The SEND Code of Practice 0–25 Years: Policy, Provision and Practice

Tutt, Rona; Williams, Paul

doi:10.4135/9781529714463

Cited by 7 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Participants reached high consensus (MDM = 0.29) on the importance of sharing information across agencies, where parents and children give their consent. This typically includes information in the form reports and Education and Health Care Plans (EHCPs) (Tutt & Williams, 2015) and training for parents and teaching staff who deliver the child's therapy programme. Physiotherapists also provide information regarding local and national resources, such as the statutory local offer, charitable organizations and support groups.…”

Section: Resultsmentioning

confidence: 99%

Defining usual physiotherapy care in ambulant children with cerebral palsy in the United Kingdom: A mixed methods consensus study

Rapson

Latour

Marsden

et al. 2022

Child

View full text Add to dashboard Cite

Background: Ambulant children with cerebral palsy (CP) undertake physiotherapy to improve balance and walking. However, there are no relevant clinical guidelines to standardize usual physiotherapy care in the United Kingdom. A consensus process can be used to define usual physiotherapy care for children with CP. The resulting usual care checklist can support the development of clinical guidelines and be used to measure fidelity to usual care in the control groups of trials for children with CP. Methods: Twelve expert physiotherapists were recruited. In Phase 1, statements on usual care were developed using a survey and two nominal groups. Phase 2 included a literature review to support usual physiotherapy interventions. Phase 3 used a confirmatory survey, which also captured changes to provision during the COVID-19 pandemic. Consensus was calculated by deriving the mean of the deviations from the median score (MDM). High consensus was deemed to be where MDM < 0.42. Results: Physiotherapists reached high consensus on five outcome measures (MDM range 0-0.375) and nine areas of assessment (MDM range 0-0.25). Physiotherapists reached moderate consensus on task-specific training (MDM = 0.75), delivered at weekly intensity for 4-6 weeks (MDM = 0.43). There was high consensus (MDM = 0) that children should participate in modified sport and fitness activities and that children with Gross Motor Function Classification System Level III should be monitored on long-term pathways (MDM = 0.29). Conclusions: Physiotherapists reached consensus on two usual care interventions, and a checklist was developed to inform the control groups of future randomized controlled trials. Further consensus work is required to establish clinical guidelines to standardize usual physiotherapy care in the United Kingdom.

show abstract

Section: Resultsmentioning

confidence: 99%

Defining usual physiotherapy care in ambulant children with cerebral palsy in the United Kingdom: A mixed methods consensus study

Rapson

Latour

Marsden

et al. 2022

Child

View full text Add to dashboard Cite

show abstract

“…The Children and Families Act 2014 aimed to address these issues, and has been viewed as the biggest shake‐up in special education for 30 years (Tutt & Williams, ). The Act is intended to raise aspirations, placing the young person and family ‘at the heart of the process’ (DfE & DoH, ), with an emphasis on co‐produced outcomes rather than provision.…”

Section: Transition For Young People With Special Educational Needs Amentioning

confidence: 99%

Taking charge and letting go: exploring the ways a Transition to Adulthood project for teenagers with Duchenne muscular dystrophy has supported parents to prepare for the future

Hoskin

2017

British J Special Edu

View full text Add to dashboard Cite

The new Special Educational Needs and Disability legislation in the Children and Families Act 2014 intends to raise the aspirations of young people with special educational needs and their families, and improve their life outcomes. But what do raised aspirations and better outcomes look like for young people who have a life-limiting impairment? This article draws on data from a parent evaluation of a lottery-funded Transition to Adulthood project for boys with Duchenne muscular dystrophy (DMD), called 'Takin' Charge', focusing in particular on whether or not the project helped parents of boys with DMD prepare for the future. Key themes that emerged were the importance and novelty of older role models with DMD in the project who were able to share their journeys into adulthood, the support between families that the project enabled, the meaning of family resilience and aspirations for a normal life. The use of solution-focused questioning with families affected by a life-limiting impairment is also explored.

show abstract

“…Young people with ADHD and related disorders may also be formally recognized as having Special Educational Needs and Disabilities (SEND), which will place greater demands on the school. ADHD falls under “social and emotional mental health” in the SEND code of practice (Tutt & Williams, 2015), and children and young people with ADHD may need an Education, Health, and Care Plan in place in order to access appropriate resources to support their learning and experiences of school.…”

Section: Introductionmentioning

confidence: 99%

Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Russell

Benham‐Clarke

Ford

et al. 2023

Brit J of Edu Psychol

View full text Add to dashboard Cite

BackgroundAttention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and/or impulsivity. Young people with ADHD have poorer educational and social outcomes than their peers. We aimed to better understand educational experiences of young people with ADHD in the UK, and make actionable recommendations for schools.MethodsIn this secondary analysis of qualitative data, we used Thematic Analysis to analyse information relating to experiences of education from 64 young people with ADHD and 28 parents who participated in the Children and adolescents with ADHD in Transition between Children's services and adult Services (CATCh‐uS) study. Emerging patterns within and across codes led to organization of the data into themes and subthemes through an iterative process.ResultsTwo main themes were generated. The first described young people's early experiences of education, often within a mainstream setting; we labelled this the problematic provision loop, as this was a negative cycle that was repeated several times for some participants. The second theme described young people's more positive progression through education once they progressed out of the problematic loop.ConclusionsEducational experiences for young people with ADHD are often negative and fraught with complication. Young people with ADHD often found themselves on a more positive trajectory after they were placed in an alternative form of education provision (mainstream or otherwise), or where they were able to study topics that interest them and play to their strengths. We make recommendations that commissioners, local authorities and schools could consider in order to better support those with ADHD.

show abstract

The SEND Code of Practice 0–25 Years: Policy, Provision and Practice

Cited by 7 publications

References 0 publications

Defining usual physiotherapy care in ambulant children with cerebral palsy in the United Kingdom: A mixed methods consensus study

Defining usual physiotherapy care in ambulant children with cerebral palsy in the United Kingdom: A mixed methods consensus study

Taking charge and letting go: exploring the ways a Transition to Adulthood project for teenagers with Duchenne muscular dystrophy has supported parents to prepare for the future

Educational experiences of young people withADHDin theUK: Secondary analysis of qualitative data from theCATCh‐uSmixed‐methods study

Contact Info

Product

Resources

About