The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
This report presents the findings from stage two of the evaluation of the Special Educational Needs and Disability (SEN and Disability) Pathfinder Programme commissioned by the Department for Education in September 2011.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
This example offers a tried and tested way of planning and teaching RE for pupils with special needs. It addresses many of the concerns expressed by teachers of RE in special schools, about how best to create an approach to RE which meets these pupils’ distinctive needs and values their personal experiences.
This document provides a detailed framework for good practice in the provision of SEND Information, Advice and Support Services.
The document can be used by local authorities, IAS Services, other local support services, children, young people and parents/carers in order to clarify expectations and to determine whether local IAS Services meet good practice or not.
I CAN Talk 8 highlights the need to improve the communication skills of young people to help them find and retain jobs. These ‘soft skills’ are more important now than ever as the coalition government outline public spending cuts and the job market contracts.
This session highlights some of the specific challenges faced by learning disabled children, young people and their families. It includes positive examples of good practices that have been helpful in improving the experience of everyday activities and accessing services.
Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.
This is guidance for providers of children’s homes and residential special schools, issued jointly by the President of the Court of Protection and Ofsted, on the deprivation of liberty under the Mental Capacity Act 2005.
Heart of Worcestershire College has an ambitious drive towards ensuring provision for learners with disabilities takes centre stage in its development of learning opportunities. This has resulted in excellent outcomes for learners resulting in meaningful impact for their lives and work.