Author: Gabbitas Publisher: Kogan Page Publishers ISBN: 074946416X Category : Education Languages : en Pages : 594
Book Description
Special needs provision continues to be the focus of much attention. Growing emphasis on the importance of meeting individual and often highly complex needs means that finding the right school for a child can be a complicated process. Schools for Special Needs explains the full system of special needs education in the UK, and offers parents and carers a comprehensive range of information and advice on key areas of concern, along with the details of more than 2,000 establishments. The book provides commentary from experts in all sectors of special education, and includes: advice on assessment and identification of needs, statementing and school choice; the role of the local authority; the Special Educational Needs Codes of Practice; guidance on further and higher education; and indexes listing schools according to type of need.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309376882 Category : Medical Languages : en Pages : 397
Book Description
Children living in poverty are more likely to have mental health problems, and their conditions are more likely to be severe. Of the approximately 1.3 million children who were recipients of Supplemental Security Income (SSI) disability benefits in 2013, about 50% were disabled primarily due to a mental disorder. An increase in the number of children who are recipients of SSI benefits due to mental disorders has been observed through several decades of the program beginning in 1985 and continuing through 2010. Nevertheless, less than 1% of children in the United States are recipients of SSI disability benefits for a mental disorder. At the request of the Social Security Administration, Mental Disorders and Disability Among Low-Income Children compares national trends in the number of children with mental disorders with the trends in the number of children receiving benefits from the SSI program, and describes the possible factors that may contribute to any differences between the two groups. This report provides an overview of the current status of the diagnosis and treatment of mental disorders, and the levels of impairment in the U.S. population under age 18. The report focuses on 6 mental disorders, chosen due to their prevalence and the severity of disability attributed to those disorders within the SSI disability program: attention-deficit/hyperactivity disorder, oppositional defiant disorder/conduct disorder, autism spectrum disorder, intellectual disability, learning disabilities, and mood disorders. While this report is not a comprehensive discussion of these disorders, Mental Disorders and Disability Among Low-Income Children provides the best currently available information regarding demographics, diagnosis, treatment, and expectations for the disorder time course - both the natural course and under treatment.
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability Publisher: ISBN: Category : Languages : en Pages : 244
Book Description
Montgomery County Public Schools (MCPS) "Special Education at a Glance," which includes a copy of the "Guide to Planning and Assessing School-Based Special Education Programs," provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including enrollment, staffing, special education services, and outcome measures. "MCPS Special Education at a Glance"--a companion document to "MCPS Schools at a Glance"--contains information that may be used to inform school improvement plans and to identify best practices to improve outcomes for students with disabilities. [This publication is the result of the efforts of the following offices within Montgomery County Public Schools: Office of the Chief Operating Officer, Office of the Deputy Superintendent of Schools, Office of the Chief Technology Officer, Office of Curriculum and Instructional Programs, Office of School Performance, Office of Shared Accountability, and Office of Special Education and Student Services.].
Author: Gabbitas Publisher: Kogan Page Publishers ISBN: 0749464194 Category : Education Languages : en Pages : 479
Book Description
All parents want their child to be happy and successful at school, but few decisions are harder than identifying the right school for your child. The Independent Schools Guide, now in its 17th edition, provides all the guidance and advice needed to make the most informed decisions. The book includes an extstensive reference section for over 2,000 schools; details on fee planning, scholarships and bursaries; guidance for overseas parents, including language support and guardianship; and detailed profiles of over 200 schools and colleges. For any parent, guardian or carer who is considering the independent sector, the Guide is the definitive reference source.
Author: Peter W. D. Wright Publisher: ISBN: Category : Education Languages : en Pages : 416
Book Description
Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations.
Author: Publisher: ISBN: 9780875581682 Category : Children with disabilities Languages : en Pages : 0
Book Description
The First Edition of the Guide to Private Special Education, the successor to Porter Sargent Handbooks Directory for Exceptional Children, lists and describes educational programs for families and consultants looking to place elementary and secondary students with special needs in the best possible learning environments. Guide listings include such critical information as student eligibility, admission requirements, therapeutic offerings, tuition and aid, and curricular details. Special-needs conditions addressed include ADD, ADHD, blindness and visual impairment, deafness and hearing impairment, deaf-blindness, emotional disturbances, intellectual disabilities, learning disabilities, multiple disabilities, orthopedic/neurological impairments, pervasive developmental disorder, speech/language impairments, substance abuse, and traumatic brain injury.
Author: Richard M. Gargiulo Publisher: SAGE ISBN: 1452216770 Category : Education Languages : en Pages : 713
Book Description
Grounded in research and expanding on current trends and contemporary issues, the new edition of Gargiulo's text provides an easy-to-read introduction to special education.
Author: Jonathan Rix Publisher: Routledge ISBN: 1317498917 Category : Education Languages : en Pages : 216
Book Description
Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
Author: Gabbitas
Author: National Academies of Sciences, Engineering, and Medicine
Author: Montgomery County Public Schools (MCPS), Office of Shared Accountability
Author: Gabbitas
Author: Kate Wall
Author: Peter W. D. Wright
Author: 
Author: Richard M. Gargiulo
Author: 
Author: Jonathan Rix