Green paper on Education and Disability

I'm glad to be alerted to this. Although my experience is at University level we get the fall out from what happens in schools, plus I've been involved in disabled issues around 14-19 diploma through being on panels for two courses. I couldn't get in directly from the link but I seem to have got to the right one via the DirectGov website (it is such a muddle though I just hope I was reading the right thing!).

I've only had a quick read through, but my impression is the common one in a lot of reviews of this kind. There are laudible outcomes criticising ineffective practice, such as over-use of the term SEN, around paragraph 30, where some schools use it very ineffectively and then dilute the services provided.  Some schools have odd definitions of special learning need, for example purely in terms of poor progression, which might exclude some under-diagnosed able aspergers pupils who are progressing but suffering hardship.

The downside of this though is that good intentions lead to cuts in what is provided, and use of inappropriate assessors, as B'lanna Torres has identified.

Thanks to B'lanna for flagging it up, parents do need to look at this, also NAS and schools and colleges.

I notice there is a section on Transition paras 85-96 which needs scrutiny.

Of course will there be money around to implement it anyway. I shall try to pass this round educators at University level, because this is also pertinent to the backgrounds of undergraduates.

I'm glad to be alerted to this. Although my experience is at University level we get the fall out from what happens in schools, plus I've been involved in disabled issues around 14-19 diploma through being on panels for two courses. I couldn't get in directly from the link but I seem to have got to the right one via the DirectGov website (it is such a muddle though I just hope I was reading the right thing!).

I've only had a quick read through, but my impression is the common one in a lot of reviews of this kind. There are laudible outcomes criticising ineffective practice, such as over-use of the term SEN, around paragraph 30, where some schools use it very ineffectively and then dilute the services provided.  Some schools have odd definitions of special learning need, for example purely in terms of poor progression, which might exclude some under-diagnosed able aspergers pupils who are progressing but suffering hardship.

The downside of this though is that good intentions lead to cuts in what is provided, and use of inappropriate assessors, as B'lanna Torres has identified.

Thanks to B'lanna for flagging it up, parents do need to look at this, also NAS and schools and colleges.

I notice there is a section on Transition paras 85-96 which needs scrutiny.

Of course will there be money around to implement it anyway. I shall try to pass this round educators at University level, because this is also pertinent to the backgrounds of undergraduates.