Recent educational implementations that aim to support young people in public care

Special Educational Needs Code of Practice (2001)

This revision of the original Code of Special Educational Needs (DfE, 1994), includes a quite brief resumé of information for schools and in particular, Special Educational Needs Coordinators (SENCOs), about the roles professionals have in supporting ‘looked after’ Children. Section 5:29 clearly states that ‘The designated teacher for “looked after” children should work closely with the SENCO when the child also has SEN’ (DfE, 1994: 49). However, many of the other references within this Code identify ways that the LEAs do not have the responsibility to provide education for young people in public care in certain situations. This could be when a young person is in a community home that provides education, with an independent fostering agency providing education, or under a court order in secure accommodation (DfES, 2001, 8:98–8:103). However, it has been my own personal experience in the past few years that with the developments and legislation enhancing inter-agency working and inclusion, LEAs are paying heed to guidance, research information and inspection criteria and are accepting responsibility for providing suitable education provision for these young people.

The need for close working with other agencies and with parents or carers is emphasised in Sections 2:5, 2:9, 9:16 and 9:25 of the Code of Practice (DfES, 2001). In Section 9:27 the Code informs teachers that every young person in public care will have a Child Care Plan, ‘as required under the Arrangements for Placement of Children (General) Regulations 1991 made under the Children Act 1989’ (ibid.: 126) arranged by the local authority social services department. This Care Plan must include information about the arrangements for the education of the young person and must incorporate a Personal Education Plan (PEP). At this point joint review meetings are also suggested. A pathway plan is also required for young people who reach the age of 16 and are still in public care. The Code of Practice states: ‘This plan will build on the Care and Personal Education Plans, mapping out a pathway to independence, including education, training and employment’ (ibid.: 133, 9:68).

Throughout the Code of Practice (DfES, 2001) terms are used that are not clearly described within the document, notably ‘designated teacher’ and ‘Personal Education Plan’. Schools need to have a good understanding of the role a designated teacher should play and the importance of the instigation, monitoring and reviewing of a Personal Education Plan for every young person in public care within their educational community. This will require inset, training and close collaboration with other agencies, notably social services.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم الصناعات والحرف الفنية ينفذ أعمالًا تطويرية في جامعة الكفيل

قسم الشؤون الطبية يناقش تحضيراته لحفل التخرج المركزي لطالبات الجامعات العراقية العاشر

مركز الكفيل للإعلان والتسويق يباشر تنفيذ الأعمال الطباعية لحفل تخرج طالبات الجامعات العراقية العاشر

قسم رعاية الصحن يهيئ الأماكن المخصصة لفعاليات حفل تخرج طالبات الجامعات العراقية العاشر

المزيد

الآخبار الصحية

خصوصا مع تقدم السن.. 6 سلوكيات يومية قد تدمّر صحتك

فاكهة خضراء.. علاج طبيعي فعّال للإمساك واضطرابات الهضم

روسيا تبدأ أولى التجارب السريرية للقاح واعد ضد السرطان

كنز غذائي على طبقك.. ماذا تفعل السبانخ بجسمك؟

المزيد

الآخبار التكنلوجية

رصد نوع نادر من القطط في تايلاند للمرة الأولى منذ عقود

روسيا تخطط لإقامة محطة نووية في القمر خلال العقد المقبل

كيف قاد إيلون ماسك حملة "غروك" لاختراق عرش الذكاء الاصطناعي

ألتمان: الذكاء الاصطناعي سيتجاوز البشر في 2026 !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998