Chapter 2: The changing scene – local authority support for <scp>SEND</scp> and inclusion matters: a case study of a schools led partnership

Smith, Neil

doi:10.1111/1471-3802.12101_3

Cited by 2 publications

(2 citation statements)

References 15 publications

(15 reference statements)

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“…clinical and educational psychologists; school counsellors and CAMHS therapists; clinical nurse specialists and school nurses) provides a perverse incentive to ensure that only one professional is deployed, the employing organizations competing to conserve their resources. This can be exaggerated by legal barriers to collaborative involvement between professionals with intersecting skill‐sets (Perfect & Morris, ; Pettitt & Britain, ), and the progressive fragmentation of state education into smaller autonomous units, making between‐school funding support less flexible, particularly between primary and secondary schools (Smith, ).…”

Section: Barriers To Engaging With Send Guidance About Mental Healthmentioning

confidence: 99%

Editorial Perspective: The new Special Educational Needs and Disability Code of Practice-an opportunity for school mental health services?

Foreman

2016

Child Adolesc Ment Health

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The 2014 English Special Educational Needs and Disability (SEND) Code of Practice, a policy framework for delivery of a range of services including Schools Mental Health Services (SMHS), is considered in the context of international research on the delivery of mental health services in schools. Effective interventions have been reported in poor and middle‐income countries, whereas there is less information about routine services in high‐income societies, and what they report are equivocal outcomes. In England and the United States, problems with acceptability of routine mental health assessment, together with conflict over resource allocation significantly impede both effectiveness and acceptability. The new Code has been specifically written to support better engagement between Education and Mental Health, but piloting suggests that this has not yet happened. Proactive multiagency planning within the framework of the Code, linked to explicit work on organizational transformation, could provide an effective and acceptable Schools Mental Health Service, with legal protection from subsequent deleterious policy and funding changes. Explicit recommendations for using the Code are appended.

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Section: Barriers To Engaging With Send Guidance About Mental Healthmentioning

confidence: 99%

Editorial Perspective: The new Special Educational Needs and Disability Code of Practice-an opportunity for school mental health services?

Foreman

2016

Child Adolesc Ment Health

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“…Alguns alunos podem ter dificuldades em se adaptar ao uso de dispositivos de VR e navegar em ambientes virtuais. É importante que as experiências de VR sejam intuitivas e acessíveis para todos os alunos, incluindo aqueles com necessidades especiais (SMITH; HAMILTON, 2015). Além disso, a criação de conteúdo educativo de alta qualidade para VR é um processo complexo e caro, que requer a colaboração entre desenvolvedores de tecnologia e educadores (DALGARNO e LEE, 2010).…”

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VIRTUAL REALITY IN EDUCATIONFundamentals, Devices, Applications and Innovation in Teaching

Ramos,

Júnior

2024

Rev. Cient. Multidisc. Saber

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Virtual Reality (VR) has stood out as an innovative tool in education, transforming the waystudents learn and teachers teach. The integration of VR devices, such as glasses andsimulators, allows the creation of immersive environments, in which students can explorecomplex concepts in a practical and engaging way. Furthermore, VR offers opportunities fornew teaching paradigms, such as virtual visits to museums, simulations of scientificexperiments, and trips to historic places. This approach stimulates students' curiosity,creativity and engagement, making the learning process more dynamic and meaningful.Recent data indicates that schools and educational institutions are increasingly adopting VRas part of their pedagogical strategies, recognizing its potential for educational innovation.This work aims to demonstrate how Virtual Reality in Education is based on a promisingarea, capable of revolutionizing the way educators and students interact with knowledge.

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Chapter 2: The changing scene – local authority support for SEND and inclusion matters: a case study of a schools led partnership

Cited by 2 publications

References 15 publications

Editorial Perspective: The new Special Educational Needs and Disability Code of Practice-an opportunity for school mental health services?

Editorial Perspective: The new Special Educational Needs and Disability Code of Practice-an opportunity for school mental health services?

VIRTUAL REALITY IN EDUCATIONFundamentals, Devices, Applications and Innovation in Teaching

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