatest social need. 47; 16. Category of delicate pupils 2. Linkage Community Trust 41; 16. Teachers of 2. Royal Association for Disability and Rehabilitation 10. Increasing recognition of the complexity of the problems of such children, which are often associated with difficult home circumstances, particularly in the case of children in boarding schools, has implications for the staffing of the schools. Special nursery classes and units should be provided for young children with more severe or complex disabilities (paragraph 5.55). 26 We consider that opportunities in further education should be increased and a coherent pattern of provision developed. Every local education authority should restructure and, if necessary, supplement its existing advisory staff and resources to provide effective advice and support to teachers concerned with children with special educational needs through a unified service (paragraph 13.3). 78 16; 15. Later in this chapter we recommend that they should be advised by the Joint Consultative Committees on the services that will be required. We have chosen the title of this chapter deliberately, as expressing our view of the relationship between parents and members of the different professions who may be helping them at any time. 3. But the very richness and variety of these different initiatives is often a source of confusion to those who work directly with children with special educational needs. 52; 4. Circular 185/77 4. Most the 1994 closures are still on the Numbers of 2. Headmasters' Association (now the Secondary Heads Association) 13.18 Advisory teachers who specialise in working with young children with special needs will be involved in planning early teaching programmes with parents, and they will have particular need of training in counselling. Nottingham (not invited) - Final one in 11, 15, 22 World Federation for Mental Health congress held Vancouver, 20, 30; 17. 62; 8. 40, 47; 19. and despair but hope and humour". In this chapter we consider the developments necessary in teacher training if this is to be brought about. It relaxes the With the probable decline in the number of pupils in special schools, it should be possible to expand peripatetic teaching services for young children in most fields of disability and in most parts of the country through a redeployment of teaching staff rather than an increase in their numbers. 3. This would be facilitated by the sharing of experience between educational and clinical psychologists through common elements of training. degeneracy" that had 61; 9. We regard this as one of the cornerstones of the service, which should be available for parents of children with special needs. Residential special schools 84; 14. Categorisation of Handicapped Pupils 2. However, relationships are often developed within well planned educational activities which are recognised by the individual as both serving his needs and being intrinsically interesting. Functions of 2. Macclesfield, All the groups except that of the handicapped were sampled randomly. The profile of the child's needs contained in Form SE4 will need to be set out in a way that will be. system, mental Royal College of Obstetricians and Gynaecologists Financial support The boundaries of the regional health authorities are not coterminous with those of the regional conferences for special education. Learning Difficulties, Children with (see also Educationally Sub-Normal Children; Mentally Handicapped Children) also licensee of Senior academic posts in special education in 12. 103, 109 9; 18. 48; 16. 57 One important factor in determining the success of special educational provision in ordinary schools is the degree to which such schools, particularly secondary schools, can modify their curriculum to accommodate different groups of children with special needs, without detriment to the quality of education offered to other children in the school. Otherwise the number of districts in a health board varies between two and five. We believe that there is a need for courses leading to the recognised qualification which are clearly defined as predominantly general and which aim to provide a broader, not a specialised, knowledge of different types of special educational need and the teaching methods appropriate to them. Above all, it calls for knowledge shaped by experience, discrimination and human sympathy. Their needs obviously vary, but the importance of intelligible speech and adequate language skills as components of social competence cannot be overemphasised. In this chapter we consider the development of voluntary organisations in our field, their present work and how it is likely to be influenced by the proposals in our report. 12(i) 10; 6. 45; 9. APPENDIX 6 In some areas specialist health visitors are appointed; in others, senior specialist health visitors supervise and support the work of their non-specialist colleagues; in yet others, the pattern is still that of a generalist service. Role of special schools We have visited schools where physiotherapists have carried out successful work in classrooms with teachers and where teachers and aides have been enabled to supplement and complement their work. 37 In both cases a change of placement will be required, even though the school continues to meet the child's educational needs, unless the boarding arrangements are flexible. 19, 44; 17. CONCLUSION [page 276] 10.28 Local education authorities have a duty, which is not widely recognised, to provide for all young people who want continued full-time education between the ages of 16 and 19, either in school or in an establishment of further education, though not necessarily whichever of the two the individual prefers. In Scotland the school population is also expected to continue to decline until about 1988-89, when it will be about 225,000 below the present level of just over one million, We attach very great importance to the work of parents' groups in providing support and in making shared arrangements for their children's care and education. 7, 10, 15, 16 46; 9. 12, 25-6; 13. 22, 44 115 This will be essential if the authority is to arrange for additional staff or resources to be provided. We make no apology for repeating that the relationship between parents and those professionals who help them is a reciprocal one. 22; 12. 11; 8. 16, 25 School councils (Scotland) of 8. a. This course, which is currently being offered at five colleges, is designed to comprise at least 75 hours' work in classes and about the same length of private studies elsewhere. [page 362] The questionnaires to teachers and head teachers in ordinary schools included questions about the number of children in their school ascertained as handicapped and, separately, the number considered by them to have special educational problems; the nature of those problems and the ways in which special educational help was provided; the availability and usefulness of support and advice from members of different professions; the factors contributing to the successful integration of handicapped children in the regular classes of ordinary schools; the advantages of such integration; and any training or previous experience in the teaching of children with special educational problems. Specialist careers officers 4. policies, in the late 1950s and early 1960s, special measures 50-1; 5. The special unit would also act as a supporting base for handicapped students following ordinary courses of further education in the college. The first director, Vincenzo Chiarugi 1961 - Committee of Inquiry into the Problems relating to Children with Defective Hearing (1938) 2. 32 36 84; 14. Scottish Home and Health Department 10. Hope 30-1; 15. Assessment in 4. 9. 18.16 A number of other arrangements is needed to translate research into successful practice and to ensure that successful methods are more widely known and used in special education. It is therefore important that the managing or governing body should appreciate the fact that a significant proportion of the pupils in a school is likely to require special educational help at any time, and the implications of the acceptance of children with severe difficulties. 10.33 A variety of arrangements is needed for young people with special educational needs in establishments of further education. important and unresolved in any country; the trial deserves support". 12 43; 16. It was hoped that the survey would also shed light on the reasons for the apparent failure of much educational research significantly to influence teaching practice. Many special schools do not cater for pupils over 16, and although in some areas there are increasing opportunities for them to continue their education in further education establishments, the present facilities are in general manifestly inadequate. Ralphs Report (The Training of Education Welfare Officers) 14. If the existence of schizophrenia is denied, it is no wonder that sufferers We welcome the development of such codes provided that they are drawn up in close consultation with other professions. 6 Information Superfish developed a patented algorithmic-based visual search technology to deliver similar and near-identical search results to users in real time. Cmnd 7130 (HMSO 1978). Those of us who visited the Sheffield ERC were impressed by the help given to handicapped young people on the young persons' work preparation course and the success of the young people who had taken the course in obtaining employment. As the Holland Report pointed out, young people tend to respond better when courses are related to the world of work, and we therefore hope that they will be planned with close reference to local industry and commerce. 17.25 A developing trend in recent years has been the formation of groups of parents or disabled people to provide self-help. (xii) The administration and organisation of special education services. (ii) To undertake observational studies in selected schools and units in which there were handicapped children in order to observe the extent and type of attention they received from staff in relation to other children not so perceived. 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