81. This next section highlights a number of areas
where it is considered that the framework within which authorities operate may need to be
strengthened.
Educational Provision for Severe Low Incidence Disabilities
82. There are a very small number of children who because of the
nature of their disability or disabilities have complex special educational needs, often
with associated social or medical needs. Invariably the needs of such children require to
be addressed by a multi-disciplinary team. It is within this area of educational provision
for severe low incidence disabilities that the greatest anxieties are being expressed by
parents, voluntary organisations, education authorities and staff.
83. Great care and consideration needs to be given to identifying
the most appropriate educational setting for such children. Where possible appropriate
provision should ensure that the child has as much opportunity as possible to continue to
participate in the day to day life of the family and the community.
84. There exists a range of specialist provision for such children
including provision by the education authority’s own specialist units or special
schools, provision within another education authority, the grant-aided special schools and
the independent special schools sectors.
85. It may not be practical for each and every education authority
to make the appropriate and highly specialist provision for each and every complex
low-incidence disability. There is a need therefore to examine how education authorities
can best plan and work together to meet the needs of these children and to identify the
roles of the grant aided special schools and independent special schools sectors.
86. The time is now right to undertake an examination of the
Co-ordination and Provision of Education for Severe Low Incidence Disabilities. We will
therefore set up an Advisory Committee to undertake a Review under the Chairmanship of
Professor Sheila Riddell.
87. The Advisory Committee will undertake a strategic review,
taking account of the existing statutory framework, of the special educational provision
for severe low incidence disabilities in Scotland; and make appropriate recommendations.
This review will include:
- the role of multi-authority planning and provision;
- how inter-authority payments for the education of children with special educational
needs should be determined;
- the relationship between education authorities, the independent and the grant-aided
special schools sectors.
88. The Advisory Committee will comprise a further 8-10 members and
nominations are invited for Committee membership. Membership will be on the basis of the
skills, knowledge and experience of the individual and its composition will be
multi-disciplinary including interests of parents and education, health, social work and
voluntary sectors.
Do you wish to nominate an individual with appropriate knowledge and experience to
serve on the Advisory Committee?
89. If so, nominations, including self nominations, along with details
of the individual’s knowledge and experience should be submitted to the Special
Educational Needs Policy Section, The Scottish Office Education and Industry Department,
Victoria Quay, Edinburgh EH6 6QQ by Friday 5th June 1998.
Education for Children with Chronic Illness
90. A number of education authorities, parents, voluntary
organisations and others have made representations asking that greater clarity be given to
the provision of education for children with chronic illness.
91. Such children can spend long periods in hospital or
convalescence or are otherwise unable to attend school. Their educational needs therefore
require to be addressed with care. Many commentators suggest that the statutory position
is not clear which leads to confusion over what can be provided, often to the detriment of
the education of these children.
92. Section 1(1) of the Education (Scotland) Act 1980 imposes on
every education authority the duty to secure for their area adequate and efficient
provision of school education. This duty extends, in principle, to making arrangements for
the education of children who are unable to attend school because they are in hospital or
because they have a chronic illness. It is for each education authority to decide what
level and kind of provision for such children is appropriate in their area.
93. Authorities have a power, in terms of section 14 of the 1980
Act, to make special arrangements for children to receive education other than at school,
for example in hospital, and can use that power where appropriate. Any such arrangements
made would have to include provision for children with special educational needs. In the
case of children with a Record of Needs, section 62(3) of the 1980 Act specifically
requires any provision made for such a child to include provision for his or her special
educational needs.
94. The Scottish Office has received suggestions that the power to
make provision, in terms of section 14 of the 1980 Act, should be changed to a duty with
clear parameters, or that Departmental guidance should be issued to clarify the position.
The Government wishes to receive views on these issues.
| Q10 |
Is there a need to clarify the role and responsibilities of education
authorities and others in relation to the education of children with chronic illness? If
so, how might this be achieved? |
Future Needs Assessments
95. Education authorities are required to make a report (Future
Needs Assessment) on what provision would benefit a recorded child after the child ceases
to be of school age. This will involve for the first time, or at a new level of intensity,
a number of agencies for example the careers service, colleges of further education,
universities, the Employment Service, voluntary agencies operating specialised adult
training, social work services and health boards and trusts.
96. The stage after school is one which needs to be examined and a
Committee on Post School Education and Training of Young People with Special Needs is
currently being established under the Chairmanship of Robert Beattie, MBE. Its remit is to
review the range of further education and training needs for young people for whom special
provision may be appropriate; and the quality and effectiveness of current provision in
improving skills and preparation for work. Key issues which the Committee will consider
will be guidance and support for the transition from school to FE, training or employment,
improved assessment procedures and better co-ordination and management of existing
provision as well as recommendation for improved provision.
97. The Committee is aiming to report in the Spring of 1999.
