Guardian Society, September 25th 2002, p. 119
Measures to iron out unfairness in the way local authorities decide whether, and how much, to charge older and disabled people for care services are, according to disability groups, inadvertently creating new inequities. New Government guidance to social service departments is intended to make work pay for disabled people.
H M Fortnum and others
Deafness and Education International, vol. 4, 2002, p. 123 - 141
Data reported provide a cross-sectional view of the education setting and communication approach as reported by professionals responsible for the education of 10,945 hearing-impaired children attending primary or secondary school in the UK in 1998. A lower hearing level, possession of a cochlear implant, the absence of additional disabilities and female gender were independently associated with settings involving inferred lower levels of support and with approaches involving a smaller component of signing.
J. Jarvis, I Sinka and A. Iantaffi
Deafness and Education International, vol. 4, 2002, p. 140-147
Focusing on pupil perceptions of inclusion, this paper reports on work currently being undertaken at the University of Hertfordshire.
British Journal of Social Work, vol. 32, 2002, p. 751-763
Article considers social worker responses to direct payments for disabled people, a policy which has been linked to a discourse of social justice and rights. Presents partial findings of a research project which sampled social workers' views and attitudes towards direct payments in three local authorities. Findings suggest that social workers are generally supportive of a move to a rights based approach to policy and practice as evidenced by programmes such as direct payments.
Child Right, no.189, 2002, p. 9-11
Part IV of the Disability Discrimination Act 1995, inserted by the Special Educational Needs and Disability Act 2001, came into force in September 2002. The new provisions seek to prevent discrimination against disabled people in their access to education. They aim to ensure that disabled young people are not disadvantaged and to allow for their inclusion, as far as possible, in mainstream education. Points out that these new disability discrimination duties will put an extra strain on school budgets and that teachers will need extra training to enable them to cope.