The CASTLE study is focused on rolandic epilepsy which is the most common type of epilepsy – affecting about one-sixth of all children with epilepsy in the UK. To guide, inform and support all of this research, children with rolandic epilepsy and parents of children with rolandic epilepsy will have an opportunity to play a meaningful role in the research process.
This resource draws together the key findings from a large-scale investigation to find out ‘what works’ in SEN support. It accompanies the ‘SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges’ resource and is designed to inform the decisions leaders make about supporting learners with SEN in their settings.
In 2016 our research coordinator Sarah Hogan DPhil, CS (Audiology), PGDip Auditory Verbal Therapy, LSLS Cert. AVT® presented findings from a ten year audit of outcomes for pre-school children in the UK. She discussed findings that showed approximately 80% of the children who were on the Auditory Verbal programme at Auditory Verbal UK for two years or more graduated with age appropriate language (AAL) by five years of age. This poster summaries the research.
The Fresh Start project is for teachers and other education professionals, such as mentors, working with individual students. The aim of the Fresh Start intervention is for students to become re-engaged in their education. This document provides detailed guidance for practitioners about how to use this approach to support students.
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.
This report was produced as part of SQW’s evaluation of the Special Educational Needs (SEN) and Disability Pathfinder Programme for the Department for Education. It focuses on the engagement of schools in the SEN and disability reforms, based on evidence gathered from five pathfinder areas.
What helps children with epilepsy to be included in education?
What factors can hinder inclusion?
These are the questions that the research outlined in this report set
out to address. We have investigated whether children with epilepsy
are fully included in all aspects of school life.
Children with epilepsy are at greater risk of learning and behavioural difficulties than
children without epilepsy. However, these difficulties are often missed because of the
pressing medical needs of epilepsy.
The current guidelines for the management of epilepsy in children focus primarily on the
medical needs of the child. The purpose of this study was to identify the prevalence and
nature of learning and behavioural difficulties in school-aged children with the condition.
The ‘How Was School?’ website looks at Disabled People’s experiences of education over the last 100 years through the telling and recording of personal memories and histories of school. This truly unique collection designed and delivered by disabled people has produced an oral history resource that will serve as an archive in the public interest but will also be a practical tool for schools, colleges and other education providers to bring to life debates on citizenship, equality and diversity.