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.
Social stories are invaluable for SEND learners who thrive on routine where a change is unavoidable, imminent or necessary.
For example, a fire drill, although rehearsed and practised, is still an abnormal occurrence and will usually cause high anxiety. A social story was created for SEND learners with high anxiety levels within our school to ensure that fire drills could be managed safely, calmly and without causing unnecessary distress.
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.
Historically IASS (formerly Parent Partnership Services) have always used a variety of methods to seek feedback from service users.
Following a period of consultation the IASS Network developed a set of 6 core questions that all IASS were then asked to incorporate into their service user feedback questionnaires.
An initial Pilot phase saw 12 IAS Services gather feedback data from nearly 850 parents who had accessed their support.
This Our Family, My Life is an Early Support resource is a set of information templates, developed and owned by the young person and/or family. It brings together all relevant information about a child's, young person's and family's strengths and support needs, as well as their priorities and their aspirations for the future. It includes a single support plan format to use to support a single assessment and planning process.
The module’s content gives insight not just into teaching pupils with autism spectrum disorders (ASD) in schools, but also how people deal with ASD as they progress into adulthood and independent living.
This module is designed for the teachers of learners on the autism spectrum. It features 20 units, including the initial 9 that discuss general good practice.
There is a recognised call for aggressive service users with mental health problems to be managed within frameworks that acknowledge the person’s specific and diverse needs. Such frameworks expect that de-escalation strategies and its general ethos should pervade and inform the process of managing any crisis event.
The Council for Disabled Children have released their findings from the Evidence and Build phase for Independent Support that took place during April to June 2014.
KIDS was one of the organisations commissioned to undertake research to inform the CDC report and we can now make our findings publicly available.