University of Central Lancashire School of Social Work The Centre Seminar Series 2009-10 Children and Young People in

1. University of Central Lancashire School of Social WorkThe Centre Seminar Series 2009-10 Children and Young People in Society Disabled Children and Inclusion: Policy, Practice, Professionals and Theory Dr John Davis Senior Lecturer in Childhood Studies University of Edinburgh 3rd March 2010

2. Aims Consider Scottish ASL Act Consider Scottish GIRFEC Guidance Understand the difference between medical and social model of disability and the shift from needs based/deficit to strengths based approaches Professional Constructs That Will Influence This Conclude: Dialogue and Multi-professional practice

3. Modern Social Model of Disability : ...the disadvantage or restriction of activity caused by a contemporary social organisation which takes little or no account of people who have...impairments and thus excludes them from participation in the mainstream of social activities. (UPIAS/Disability Alliance, 1976) UPAIS/Disability Alliance (1976) Fundamental Principles of Disability. Methuen: London. http://www.leeds.ac.uk/disability-studies/archiveuk/UPIAS/UPIAS.pdf

4. Education (Additional Support For Learning) (Scotland) Act 2004 Replacement of current assessment and recording system Widening of concept More rights for Parents Mediation and Tribunal Code of Practice Co-ordinated Support Plan

5. Education (Additional Support For Learning) (Scotland) Act 2004 A child or young person has additional support needs for the purposes of this Act where, for whatever reason, the child or young person is, or is likely to be, unable without the provision of additional support to benefit from school education provided or to be provided for the child or young person

6. Education (Additional Support For Learning) (Scotland) Act 2004 Children and young people may require additional support for a variety of reasons and may include those who: have motor or sensory impairments are being bullied are particularly able or talented have experienced a bereavement are looked after have a learning difficulty

7. Education (Additional Support For Learning) (Scotland) Act 2004 are living with parents who are abusing substances are living with parents who have mental health problems have English as an additional language are not attending school regularly have emotional or social difficulties are on the child protection register are young carers

8. New Act New ‘flexible Co-ordinated Support Plan (CSP) for children who face long-term complex or multiple barriers to learning and who require frequent access to a diversity of services from outwith education authority Within 16 weeks of notifying parent http://www.scotland.gov.uk/library5/education/shasla-00.asp

9. Duties On Education Authorities Provide for Additional Support Needs Prepare and Review CSPs Every 12 Months Interagency Advice, Assessment and Info Take Into Account the Views of the Child and Parents Provide Independent Mediation Address Transition Publish, review and update their policies Health boards and social work have a duty to help educational authorities

10. Co-ordinated Support Plan The CSP Must Contain The Name of the School, Name of a Contact Person, to Provide Info and Co-ordinate the Plan. Target Learning Outcomes and Objectives Additional Support Required to Meet the Outcomes and Objectives Who Will Provide the Support Review Every 12 Months or Earlier All Involved in Learning Contribute to Plan

11. Parents Request: Mediation, Review, Appeal, And Placing to Independent Special School Have a supporter with them at any meeting

12. New approach Tries to balance individual needs for support with awareness of wider social issues Recognises range of support for diverse range of kids already supported Still recognises need for special provision

13. Not Intrusive ensuring that parents, and young people, understand, and are asked to agree to, the aims of any assessment adopting the least intrusive and most effective course of action affecting the lives of children, young people and families

14. GIRFEC Policy Background 1998 New Community Schools Funding 2001 For Scotland’s Children Report 2002 Children’s Change Fund 2003 Integrated Children’s Services within The Local Authority 2005 Getting it Right for Every Child in Scotland 2005 A Curriculum for Excellence

15. Policy Change Into PracticeMidlothian Setting up of Integration Teams Setting up of Locality Forums Different ‘Professions’ within Children’s Services working more closely together Development of Role of Family Support Work

16. New Family Support Service? Degree Professional Developing Universal & Targeted Services Leading Multi-Professional Working ‘Change Agents’ and ‘Boundroids’ Non Statutory Holistic Support Workforce Reform

17. Ways Forward:Building A Theory Dolan (2006) Types, Qualities and Principles Gilligan (2000) Forms of Support Gilligan (2000) Parents Complex Identities Hill (2005) & Gilligan (1999) Child Agents Davis (2006, 2007) Complex/Fluid Smith (2009) Small Change v Radical Leap

18. Dolan (2006) Social Support 4 Types: concrete, emotional, advice and esteem 3 Qualities of social support: Closeness, reciprocity and durability (e.g. a reliable person you have know for a long time). Range of ‘principles’ concerning: partnership; minimum intervention; clarity of focus; strength-based perspectives; informal networks; accessible/flexible services; self referral; inclusion; diversity; and best practice

19. Gilligan (2000) More Than A Child Protection Service Mobilising support for where children live their lives -Family, peer, school, sport team, church etc Child-focused supporting - social, psychological & educational development Prevent child leaving family by: reducing stress, promoting competence, connecting child & family to support and resources

20. Gilligan (2000) Parents Have Complex Identities Multiplicity of roles and identities Isolated young mother , can also become some one with good child care who is integrated into community as a student worker, team mate, football supporter Key principle of family support is to enhance the number of identities available This may take time and require sensitivity The role of schools and education is very important

21. Hill (2005) & Gilligan (1999) Children Are Complex Children can gain support from wide range of adults and children Relates to mobility and autonomy Notions of boundary of family not fixed - e.g. reconstituted families Children create their own identities Childhood is more regulated

22. Different Theories

23. Conclusion - Davis (2006 & 2007) Professional roles to be examined as much as parent’s/child’s Labelling/deficit models - give professionals/parents an excuse No Single Theory Works in Its Totality - individual, developmental, structural, ecological, post-structural etc MUD, SID, RED, SSD, SDD - challenges victims discourse and realises that professionals can be as much a part of the problem as the solution Practitioners need to be reflexive and discuss the pros and cons of different personal and professional positions This needs to include an understanding of power, politics and vested interests

24. References Davis JM (2007) ‘Analysing Participation and Social Exclusion With Children and Young People. Lessons From Practice’ International Journal of Children’s Rights 15(1):121-146. Davis, JM (2006) ‘Childhood Studies and The Construction of Medical Discourses: Questioning Attention Deficit Hyperactivity Disorder; A Theoretical Perspective ’ in Critical New Perspectives on ADHD, Ed. Lloyd, G., Stead, J. & Cohen, D., London: Taylor and Francis.

25. References Hill, M (2005) Children’s Boundaries in McKie L & Cunningham-Burley S. (eds) (2005) Families in Society: Boundaries and Relationships. Bristol: The Policy Press* Gilligan R.(2000). Family support: issues and prospects. In Canavan J , Dolan P , Pinkerton J (eds) Family Support: Directions from Diversity. London: Jessica Kingsley Publishers.

26. References Gilligan, R. (1999) ‘Working with Social Networks Key Resources in Helping Children at Risk’ In Hill, M. (ed) Effective Ways of Working with Children and their Families. London: Jessica Kingsley Smith, M (2009) What is Family Support Work? A Case Study Within the context of One Local Authority in Scotland. Doctoral Thesis (Education). University of Edinburgh.